DUBAIAMERICANACADEMY

HIGHSCHOOLPROGRAMOFSTUDIES

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Dubai American Academy

Mission and Guiding Statements

MISSION: Dubai American Academy is a vibrant international community, deeply rooted in a culture of kindness, that creates and empowers leaders and independent thinkers with integrity, character, and drive.

IDENTITY STATEMENT: Dubai American Academy offers an enriched American curriculum to students of all nationalities culminating in the International Baccalaureate Diploma Programme and/or an American high school diploma. Beyond its rigorous academic program, DAA prepares students to lead successful lives through the exceptional diversity of its community and the extra-curricular experiences that contribute to the development of thewhole person.

Our students come together to share ideas and to build from others’ strengths.

Collaborative

Our students apply new ideas, new ways of thinking, and new approaches to problems.

Innovative

Our students have the ability to succeed in today’s rapidly changing world and can adjust their thinking in different contexts.

Adaptive

Our students are curious about the world around them, always questioning and seeking greater understanding.Inquisitive

Our students thrive in varied domains, including athletics, finearts, and academics. Multi-faceted

Our students are independent, critical thinkers prepared to takeon social, academic, and personal challenges.Reflective

Our students care about their communities and the people within them, demonstrating compassion by helping others.Empathetic

Our students are active planners and participants in various school, community, and international initiatives.Engaged

DAA’s visionDAA prepares itsstudents to be:GEMS Core Values

A skills-based education founded on the GEMS Core Values

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TABLE OF CONTENTS

ENGLISH DEPARTMENT FLOWCHART ........................................................................................... 1

ENGLISH DEPARTMENT COURSE DESCRIPTION

English 9 .................................................................................................................................... 2

English 10 ............................................................................................................................... 3

English 11 ............................................................................................................................... 4

English 12 ................................................................................................................................ 5

Journalism 9-12 ....................................................................................................................... 6

IB English Literature SL 1 ........................................................................................................ 7

IB English Literature SL 2 ........................................................................................................ 8

IB English Literature HL 1 ........................................................................................................ 9

IB English Literature HL 2 ...................................................................................................... 10

IB English Language and Literature SL 1 ............................................................................... 11

IB English Language and Literature SL 2 ............................................................................... 12

IB English Language and Literature HL 1 .............................................................................. 13

IB English Language and Literature HL 2…………… ............................................................. 14

MATH DEPARTMENT FLOW CHART ............................................................................................ 15

MATH DEPARTMENT COURSE DESCRIPTIONS

Grade 9 Math ......................................................................................................................... 16

Grade 9 Math Extended ......................................................................................................... 17

Grade 10 Math ....................................................................................................................... 18

Grade 10 Math Extended ...................................................................................................... 19

Grade 10 Math Advanced ...................................................................................................... 20

Applications of Mathematics .................................................................................................. 21

IB Math Studies SL 1 ............................................................................................................. 22

IB Math Studies SL 2 ............................................................................................................. 23

IB Math SL 1 .......................................................................................................................... 24

IB Math SL 2 .......................................................................................................................... 25

IB Math HL 1 .......................................................................................................................... 26

IB Math HL 2 .......................................................................................................................... 27

SCIENCE DEPARTMENT FLOW CHART ..................................................................................... 28

SCIENCE DEPARTMENT COURSE DESCRIPTIONS

Integrated Science 9 .............................................................................................................. 29

Integrated Science 10 ............................................................................................................ 30

Design and Technology Elective ............................................................................................ 31

HS Chemistry ......................................................................................................................... 32

HS Biology ............................................................................................................................. 33

IB Physics SL1 ....................................................................................................................... 34

IB Physics SL 2 ...................................................................................................................... 35

IB Physics HL 1 ...................................................................................................................... 36

IB Physics HL 2 ...................................................................................................................... 37

IB Chemistry SL 1 .................................................................................................................. 38

IB Chemistry SL 2 .................................................................................................................. 39

IB Chemistry HL 1 .................................................................................................................. 40

IB Chemistry HL 2 .................................................................................................................. 41

IB Biology SL 1 ...................................................................................................................... 42

IB Biology SL 2 ...................................................................................................................... 43

IB Biology HL 1 ...................................................................................................................... 44

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IB Biology HL 2 ...................................................................................................................... 45

IB Environmental Systems and Societies SL 1 ...................................................................... 46

IB Environmental Systems and Societies SL 2 ...................................................................... 47

IB Design & Technology SL 1 ................................................................................................. 48

IB Design & Technology SL 2 ................................................................................................. 49

IB Design & Technology HL 1 ................................................................................................ 50

IB Design & Technology HL 2 ................................................................................................ 51

IB Computer Science SL 1 (CS) ............................................................................................ 52

IB Computer Science SL 2 (CS) ............................................................................................ 53

IB Computer Science HL 1 (CS) ............................................................................................ 54

IB Computer Science HL 2 (CS) ............................................................................................ 55

SOCIAL STUDIES FLOW CHART ................................................................................................. 56

SOCIAL STUDIES DEPARTMENT COURSE DESCRIPTIONS

History 9 ................................................................................................................................. 57

History 10 ............................................................................................................................... 58

Geography ............................................................................................................................. 59

Introduction to Psychology ..................................................................................................... 60

Introduction to Sociology ........................................................................................................ 60

Introduction to Entrepreneurship ............................................................................................ 61

Introduction to Economics ...................................................................................................... 62

IB Business and Management SL 1 ....................................................................................... 63

IB Business and Management SL 2 ....................................................................................... 64

IB Business and Management HL 1 ....................................................................................... 65

IB Business and Management HL 2 ....................................................................................... 66

IB Economics SL 1 ................................................................................................................. 67

IB Economics SL 2 ................................................................................................................. 68

IB Economics HL 1 ................................................................................................................. 69

IB Economics HL 2 ................................................................................................................. 70

IB History SL 1 ....................................................................................................................... 71

IB History SL 2 ....................................................................................................................... 72

IB History HL 1 ....................................................................................................................... 73

IB History HL 2 ....................................................................................................................... 74

IB Psychology SL 1 ................................................................................................................ 75

IB Psychology SL 2 ................................................................................................................ 76

IB Psychology HL 1 ................................................................................................................ 77

IB Psychology HL 2 ................................................................................................................ 78

Theory of Knowledge I ........................................................................................................... 79

Theory of Knowledge II .......................................................................................................... 80

Information Technology in a Global Society SL 1 (ITGS) ....................................................... 81

Information Technology in a Global Society SL 2 (ITGS) ....................................................... 82

Information Technology in a Global Society HL 1 (ITGS) ....................................................... 83

Information Technology in a Global Society HL 2 (ITGS) ....................................................... 84

FOREIGN LANGUAGES DEPARTMENT, ARABIC AS A FOREIGN LANGUAGE FLOW CHART . 85

FOREIGN LANGUAGES DEPARTMENT, FRENCH/ SPANISH FLOW CHART 86

FOREIGN LANGUAGES DEPARTMENT COURSE DESCRIPTIONS

French II ................................................................................................................................. 87

French III ................................................................................................................................ 88

French IV ............................................................................................................................... 89

IB French Ab Initio SL 1 ......................................................................................................... 90

IB French Ab Initio SL 2 ......................................................................................................... 91

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IB French B SL 1 .................................................................................................................... 92

IB French B SL 2 .................................................................................................................... 93

IB French B HL 1 ................................................................................................................... 94

IB French B HL 2 ................................................................................................................... 95

Spanish II ............................................................................................................................... 96

Spanish III .............................................................................................................................. 97

Spanish IV ............................................................................................................................. 98

IB Spanish Ab Initio SL 1 ........................................................................................................ 99

IB Spanish Ab Initio SL 2 ...................................................................................................... 100

IB Spanish B SL 1 ................................................................................................................ 101

IB Spanish B SL 2 ................................................................................................................ 102

IB Spanish B HL 1 ................................................................................................................ 103

IB Spanish B HL 2 ................................................................................................................ 104

Arabic as a Foreign Language I ........................................................................................... 105

Arabic as a Foreign Language II .......................................................................................... 106

Arabic as a Foreign Language III ......................................................................................... 107

Arabic as a Foreign Language IV ......................................................................................... 108

IB Arabic B SL 1 ................................................................................................................... 110

IB Arabic B SL 2 ................................................................................................................... 111

IB Arabic B HL 1 ................................................................................................................... 112

IB Arabic B HL 2 ................................................................................................................... 113

PHYSICAL EDUCATION FLOW CHART ...................................................................................... 114

PHYSICAL EDUCATION COURSE DESCRIPTIONS

Physical Education & Health 9 ................................................................................................ 115

Physical Education & Health 10 ........................................................................................... 116

FINE ARTS, ART FLOW CHART .................................................................................................. 117

FINE ARTS, MUSIC FLOW CHART ............................................................................................. 118

FINE ARTS, DRAMA FLOW CHART ............................................................................................ 119

FINE ARTS DEPARTMENT COURSE DESCRIPTIONS

Mixed Media ......................................................................................................................... 120

Taking Art Theory into Practice ............................................................................................ 121

Drawing & Painting .............................................................................................................. 122

Sculpture & Ceramics .......................................................................................................... 123

Digital Art ............................................................................................................................. 124

IB Art SL 1 ............................................................................................................................ 125

IB Art SL 2 ............................................................................................................................ 127

IB Art HL 1 ............................................................................................................................ 129

IB Art HL 2 ............................................................................................................................ 131

Beginning Band 9-12 ........................................................................................................... 133

Concert Band 9-12 ............................................................................................................... 134

Concert Choir 9-12 ............................................................................................................... 135

Electronic Music Introduction 9-12 ....................................................................................... 136

Electronic Music Advanced 9-12 .......................................................................................... 137

Advanced Musical Studies 9-10 ........................................................................................... 138

IB Music SL 1 ....................................................................................................................... 139

IB Music SL 2 ....................................................................................................................... 140

IB Music HL 1 ....................................................................................................................... 141

IB Music HL 2 ....................................................................................................................... 142

Group Theater ...................................................................................................................... 143

From Mask to Monologue .................................................................................................... 144

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Scene Studies ...................................................................................................................... 145

Student Ensemble ................................................................................................................ 146

IB Theater Arts SL 1 ............................................................................................................. 147

IB Theater Arts SL 2 ............................................................................................................. 149

IB Theater Arts HL 1 ............................................................................................................. 151

IB Theater Arts HL 2 ............................................................................................................. 153

INSTRUCTIONAL TECHNOLOGY DEPARTMENT FLOW CHART... ............................................ 155

INSTRUCTIONAL TECHNOLOGY HS IT

IT for Everyone .................................................................................................................... 156

Introduction to Programming ................................................................................................ 157

Robotics ............................................................................................................................... 157

Digital Video ......................................................................................................................... 158

Yearbook .............................................................................................................................. 159

Information Technology in a Global Society SL 1 (ITGS) ..................................................... 160

Information Technology in a Global Society SL 2 (ITGS) ..................................................... 161

IB Computer Science SL 1 (CS) .......................................................................................... 162

IB Computer Science SL 2 (CS) .......................................................................................... 163

IB Computer Science HL 1 (CS) .......................................................................................... 164

IB Computer Science HL 2 (CS) .......................................................................................... 165

ISLAMIC EDUCATION NON-NATIVE FLOW CHART .................................................................... 166

ISLAMIC EDUCATION NATIVE FLOW CHART ............................................................................. 167

ISLAMIC EDUCATION DEPARTMENT COURSE DESCRIPTIONS

Islamic Education - Non-Native 9. ........................................................................................ 168

Islamic Education - Non-Native 10 ....................................................................................... 170

Islamic Education - Non-Native 11 ....................................................................................... 172

Islamic Education - Non-Native 12 ....................................................................................... 174

Islamic Education - Native 9 ................................................................................................ 176

Islamic Education - Native 10 .............................................................................................. 178

Islamic Education - Native 11 ............................................................................................... 179

Islamic Education - Native 12 .............................................................................................. 180

ARABIC AS A FIRST LANGUAGE (NATIVE) FLOW CHART ........................................................ 181

ARABIC AS A FIRST LANGUAGE (NATIVE) COURSE DESCRIPTION

Arabic as a First Language (Native Arabic) 9 ....................................................................... 182

Arabic as a First Language (Native Arabic) 10 . ................................................................... 183

IB Arabic B SL 1 ................................................................................................................... 184

IB Arabic B SL 2 ................................................................................................................... 185

IB Arabic B HL 1 ................................................................................................................... 186

IB Arabic B HL 2 ................................................................................................................... 187

IB Arabic A SL 1 ................................................................................................................... 188

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THE HIGH SCHOOL GRADUATION REQUIREMENTS:

Students enroll in courses according to graduation requirements, the student’s abilities and interests, and

previous educational experience. Students earn credit for the successful completion of courses. Twenty- two

(22) credits are required for graduation. It would be in the student’s best interest to research universities to

determine the number of credits needed for admission to that university.

DAA Diploma with 22 Credits

English Four (4) credits

Science Three (3) credits

Mathematics Three (3) credits

Social Studies Two (2) credits

Foreign Language Two (2) credits

Physical Education/Health Two (2) credits

Fine Arts Half (.5) credit

Electives Five and a half (5.5) credits

DAA Diploma with 25 credits (Recommended) English Four (4) credits

Social Studies Four (4) credits

Science Four (4) credits

Mathematics Four (4) credits

Foreign Language Three (3) credits

Physical Education/Health Two (2) credits

Fine Arts Half (.5) credit

Electives Five and a half (5.5) credits

While most courses are one academic year in duration, courses are divided into two distinct semesters for

grading purposes.

Arabic language is a required course for all 9

th grade students. All students holding an Arab passport must take

Arabic every semester throughout High School.

All Muslim students are required to take Islamic Education every semester.

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ENGLISH/LANGUAGE ARTS – HIGH SCHOOL PROGRAM FLOW CHART

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ENGLISH DEPARTMENT COURSE DESCRIPTIONS ENGLISH 9 CREDIT 1 PREREQUISITE: Successful completion of English 8. CONTENT: Learning in the first semester concentrates on prose, beginning with the study of fiction (Unit 1) and ends with a study of nonfiction texts such as advertisements, political cartoons, and propaganda posters (Unit 2). The study of verse (Semester 2) begins with a survey of poems (Unit 3) and ends with an interdisciplinary drama experience that implements the learning outcomes achieved throughout the course (Unit 4). INSTRUCTIONAL METHODS: Course activities will include class discussion, team and group projects, research, oral presentations, dramatic reading, independent reading, teacher lecture, peer evaluation of writing, essay and commentary writing, explicit skill instruction and modeling. CORE INSTRUCTIONAL MATERIALS: Unit 1: A novel from the IB Prescribed List of Texts and paired short stories� Unit 2: Selection of nonfiction texts including advertisements, political cartoons, and propaganda posters Unit 3: A selection of poems� Unit 4: A play by William Shakespeare ASSESSMENT METHODS: Student assessment may include reflection papers, quizzes, comprehensive unit exams, formal essays, textual analysis, creative writing, speeches, oral presentations and oral commentaries. Special focus will be placed on assessing the student’s approach to learning, which includes thinking, communication, and self-regulation.

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ENGLISH 10 CREDIT 1 PREREQUISITE: Successful completion of English 9 CONTENT: This course focuses on developing key skills in reading, writing, and speaking and listening. Students will study a range of genres, including poetry, short stories, visual texts, drama and novels, and develop further the skills acquired in Grade 9. They will be encouraged to demonstrate a critical awareness of a broad range of written skills and use an effective choice of register to express their ideas clearly and coherently. Oral skills will also be developed further through a variety of tasks in preparation for the rigorous oral assessments in the English IB Diploma programme. INSTRUCTIONAL METHODS: Course activities will include class discussion, team and group projects, research, oral presentations, dramatic reading, independent reading, teacher lecture, peer evaluation of writing, essay and commentary writing, explicit skill instruction, and modeling. CORE INSTRUCTIONAL MATERIALS: Selected poems� Selected short stories� Selected visual texts� Macbeth, William Shakespeare Life of Pi, Yann Martel� Lord of the Flies, William Golding ASSESSMENT METHODS: Student assessment will include textual analysis papers, creative writing, oral presentations and oral commentaries, reflection papers, quizzes and comprehensive unit exams.

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ENGLISH 11 CREDIT 1 PREREQUISITE: Successful completion of English 10. CONTENT: This course is the first half of a two year sequence that focuses on deep reading, critical thinking, and effective writing in preparation for university study. Secondary skills include grammar and vocabulary development; outlining and drafting techniques; revision strategies; self-evaluation and reflection; public speaking; productive group work; goal setting; organization; time management; and professionalism. A variety of short stories, essays, and poems create opportunities for students to respond verbally and in writing

INSTRUCTIONAL METHODS: Classes typically begin with a grammar warm-up exercise and/or handwritten focused free write. Class read material, group discussion, group and individual projects, teacher and peer conferencing of written work, and some lecture CORE INSTRUCTIONAL MATERIALS: Selected short stories Selected poems Selected essays Grammar warm-ups Independently selected and teacher selected novels based on students interest and reading level

ASESSMENT METHODS: Students will be assessed on their writing several times in the first few weeks of school, and then about twice a month thereafter. The bulk of assessments will be of written work, scored on a rubric with written feedback. Some assessments will be required to be revised; all other assessments will carry an optional rewrite for a second grade. Periodically group work will be assessed. Summative assessments will consist of two analytical essays, a piece of creative writing, and a public reading of creative writing.

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ENGLISH 12 CREDIT 1 PREREQUISITE: Successful completion of English 11. CONTENT: This course is the second half of a two year sequence that focuses on deep reading, critical thinking, and effective writing in preparation for university study. Secondary skills include grammar and vocabulary development; outlining and drafting techniques; revision strategies; self-evaluation and reflection; public speaking; productive group work; goal setting; organization; time management; and professionalism. A variety of short stories, essays, and poems create opportunities for students to respond verbally and in writing. INSTRUCTIONAL METHODS: Classes typically begin with a grammar warm-up exercise and/or handwritten focused free write. Class activities include independent reading and research, reading aloud as a group, composing responses to read material, group discussion, group and individual projects, teacher and peer conferencing of written work, and some lecture. CORE INSTRUCTIONAL MATERIALS: Selected short stories Selected poems Selected essays Grammar warm-ups Independently selected and teacher selected novels based on students interest and reading level ASSESSMENT METHODS: Students will be assessed on their writing several times in the first few weeks of school, and then about twice a month thereafter. The bulk of assessments will be of written work, scored on a rubric with written feedback. Some assessments will be required to be revised; all other assessments will carry an optional rewrite for a second grade. Periodically group work will be assessed. Summative assessments will consist of two analytical essays, a piece of creative writing, and a public reading. In the second semester, grade 12 students will work with grade 11 students to organize a public reading of their best creative work.

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JOURNALISM 9-12 CREDIT 1 PREREQUISITE: None CONTENT: This course will introduce students to the basics of newspaper writing. Students will examine the works of renowned journalists from around the world and various styles of writing exemplifying good reporting. Students will develop an increased awareness of different types of reporting, from entertainment to sports journalism. Students will write and edit their own newspaper stories for The Pawprint, the DAA student online publication. Other topics of discussion in class include the changing role of the journalist in today’s media, viral content, media ethics, and media bias in mainstream journalism. INSTRUCTIONAL METHODS: Course activities will include writing, editing, photography, layout and design, videography, and video editing. Students will conduct group discussion and do class presentations, including formal research and oral presentation. The class involves individual and group projects based on teacher instruction. CORE INSTRUCTIONAL MATERIALS: Various articles, videos, and presentations on selected Journalism topics. SUPPORTING MATERIALS: “Shattered Glass” Directed by Billy Ray ASSESSMENT METHODS: Assessments will include written articles and summative assignments on the role of journalism in society and the future of journalism. Some students will be responsible for editing sections or the general site.

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IB ENGLISH LITERATURE SL 1 (YEAR 1) (GROUP 1) CREDIT 1 PREREQUISITE: English 10. CONTENT: IB1 English Literature SL is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IB Exams in May of their senior year. The English 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. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives and students will respond independently to the work by connecting the individual and cultural experience of the reader to the text. Another key aim is to acquire powers of expression through oral presentation and to present an individual, independent response to texts studied. The SL group is assessed on 10 texts over the two years of IB. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations, pair and group work. CORE INSTRUCTIONAL MATERIALS: Part One: Works in Translation Persepolis, Marjane Satrapi (French) Antigone, Sophocles (Classical Greek) Part Four: Options Things Fall Apart, Chinua Achebe The Great Gatsby, F. Scott Fitzgerald 1984, George Orwell Part Two: Detailed Study Othello, William Shakespeare ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays.

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IB ENGLISH LITERATURE SL 2 (YEAR 2) (GROUP 1) CREDIT 1 PREREQUISITE: IB1 English Literature SL CONTENT: IB2 English Literature SL is the second year of a two-year course that will prepare IB Diploma and Certificate candidates for the IB Exams in May of their senior year. A key aim of year two of the English Literature course is to demonstrate appropriate analytical responses to specific genres and to show how particular effects are achieved through language use, and to engage with the details of texts in order to develop a considered and formal response. Students are also required to compare the similarities and differences between selected texts. The SL group is assessed on 10 texts over the two years of IB. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations, pair and group work. CORE INSTRUCTIONAL MATERIALS: Part Two: Detailed Study Poetry of Seamus Heaney/Emily Dickenson Part Three: Literary Genres Who’s Afraid of Virginia Woolf? , Edward Albee (Drama) The Crucible, Arthur Miller A Streetcar Named Desire, Tennessee Williams (Drama) ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays.

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IB ENGLISH LITERATURE HL 1 (YEAR 1) (GROUP 1) CREDIT 1 PREREQUISITE: English 10. CONTENT: IB1 English Literature HL is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IB exams in May of their senior year. The English 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. Students will respond independently to the work by connecting the individual and cultural experiences of the reader with the text. Another key aim is to acquire powers of expression through oral presentation and to present an individual, independent response to texts studied. The HL group is assessed on 13 texts over the two-years of IB. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations, pair and group work. CORE INSTRUCTIONAL MATERIALS: Part One: Works in Translation Antigone, Sophocles (Classical Greek) Persepolis, Marjane Satrapi (French) Midaq Alley, Naguib Mahfouz Part Four: Options (A selection of three of the following texts) Things Fall Apart, Chinua Achebe The Great Gatsby, F. Scott Fitzgerald 1984, George Orwell Part Two: Detailed Study Othello, William Shakespeare ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, written commentaries, and formal literary essays. .

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IB ENGLISH LITERATURE HL 2 (YEAR 2) (GROUP 1) CREDIT 1 PREREQUISITE: IB1 English Literature HL CONTENT: IB2 English Literature HL is the second year of a two-year course that will prepare IB Diploma and Certificate candidates for the IB Exams in May of their senior year. A key aim of year two of the English Literature course is to demonstrate appropriate analytical responses to specific genres and to show how particular effects are achieved through language use, and to engage with the details of texts in order to develop a considered and formal response. Students are also required to compare the similarities and differences between selected texts. The HL group is assessed on 13 texts over the two years of IB. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations, pair and group work. CORE INSTRUCTIONAL MATERIALS: Part Two: Detailed Study The poetry of Seamus Heaney/Emily Dickenson The Things They Carried, Tim O’Brien Part Three: Literary Genres Who’s Afraid of Virginia Woolf? , Edward Albee (Drama) The Crucible, Arthur Miller (Drama) A Streetcar Named Desire, Tennessee Williams (Drama) The Importance of Being Earnest, Oscar Wilde (Drama) ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, written commentaries, and formal literary essays.

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IB ENGLISH LANGUAGE AND LITERATURE SL 1 (YEAR 1) GROUP 1 CREDIT 1 PREREQUISITE: Successful completion of English 10 CONTENT: This is year one of an intensive two-year course that develops students’ critical literacy through an in-depth analysis of various text types as well as explorations of how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts; students focus closely on the language of the texts they study develop an awareness of the role of context in shaping meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices as well as by the circumstances of production and reception. In the Literature portion of the course, SL students are required to read four texts over the course of two years. Additional materials will be assigned for the language portion. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, and student presentations. CORE INSTRUCTIONAL MATERIALS: Part One: Language in Cultural Context Texts are chosen from a variety of sources, genres, and media. Part Four: Literature – Critical Study Selection of Poetry Othello, William Shakespeare ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays. IB1 English Language & Literature SL is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IBO World Exams in May of their senior year

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IB ENGLISH LANGUAGE AND LITERATURE SL 2 (YEAR 2) GROUP 1 CREDIT 1 PREREQUISITE: IB1 English Language and Literature SL CONTENT: This is year two of an intensive two-year course that develops students’ critical literacy through an in-depth analysis of various text types as well as explorations of how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts; students focus closely on the language of the texts they study develop an awareness of the role of context in shaping meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices as well as by the circumstances of production and reception. In the Literature portion of the course, SL students are required to read four texts over the course of two years. Additional materials will be assigned for the language portion. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations. CORE INSTRUCTIONAL MATERIALS: Part Two: Language and Mass Communication Texts are chosen from a variety of sources, genres, and media. Part Three: Literature – Texts and Contexts Who’s Afraid of Virginia Woolf? Edward Albee A Doll’s House (Work in Translation) Henrik Ibsen ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays. IB1 English Language & Literature SL is the second year of a two-year course that will prepare IB Diploma and Certificate candidates for the IBO World Exams in May of their senior year.

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IB ENGLISH LANGUAGE AND LITERATURE HL 1 (YEAR 1) GROUP 1 CREDIT 1 PREREQUISITE: Successful completion of Grade 10 English, preferably with a grade of A. CONTENT: This is year one of an intensive two-year course that develops students’ critical literacy through an in-depth analysis of various text types as well as explorations of how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts; students focus closely on the language of the texts they study develop an awareness of the role of context in shaping meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices as well as by the circumstances of production and reception. Additionally HL students further hone inferential and comparative skills in order to better appreciate the effects of language and style variations for a range of audiences and purposes. In the Literature portion of the course HL students are required to read six texts over the course of two years. Additional materials will be assigned for the language portion. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations. CORE INSTRUCTIONAL MATERIALS: Part One: Language in Cultural Context Texts are chosen from a variety of sources, genres, and media. Part Four: Literature – Critical Study The Things They Carried, Tim O’Brien Othello, William Shakespeare Selection of Poetry ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays. IB1 English Language & Literature HL is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IBO World Exams in May of their senior year.

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IB ENGLISH LANGUAGE AND LITERATURE HL 2 (YEAR 2) GROUP 1 CREDIT 1 PREREQUISITE: Successful completion of Grade 10 English, preferably with a grade of A. CONTENT: This is year one of an intensive two-year course that develops students’ critical literacy through an in-depth analysis of various text types as well as explorations of how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts; students focus closely on the language of the texts they study develop an awareness of the role of context in shaping meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices as well as by the circumstances of production and reception. Additionally HL students further hone inferential and comparative skills in order to better appreciate the effects of language and style variations for a range of audiences and purposes. In the Literature portion of the course HL students are required to read six texts over the course of two years. Additional materials will be assigned for the language portion. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, student presentations. CORE INSTRUCTIONAL MATERIALS: Part One: Language in Cultural Context Texts are chosen from a variety of sources, genres, and media. Part Four: Literature – Critical Study The Things They Carried, Tim O’Brien Othello, William Shakespeare Selection of Poetry ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays. IB1 English Language & Literature HL is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IBO World Exams in May of their senior year.

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MATHEMATICS – HIGH SCHOOL PROGRAM FLOW CHART

Note: The above is an illustrative map of the HS Math classes offered at Dubai American Academy. Our mathematics program recognizes student progress in mathematics throughout the life of the student at our high school. This indicates that changes to and from extended classes are possible at designated times of the school year. Changes will be made based on student performance on a common assessment and also on progress and attainment throughout the semester. Please refer to the Math policy in the high school handbook for further transition details

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MATH DEPARTMENT COURSE DESCRIPTIONS MATH 9 CREDIT 1 PREREQUISITE: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: The Math 9 course studies the algebraic concepts needed to solve algebraic equations. Students use algebra as a tool for representing and solving a variety of practical problems. Tables and graphs are used to interpret algebraic expressions, equations, and to analyze functions. Students make connections and build relationships among algebra and arithmetic, geometry, and statistics. The content of this course offers a study of plane and coordinate geometry and introduction to trigonometry. Emphasis is placed on using connections between right triangle ratios, trigonometric functions, circular functions, interpretations of results and applications and modeling. Students will be exposed to projects where they will have the opportunity to work with technology applications. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. CORE INSTRUCTIONAL MATERIALS: Haese & Harris: Mathematics for the International Student - Pre Diploma SL and HL (MYP 5 Plus)

Required: A scientific calculator.

ASSESSMENT METHODS: Assessment will be based on quizzes, tests, and projects.

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MATH 9 EXTENDED CREDIT 1 PREREQUISITE: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: The Math 9 Extended studies the concepts of the Math 9 course at a faster pace and in more depth. Students use algebra as a tool for representing and solving a variety of practical problems. Tables and graphs are used to interpret algebraic expressions, equations, inequalities and to analyze functions. Students make connections and build relationships among algebra and arithmetic, geometry, and statistics. The content of this course offers a study of plane and coordinate geometry, shapes and introduction to trigonometry. Emphasis is placed on using connections between right triangle ratios, trigonometric functions, circular functions, interpretations of results and applications and modeling. Students will be exposed to projects where they will have the opportunity to work with technology applications, intensive practical applications and advanced algebraic concepts. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. An assisted discovery learning approach will be used in class. CORE INSTRUCTIONAL MATERIALS: Haese & Harris: Mathematics for the International Student, Pre Diploma SL and HL (MYP 5 Plus)

Required: A scientific calculator.

ASSESSMENT METHODS: Assessment will be based on quizzes, tests, and projects.

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MATH 10 CREDIT 1 PREREQUISITES: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: The Math 10 course is intended to be a continuation of Math 9. In Math 10, the topics that will continue to be studied and advanced include; radicals, mathematical notation, functions, piece-wise functions, quadratic functions, quadratic equations and factoring, exponential functions and rational expressions and functions. Probability, permutations and combinations will be introduced, along with trigonometry and circle measures. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. An assisted discovery learning approach will be used in class. CORE INSTRUCTIONAL MATERIALS: “Mathematics for the International Student – 10E (MYP 5 Extended)” Haese and Harris Publications TI-Nspire CX (not CAS) graphing calculator will be required ASSESSMENT METHODS: Assessment will be based on quizzes, tests, and projects.

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MATH 10 EXTENDED CREDIT 1 PREREQUISITES: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: The Math 10 Extended course will be a faster paced, more intensive course than Math 10. Math 10 Extended will cover all of the material that is covered in Math 10, but the following additional Algebra topics will be covered to a more advanced level; composite and inverse functions, exponential graphs, and logarithmic functions, equations and graphs. The additional Trigonometry topics that will be covered in Grade 10 Math Extended include the trigonometric functions and non-calculator solving of trigonometric equations, radian measure will also be introduced. The discrete mathematics topics also include permutations and combinations. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics for the International Student –10E (MYP 5 Extended)” Haese and Harris Publications TI-Nspire CX (not CAS) graphing calculator will be required ASSESSMENT METHODS: Assessment will be based on graded assignments, quizzes, tests, and projects.

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MATH 10 ADVANCED CREDIT 1 PREREQUISITES: For placement of Grade 9 Extended Students into Math 10 Advanced: In addition to being placed in Math 10 Extended, students must demonstrate outstanding knowledge on an entrance test for Math 10 Advanced. Refer to HS Mathematics Placement Policy, located in the High School Handbook for entrance requirements for Math 10 Extended Note: It is not necessary to take Math 10 Advanced in order to enroll in IB HL Math CONTENT: The Math 10 Advanced course is designed for students that already demonstrate mastery over a majority of the topics that are on the Math 10 Extended course. This is designed to be a challenging, fast-paced Math class and is for students that are very self-motivated and already independently exploring Mathematical concepts. This course will teach topics in an integrated manner and where possible from a historical perspective. Math 10 Advanced will cover all of the material that is covered in Math 10 Extended, but the following additional topics will be introduced and explored; polynomial functions, sequences and series, complex numbers, mathematical proofs, vector methods, trigonometric Identities and equations involving identities. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics for the International Student – 10E (MYP 5 Extended)” Haese and Harris Publications and supplementary material “Mathematics for the International Student – HL Mathematics (Core)” Haese and Harris Publications and supplementary material TI-Nspire CX (not CAS) graphing calculator will be required ASSESSMENT METHODS: Assessment will be based on graded assignments, quizzes, tests, and a major mathematical exploration.

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APPLICATIONS OF MATHEMATICS CREDIT 1 PREREQUISITE: Successful completion of Math 10. CONTENT: This is a course to cater for students who are not full-IB diploma students and who have an interest in developing their skills in math and technology. This course will emphasize the use of mathematics in a practical way, and will involve significant project work. This course will not be suitable for students who will require further mathematics in any of their subjects at university level. This course will include topics such as Introduction to Statistics, Probability, 3D-Geometry and Financial Mathematics. Students will become proficient in the use of spreadsheets and online graphing applications, and will gain a greater understanding of real world examples of mathematics. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work and computer activities. CORE INSTRUCTIONAL MATERIALS: A range of resources and materials will be made available throughout the course. ASSESSMENT METHODS: Assessment will include a variety of tests, quizzes, projects-including both individual and group projects.

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IB MATH STUDIES SL 1 (YEAR 1) (GROUP 5) CREDIT 1 PREREQUISITES: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: IB Math Studies 1 is designed for students with varied mathematical backgrounds and whose main interests lie outside the field of mathematics but mathematics is still suggested for a further course of study. The course content will prepare students for university courses that require statistics or applied mathematical skills, such as biology, psychology, computer science or other humanities and social science courses as well as the arts. Students taking this course will need adequate algebraic skills as most of the sophisticated processes are primarily calculated with the graphical calculator. Over the two years, students will study numbers and algebra, logic, geometry and trigonometry, statistics, probability, mathematical models, financial math, and introductory differential calculus. The emphasis of this course is the application of mathematical process to real-life situations. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, research, project work, and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematical Studies Standard Level – Course Companion”, Oxford TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on graded assignments, quizzes, tests and projects. Mathematical Studies is the first year of a two-year course that will begin to prepare IB Diploma and Certificate candidates for the IB examinations.

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IB MATH STUDIES SL 2 (YEAR 2) (GROUP 5) CREDIT 1 PREREQUISITE: Successful completion of IB Math Studies SL 1. CONTENT: IB Math Studies is designed for students with varied mathematical backgrounds and whose main interests lie outside the field of mathematics but mathematics is still suggested for a further course of study. The course content will prepare students for university courses that require statistics or applied mathematical skills, such as biology, psychology, computer science or other humanities and social science courses as well as the arts. Students taking this course will need adequate algebraic skills as most of the sophisticated processes are primarily calculated with the graphical calculator. Over the two years, students will study numbers and algebra, logic, geometry and trigonometry, statistics, probability, mathematical models, financial math, and introductory differential calculus. The emphasis of this course is the application of mathematical process to real-life situations. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, project work, IB math project and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematical Studies Standard Level – Course Companion”, Oxford TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on graded assignments, projects, quizzes and tests. IB Math Studies Standard Level 2 will prepare IB Diploma and Certificate candidates for the IB examinations in May of grade 12. The IB exam will consist of two papers, and students will also submit a personal statistical project for the internal assessment.

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IB MATH SL 1 (YEAR 1) (GROUP 5) CREDIT 1 PREREQUISITES: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: This two-year course is designed for students who will require the need for a good mathematical background in preparation for their future studies. These may include students who wish to pursue, for example, chemistry, geography, engineering, economics, and business administration. The intention of the course is to introduce students to mathematical concepts in a comprehensible and coherent way to allow them to succeed in their applied university courses. Students who will use math extensively in their future courses should consider opting for Mathematics Higher Level if performing to the required level. The Standard Level Math course will include topics normally covered in a traditional grade 11 and 12 American curriculum, with the addition of further topics. Over the two years, students will study algebra, functions and equations, circular functions and trigonometry, vector geometry, statistics and probability, and calculus. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics Standard Level – Course Companion”, Oxford TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on quiz and test results. Standard Level Math 1 will begin to prepare IB Diploma and Certificate candidates for the IB examinations in grade 12. The IB exam will consist of two papers, and students will also submit a personal mathematical exploration for the internal assessment.

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IB MATH SL 2 (YEAR 2) (GROUP 5) CREDIT 1 PREREQUISITE: Successful completion of IB Standard Level Math 1 CONTENT: This is the second year of a two-year course designed for students who will require a good mathematical background in preparation for their future studies. These may include students who wish to pursue, for example, chemistry, geography, engineering, economics, and business administration. The intention of the course is to introduce students to mathematical concepts in a comprehensible and coherent way to allow them to succeed in their applied university courses. Students who will use math extensively in their future courses should consider opting for Mathematics Higher Level if they are able. The IB Standard Level Math course will include topics normally covered in a traditional grade 11 and 12 American curriculum, with the addition of further topics. Over the two years, students will study algebra, functions and equations, circular functions and trigonometry, vector geometry, statistics, probability and calculus. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics Standard Level – Course Companion”, Oxford TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on the exploration, quiz and test results. Standard Level Math 2 will prepare IB Diploma and Certificate candidates for the IB examinations in May of grade 12. The IB exam will consist of two papers, and students will also submit a personal mathematical exploration for the internal assessment.

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IB MATH HL 1 (YEAR 1) (GROUP 5) CREDIT 1 PREREQUISITES: Refer to HS Mathematics Placement Policy located in the High School Handbook CONTENT: IB Higher Level Math 1 is the first year of a two-year course designed for students with a very good background and ability in mathematics. The course content will prepare students for university courses requiring a high level of mathematics, such as math, engineering, physics or economics. Those intending to take this course should be high achieving, self-motivated students. The course is taught at a high level of rigor to include sophisticated and advanced techniques. Students will study core syllabus material including: algebra, functions and equations, trigonometry, vector geometry, transformations, statistics, probability, and calculus. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics Higher Level – Course Companion”, Oxford TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on quiz and test results. Higher Level Math 1 will begin to prepare IB Diploma and Certificate candidates for the IB examinations in grade 12. The IB exam will consist of three papers, and students will also submit a personal mathematical exploration for the internal assessment.

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IB MATH HL 2 (YEAR 2) (GROUP 5) CREDIT 1 PREREQUISITE: Successful completion of IB Higher Level Math 1. CONTENT: IB Higher Level Math 2 is designed for students with a very good background and ability in mathematics. The course content will prepare students for university courses requiring a high level of mathematics, such as math, engineering, physics or economics. Those intending to take this course should be high achieving, self-motivated students. The course is taught at a high level of rigor to include sophisticated and advanced techniques. Over the two years, students will study core syllabus material including: algebra, functions and equations, circular functions and trigonometry, vectors, transformations, statistics, probability, and calculus. Students will study advanced calculus for their option. INSTRUCTIONAL METHODS: Course activities will include teacher lecture and demonstration, class discussion, small group activities, investigations, IB exploration and computer activities. CORE INSTRUCTIONAL MATERIALS: “Mathematics Higher Level – Course Companion”, Oxford “Mathematics Higher Level Calculus” (Oxford) TI-Nspire CX (not CAS) graphing calculator is required. ASSESSMENT METHODS: In-school assessment will be based on the exploration, quiz and test results. Higher Level Math 2 will prepare IB Diploma and Certificate candidates for the IB examinations in May of Grade 12. The IB exam will consist of three papers, and students will also submit a personal mathematical exploration for the internal assessment.

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SCIENCE – HIGH SCHOOL PROGRAM FLOW CHART

NOTE: I.B. DESIGN TECHNOLOGY IS ONLY COUNTED AS A SCIENCE CREDIT IF TAKEN AS PART OF THE I.B. DIPLOMA.

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SCIENCE DEPARTMENT COURSE DESCRIPTIONS SCIENCE 9: INTEGRATED SCIENCE CREDIT 1 PREREQUISITE: Grade 8 Science. CONTENT: Integrated Science 9 is a cross curricular course which looks at global issues through an integrated scientific focus. Topics such as water, petrochemicals, renewable resources, and the carbon cycle are studied through an approach that brings together physics, chemistry, biology and environmental science under a theme of human energy use. The course uses the Next Generation Science Standards which encourage a student centered investigative approach to learning. The first semester focuses on water, while the second semester is focused on the topic of energy. Through the integrated science courses in grades 9 and 10, students will improve their scientific literacy, their ability to ask questions about the world around them, and their lab inquiry skills. Both course will prepare students for the skills and subject content needed for the IB science program. INSTRUCTIONAL METHODS: The course is inquiry and application based whereby students can understand our world through observation, research and exploration. Using the lens of the scientific basis of natural phenomenon, subject material is covered in depth, relationships between the sciences are discovered, and applications of scientific methodology to wider issues are uncovered. CORE INSTRUCTIONAL MATERIALS: Miller, Kenneth R., and Joseph S. Levine. Miller & Levine Biology. Boston, MA: Pearson, 2010. Print. Hewitt, Paul G., John Suchocki, and Leslie A. Hewitt. Conceptual Physical Science - Explorations. San Francisco: Addison Wesley, 2007. Print. Vernier Datalogging software and online resources will be widely used. ASSESSMENT METHODS: This course is designed to develop key scientific skills and independent learning as well as accumulation of knowledge for a clear set of performance objectives. Quizzes, tests, papers, projects and laboratory evaluations will measure the degree to which students have achieved these objectives. Laboratory evaluations will be assessed on attitude, planning experiments, manipulation, observation, communication, and interpretation. Engineering tasks will also be designed and carried out by students. Formal assessments in the form of tests, quizzes, and projects make up a maximum of 50% of the semester grade. Lab work is worth 35% of the semester grade, while all other assessments make up the rest of the semester grade. Final exams are worth 20% of the semester grade.

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SCIENCE 10: INTEGRATED SCIENCE CREDIT 1 PREREQUISITE: Integrated Science 9 CONTENT: Integrated Science is a cross curricular course which looks at global issues through an integrated scientific focus. Topics are studied through an approach that brings together physics, chemistry, biology and environmental science under a semester theme, starting with biotechnology. The course uses the Next Generation Science Standards which encourage a student centered investigative approach to learning. The first semester focuses on biotechnology, while the second investigates the changing Earth. Through the integrated science courses in grades 9 and 10, students will improve their scientific literacy, their ability to ask questions about the world around them, and their lab inquiry skills. Both course will prepare students for the skills and subject content needed for the IB science program. INSTRUCTIONAL METHODS: The course is inquiry and application based whereby students can understand our world through observation, research and exploration. Using the lens of the scientific basis of natural phenomenon, subject material is covered in depth, relationships between the sciences are discovered, and applications of scientific methodology to wider issues are uncovered. CORE INSTRUCTIONAL MATERIALS: Miller, Kenneth R., and Joseph S. Levine. Miller & Levine Biology. Boston, MA: Pearson, 2010. Print. Hewitt, Paul G., John Suchocki, and Leslie A. Hewitt. Conceptual Physical Science - Explorations. San Francisco: Addison Wesley, 2007. Print. Vernier Datalogging software and online resources will be widely used. ASSESSMENT METHODS: This course is designed to develop key scientific skills and independent learning as well as accumulation of knowledge for a clear set of performance objectives. Quizzes, tests, papers, projects and laboratory evaluations will measure the degree to which students have achieved these objectives. Laboratory evaluations will be assessed on attitude, planning experiments, manipulation, observation, communication, and interpretation. Engineering tasks will also be designed and carried out by students. Formal assessments in the form of tests, quizzes, and projects make up a maximum of 50% of the semester grade. Lab work is worth 35% of the semester grade. All other assessments make up the rest of the semester grade. Final exams are worth 20% of the semester grade.

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Design and Technology Elective Credit 0.5 PREREQUISITE: Grade 8 Science CONTENT: The course is run over one semester and is designed as an introduction to the subject, as well as a preparatory course for the IB Design Technology course. Students who may like to take Design Technology as their IB Group 4 Science at higher level are recommended to take this elective. There will be a sizable practical element where students will use tools and machinery to build working models from a range of materials, including woods, plastics and some early stage electronics. INSTRUCTIONAL METHODS: The core of the course – the design cycle - is followed very closely, allowing students, as appropriate, to extend individual areas of interest, particularly in design ideas. Activities will include lectures, discussions, practical investigations and note taking. Students will work on developing skills including fault finding design, and report writing according to IB guidelines. CORE INSTRUCTIONAL MATERIALS: There is no specific text for this class; however a range of design books are made available for students to use in the class. ASSESSMENT: Assessment will be by practical outcome, along with quizzes throughout the year which will be assessed.

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HS CHEMISTRY (OFFERED ALTERNATE YEARS. WILL BE OFFERED IN 2018-2019) CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 CONTENT: Chemistry is the study of matter. In this course, students will explore matter from its smallest detail to its broadest scope. This interdisciplinary, inquiry based class will focus on the application of chemistry concepts to real world examples through thematic units. Topics will include: Chemical Reactions, Food Chemistry and Environmental Chemistry with emphasis on the application of concepts to real world issues. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development and the application of concepts to everyday life-situations, rather than the memorization of facts. Course activities will include lecture-demonstrations, laboratory experiments, research projects, case studies, and model making. Through practical work, students will be encouraged to question the validity and reliability of data, and to appreciate the value of the scientific method and reasoning. Students will work on developing skills such as experiment planning and design, report writing, and scientific thinking according to modified IB guidelines. CORE INSTRUCTIONAL MATERIALS: Boardworks interactive software. ASSESSMENT: This course is designed to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. The application of chemistry content to the real world will be the focus of many summative assessments. Topic assessments in the form of tests and quizzes make up 50% of the semester grade. Labs and projects are worth 35%, while formative assessments cover the remaining 15% of the grade. Final exams will make up 20% of the semester grade.

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HS BIOLOGY (OFFERED ON ALTERNATE YEARS. WILL NEXT BE OFFERED IN 2017- 18) CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 CONTENT: “Biology is the study of life…Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function” (IBO, 2014). This is a laboratory-based science emphasizing the process of scientific investigation through the study of living things. Throughout the course, skills in experiment design, experiment reporting and scientific thinking are developed. Emphasis is placed on critical thinking and the investigation process as used in IB biology. Topics covered include: fundamental anatomical studies in the skeletal system, muscular system, nervous system (including neurology), cardiovascular system and immune system. The second semester is dedicated towards the study of current epidemiology and global disease patterns, pathology of disease and introduction of repairing damage posed by outbreaks. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development and the application of concepts to everyday life-situations, rather than memorization of facts. Course activities will include lecture-demonstrations, laboratory experiments, research projects, case studies, debates and model making. Students will take notes using an Interactive Science Notebook, and will gain valuable organizational and meta-cognitive skills during this process. Through practical work, students will be encouraged to question the validity and reliability of data, and to appreciate the value of the scientific method and reasoning. Students will work on developing skills such as experiment planning and design, report writing, and scientific thinking according to modified IB guidelines. CORE INSTRUCTIONAL MATERIALS: Oxford - Biology: Course Companion. (Allot & Mindroff 2007). ASSESSMENT: This course is designed to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. The application of biology content to the real world will be the focus of many summative assessments. Major assessments in the form of tests and quizzes make up 50% of the semester grade. Labs and projects are worth 35%, while minor assessments cover the remaining 15% of the grade. Final exams will make up 20% of the semester grade.

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IB PHYSICS SL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 A final grade of C or better in Math is required. CONTENT: Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself. Topics studied include mechanics, thermodynamics, waves and electricity and magnetism. This course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of Physics. It also allows students to develop interpersonal, information and communication technology skills, which are essential in modern scientific endeavors and are important life-enhancing, transferable skills in their own right. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson Baccalaureate - Standard Level Physics 2nd Edition (Hamper 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB PHYSICS SL 2 (YEAR 2) GROUP 4 CREDIT 1 PREREQUISITE: IB Physics SL 1 CONTENT: Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself. Topics studied include nuclear physics, energy production and an option of our choice. This year will also provide extensive time to work on the required Internal Assessment. This course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of Physics. It also allows students to develop interpersonal, information and communication technology skills, which are essential in modern scientific endeavors and are important life-enhancing, transferable skills in their own right. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson Baccalaureate - Standard Level Physics 2nd Edition (Hamper 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB PHYSICS HL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Integrated Science (Grades 9 &10) Math with a grade of B or higher is highly recommended. CONTENT: Physics is the most fundamental of the experimental sciences as it seeks to explain the basic structure of the universe itself. Topics studied include mechanics, thermal physics, oscillations and waves, circular motion and gravitational fields, with the accompanying “Additional Higher Level” material (50% more) than the core material covered at the standard level Physics. This two-year course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of Physics. The mathematical treatment of the topics covered will also be more demanding. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson Baccalaureate - Higher Level Physics 2nd Edition (Hamper 2014). Optional: Oxford - IB Physics Course Book: 2014 Edition (Bowen-Jones & Homer, 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB PHYSICS HL 2 (YEAR 2) GROUP 4 CREDIT 1 PREREQUISITE: IB Physics HL 1 CONTENT: Physics is the most fundamental of the experimental sciences as it seeks to explain the basic structure of the universe itself. Topics studied include electric circuits and electromagnetism, world energy production, atomic, nuclear and particle physics including quantum physics, and an option of our choosing. This two- year course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, students are expected to be thoroughly practicing these skills at this point in the two year course. This course covers 50% more material at a greater depth than Physics at the standard level and the mathematical treatment of the topics covered is be more demanding. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson Baccalaureate - Higher Level Physics 2nd Edition (Hamper 2014). Optional: Oxford - IB Physics Course Book: 2014 Edition (Bowen-Jones & Homer, 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB CHEMISTRY SL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 Grade C or better in Integrated Science 10 is recommended. CONTENT: In standard level chemistry, students will explore matter from its smallest detail to its broadest scope. This course is designed for those students who do not intend to study advanced chemistry at the university level, but who do need some understanding of materials for courses such as geology, food, health, and even economics or business studies. This course requires mathematical manipulation, but is much less demanding on mathematical knowledge than HL Chemistry. Course topics include: stoichiometric relationships, atomic structure, periodicity, chemical bonding/structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, redox processes, organic chemistry, and measurement/data processing and analysis. Chemistry is a practical subject and experimental work is an integral part of this course. In the practical work, students will be encouraged to develop the ability to question the validity and reliability of data and appreciate the value of the scientific method and reasoning. The criteria for practical assessment are inseparable from the aims of the theory work. Discussion and study of theory is supported by considerable practical investigations and the use of computer tools where appropriate. Participation in the Group 4 project will promote an appreciation of multi-disciplinary science research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson - IB Chemistry 2nd Edition (Brown & Ford 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB CHEMISTRY SL 2 (YEAR 2) GROUP 4 CREDIT 1 PREREQUISITE: IB Chemistry SL 1 CONTENT: In standard level chemistry, students will explore matter from its smallest detail to its broadest scope. This course is designed for those students who do not intend to study advanced chemistry at the university level, but who do need some understanding of materials for courses such as geology, food, health, and even economics or business studies. This course requires mathematical manipulation, but is much less demanding on mathematical knowledge than HL Chemistry. Course topics include: stoichiometric relationships, atomic structure, periodicity, chemical bonding/structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, redox processes, organic chemistry, and measurement/data processing and analysis. Chemistry is a practical subject and experimental work is an integral part of this course. In the practical work, students will be encouraged to develop the ability to question the validity and reliability of data and appreciate the value of the scientific method and reasoning. The criteria for practical assessment are inseparable from the aims of the theory work. Discussion and study of theory is supported by considerable practical investigations and the use of computer tools where appropriate. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, rather than memorization of facts, and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson - IB Chemistry 2nd Edition (Brown & Ford 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB CHEMISTRY HL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 Grade B or better in Integrated Science 10 is recommended. CONTENT: This course is a must for students who intend to pursue careers in almost any pure or applied science such as engineering, environmental sciences, biological sciences, and medicine. It is also an excellent subject for students interested in science but not sure of their career aspirations at the moment. Interest, enthusiasm and dedication are essential attributes for students to succeed and benefit from higher level chemistry. This course includes some mathematics content requiring basic proficiency in algebra. A good background in science is also required. This course covers more material at a greater depth than chemistry at standard level. We will explore the topics of atomic theory, periodicity, bonding, energetics, kinetics, measurement and data processing. Chemistry is a practical subject and experimental work is an integral part of the course and its assessment. In the practical work, students will be encouraged to develop the ability to question the validity and reliability of data and appreciate the value of the scientific method and reasoning. Participation in the Group 4 project is mandatory in grade 11, and will promote an appreciation of multi-disciplinary science research as well as an appreciation of social, economic, environmental and ethical issues associated with the application of science. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development rather than memorization of facts and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Pearson - Higher Level Chemistry 2nd Edition (Brown 2014). Oxford - Course Companion (Neuss 2009). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB CHEMISTRY HL 2 (YEAR 2) GROUP 4 CREDIT 1 PREREQUISITE: IB Chemistry HL 1 CONTENT: This course is a must for students who intend to pursue careers in almost any pure or applied science such as engineering, environmental sciences, biological sciences, and medicine. It is also an excellent subject for students interested in science but not sure of their career aspirations at the moment. Interest, enthusiasm and dedication are essential attributes for students to succeed and benefit from higher level chemistry. This course includes some mathematics content requiring basic proficiency in algebra. A good background in science is also required. We will explore the topics of equilibrium, oxidation and reduction, organic chemistry and 1 option topic as well as examination review and preparation. Chemistry is a practical subject and experimental work is an integral part of the course and its assessment. In the practical work, students will be encouraged to develop the ability to question the validity and reliability of data and appreciate the value of the scientific method and reasoning. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development rather than memorization of facts and the application of concepts to everyday life-situations. The IB syllabus is followed closely and IB standards are used for assessments. Course activities will include lecture-demonstrations, taking class notes, practical and experimental work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Higher Level Chemistry 2nd Edition (Pearson). Chemistry Course Companion by G. Neuss (Oxford 2009). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB BIOLOGY SL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Integrated Science 9 & 10 CONTENT: “Biology is the study of life…Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function” (IBO, 2014). This course involves the study of living things and is undertaken at a variety of levels from the molecular to the biosphere. The six main topics are cells, molecular biology, genetics, ecology, evolution and biodiversity, and human physiology, with one option required which are selected according to student and teacher interest. Through the study of these topics, students will appreciate that despite the great diversity of species and individuals, there is a fundamental unity, with regard to their structure, and dependence on a dynamic equilibrium and ecological balance. Discussion and study of theory is supported by extensive practical investigations and the use of computer and data-logging tools where appropriate. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, as well as the application of concepts to social and political issues (TOK links). The IB core syllabus is broken up into four categories: understandings, applications, skills, and links to the nature of science. Course activities will include lecture-demonstrations, case studies, debates, reading groups, practical and experimental work, field work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Biology Course Companion, (Allott & Mindorff 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB BIOLOGY SL 2 (YEAR 2) (GROUP 4) CREDIT 1 PREREQUISITE: IB Biology SL 1 CONTENT: “Biology is the study of life…Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function” (IBO, 2014). This course involves the study of living things and is undertaken at a variety of levels from the molecular to the biosphere. The six main topics are cells, molecular biology, genetics, ecology, evolution and biodiversity, and human physiology, with one option required which are selected according to student and teacher interest. Through the study of these topics, students will appreciate that despite the great diversity of species and individuals, there is a fundamental unity, with regard to their structure, and dependence on a dynamic equilibrium and ecological balance. Discussion and study of theory is supported by extensive practical investigations and the use of computer and data-logging tools where appropriate. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, as well as the application of concepts to social and political issues (TOK links). The IB core syllabus is broken up into four categories: understandings, applications, skills, and links to the nature of science. Course activities will include lecture-demonstrations, case studies, debates, reading groups, practical and experimental work, field work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Biology Course Companion, 2014 Edition (Allott & Mindorff 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic Assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB BIOLOGY HL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Grade of B in Integrated Science 10 is highly recommended CONTENT: “Biology is the study of life…Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function” (IBO, 2014). This course involves the study of living things and is undertaken at a variety of levels from the molecular to the biosphere. The main topics are cellular biology, molecular biology, genetics, ecology, evolution and biodiversity, plant science and human physiology, with a variety of Additional Higher Level content and one option required which are selected according to student and teacher interest. Through the study of these topics, students will appreciate the nature of science and that despite the great diversity of species and individuals, there is a fundamental unity, with regard to their structure, and dependence on a dynamic equilibrium and ecological balance. Discussion and study of theory is supported by extensive practical investigations and the use of computer and data-logging tools where appropriate. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. This class goes into more depth and covers more conceptual and laboratory content than the biology standard level course and thus proceeds at a faster pace. It will prepare students for higher education in the fields of medical science, agricultural science, environmental science, veterinary science, and biotechnology. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development, as well as the application of concepts to social and political issues (TOK links). The IB core syllabus is broken up into four categories: understandings, applications, skills, and links to the nature of science. Course activities will include lecture-demonstrations, case studies, debates, reading groups, practical and experimental work, field work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Biology Course Companion, (Hamper 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB BIOLOGY HL 2 (YEAR 2) GROUP 4 / CREDIT 1 PREREQUISITE: IB Biology HL1 CONTENT: “Biology is the study of life…Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function” (IBO, 2014). This course involves the study of living things and is undertaken at a variety of levels from the molecular to the biosphere. The main topics are cellular biology, molecular biology, genetics, ecology, evolution and biodiversity, plant science and human physiology, with a variety of Additional Higher Level content and one option required which are selected according to student and teacher interest. Through the study of these topics, students will appreciate the nature of science and that despite the great diversity of species and individuals, there is a fundamental unity, with regard to their structure, and dependence on a dynamic equilibrium and ecological balance. Discussion and study of theory is supported by extensive practical investigations and the use of computer and data-logging tools where appropriate. Participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. This class goes into more depth and covers more conceptual and laboratory content than the biology standard level course and thus proceeds at a faster pace. It will prepare students for higher education in the fields of medical science, agricultural science, environmental science, veterinary science, and biotechnology. INSTRUCTIONAL METHODS: Emphasis is on concept and skill-development and the application of concepts to everyday life-situations The IB syllabus is followed and IB standards are used for assessments. Course activities will include lecture- demonstrations, taking class notes, practical and experimental work, field work, participation in the Group 4 project, self-study and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Biology Course Companion, 2014 Edition (Allott & Mindorff 2014). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of grade 12 will consist of three written papers, accounting for 80% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper on core material, and paper three consists of short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and AHL and option material. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB ENVIRONMENTAL SYSTEMS AND SOCIETIES SL 1 (YEAR 1) GROUP ¾ / CREDIT 1 (Non-IB Diploma students must complete the 2 year course in order to receive 1 credit) PREREQUISITE Integrated Science 9 & 10; Priority will be given to IB Diploma students. CONTENT: The Environmental Systems and Societies course is a two-year transdisciplinary subject combining knowledge and practical application from both the Group 4 (experimental sciences) and the Group 3 (individuals and societies) areas. Environmental Systems and Societies employs a holistic, integrated approach pulling aspects from biology, sociology, geography, politics, chemistry, economics, history, physics and others. The course covers eight main topic areas: foundations of environmental systems, ecosystems and ecology, biodiversity and conservation, water, food production, systems and society, soil systems and society, atmospheric systems and societies, climate change and energy, human systems and resource use. An emphasis is placed on the human attitudes towards the environment and the interrelationships between the natural environment and human activities. Discussion and study of theory is supported by research, investigations in the laboratory and field settings. Students will gain experience using a variety of lab tools including Vernier probes. Optional participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. Please note: • Even if a student elects to take the course as a Group 3, he/she will still be responsible for completing the 30 hours of practical lab work. • There is an overnight field studies program associated with the IB Environmental Systems and Societies course, organized through Ecoventure that is usually held between January-March of Year 1.The cost of the program is approximately 1200 AED and includes all meals, supplies, transportation, boarding, etc. Students will gain approximately 10 of the 30 required practical skills hours and will use the data collected to complete many practice Internal Assessments. More information on the program will be available from the teacher. Students who do not wish to participate in the trip will be required to coordinate with their teacher to make up practical hours and internal assessments on their own time. INSTRUCTIONAL METHODS Emphasis is on concept and skill development and application of concepts to social, political, geographical, and ecological issues. The IB core syllabus is followed and IB standards are used for assessments. Course activities will include lecture, demonstration, taking class notes, class debates and discussions, practical and experimental work, participation in the Group 4 project, self-study, and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Environmental Systems and Societies, (Rutherford & Williams 2015). ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade.

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IB ENVIRONMENTAL SYSTEMS AND SOCIETIES SL 2 GROUP 3/4 CREDIT 1 (Non-IB Diploma students must complete the 2 year course in order to receive 1 credit) PREREQUISITE: IB ESS SL 1 CONTENT: The Environmental Systems and Societies course is a two-year transdisciplinary subject combining knowledge and practical application from both the Group 4 (experimental sciences) and the Group 3 (individuals and societies) areas. Environmental Systems and Societies employs a holistic, integrated approach pulling aspects from biology, sociology, geography, politics, chemistry, economics, history, physics and others. The course covers eight main topic areas: foundations of environmental systems, ecosystems and ecology, biodiversity and conservation, water, food production, systems and society, soil systems and society, atmospheric systems and societies, climate change and energy, human systems and resource use. An emphasis is placed on the human attitudes towards the environment and the interrelationships between the natural environment and human activities. Discussion and study of theory is supported by research, investigations in the laboratory and field settings. Students will gain experience using a variety of lab tools including Vernier probes. Optional participation in the Group 4 project will promote an appreciation of multidisciplinary scientific research. INSTRUCTIONAL METHODS: Emphasis is on concept and skill development and application of concepts to social, political, geographical, and ecological issues. The IB core syllabus is followed and IB standards are used for assessments. Course activities will include lecture, demonstration, taking class notes, class debates and discussions, practical and experimental work, participation in the Group 4 project, self-study, and research projects. CORE INSTRUCTIONAL MATERIALS: Oxford Environmental Systems and Societies: (Rutherford & Williams 2015). ASSESSMENT: Throughout the course, students are encouraged to develop thinking skills and independent learning and to accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. Topic assessments are worth 60% of the semester grade and are based on IB standards. Labs and projects make up 25% of the semester grade, with formative assessments worth 15%. Semester exams are worth 20% of the semester grade. The external examination at the end of year 12 will consist of 2 written papers, accounting for 80% of the student’s grade. Both papers include short and extended open-ended responses. The Internal Assessment (lab report) will account for 20% of the IB grade.

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IB DESIGN AND TECHNOLOGY SL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: No prerequisite, though the Design and Technology Elective will be of benefit. CONTENT: This course is run over two years and includes six core units of work. All units of work focus back to the first unit – Human Factors and Ergonomics. The six core units are: Human Factors and Ergonomics Resource Management (Green Design), Modelling, Raw Material to Final Product, Innovation and Design and Classic Design. Through the study of these units students will understand the nature of design, focus on design tasks themselves and realize solutions to problems. Discussions and practical scientific investigations will take place in accordance to the needs of a particular area of study. Participation in the Group 4 project will promote an appreciation of multi-disciplinary science research. INSTRUCTIONAL METHODS: The IB syllabus is followed closely and IB standards are used for assessments. Students follow the core of the course very closely. Once mastered, students may extend individual areas of interest, particularly in design ideas. Activities will include lectures, discussions, practical investigations, note taking, participation in the Group 4 Project, and the various internal assessments. Design and technology differs from the other IB group 4 sciences in that the internal assessment is scored at 40%. Final exams are two papers weighted at 30% each, the first being multiple choice and the second short/medium answers. CORE INSTRUCTIONAL MATERIALS: There is no specific text for this class; however a range of design books is made available for students to use in the class. The teacher also provides very extensive notes as soft copies which students may print out. As these are updated regularly students are offered the opportunity to update their soft copy as often as they need. ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. There will be a Semester Exam at the end of Semester 1 which will use IB Questions from only the Standard Level Papers P1 and P2, Topics 1 and 2 inclusive. At the end of Semester 2, a similar examination will be sat covering all units taught i.e. 1 - 4

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IB DESIGN AND TECHNOLOGY SL 2 (YEAR 2) GROUP 4 / CREDIT 1 PREREQUISITE: IB Design and Technology SL1 CONTENT: This course is run over two years and includes seven core units of work. Year 2 will revisit Year 1 units and also the additional Option Unit. The optional unit will be: Human Factors Design. This unit considers Human Factors within design, Human Factors Data, Research and Testing Methodology, Modelling, Health and Safety Legislation, Design for Usability, and Different Contexts of Human Design. Through the study of these units students will understand the nature of design, focus on design tasks themselves and realize solutions to problems. Discussions and practical scientific investigations will take place in accordance to the needs of a particular area of study. The Final Project, will run from September through to December. This project is totally at the student’s discretion, but must fall within the confines of the IB criteria. Approximately 28 class hours are devoted to this single design and make activity. INSTRUCTIONAL METHODS: The IB syllabus is followed closely and IB standards are used for assessments. Students follow the core of the course very closely. Once mastered, students may extend individual areas of interest, particularly in design ideas. Activities will include lectures, discussions, practical investigations, note taking, participation in the Group 4 Project, and the various internal assessments. Design and technology differs from the other IB group 4 sciences in that the internal assessment is scored at 36% of instead of 20%. CORE INSTRUCTIONAL MATERIALS: There is no specific text for this class; however a range of design books is made available for students to use in the class. The teacher also provides very extensive notes as soft copies which students may print out. As these are updated regularly, students are offered the opportunity to update their soft copy as often as they need. ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. A mock exam at the end of the first semester will use a Past IB Paper 1 and Paper 2. The option unit will not be examined in this mock. The external examination at the end of Grade 12 will consist of three written papers, accounting for 64% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper, and paper three will assess the two study options via several short-answer questions. Internal assessment (IA), (PSOW – Practical Scheme of Work) which includes a design project will account for 36% of the course grade. The Final Design Project is a significant proportion of the IA Grade (18%).

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IB DESIGN AND TECHNOLOGY HL 1 (YEAR 1) GROUP 4 CREDIT 1 PREREQUISITE: Design and Technology elective is required. CONTENT: This course is run over two years and includes twelve core units of work. In addition, one optional unit is studied in Year 2. All units of work focus back to the first unit – the design process. The twelve core units are: the Design Process, Product Innovation, Green Design, Materials, Product Development, Product Design, Evaluation, Energy, Structures, Mechanical Design, Advanced Manufacturing Techniques and Sustainable Development. Through the study of these units students will understand the nature of design, focus on design tasks themselves and realize solutions to problems. Discussions and practical scientific investigations will take place in accordance to the needs of a particular area of study. Participation in the Group 4 project will promote an appreciation of multidisciplinary Science research. INSTRUCTIONAL METHODS: The IB syllabus is followed closely and IB standards are used for assessments. Students follow the core of the course very closely. Once mastered, students may extend individual areas of interest, particularly in design ideas. Activities will include lectures, discussions, practical investigations, note taking, participation in the Group 4 Project, and the various internal assessments. Design and Technology differs from the other IB group 4 sciences in that the internal assessment is scored at 36% of instead of 20%. CORE INSTRUCTIONAL MATERIALS: There is no specific text for this class; however a range of design books is made available for students to use in the class. The teacher also provides very extensive notes as soft copies which students may print out. As these are updated regularly, students are offered the opportunity to update their soft copy as often as they need. ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. There will be a Semester Exam at the end of Semester 1 which will use IB Questions from only the Standard Level Papers Paper 1 and Paper 2, Topics 1 - 4 inclusive. At the end of Semester 2, a similar examination will be sat covering all units taught i.e. 1 -7

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IB DESIGN AND TECHNOLOGY HL 2 (YEAR 2) (GROUP 4) / CREDIT 1 PREREQUISITE: IB Design and Technology HL 1 CONTENT: The second year of the course revisits the seven core units from Year 1 and considers the following 5 extra units making 12 core units in all. All units of work focus back to the first unit – the design process. The additional units studied in the HL are, Energy, Structures, Mechanical Design, Advanced Manufacturing Techniques and Sustainable Development. The optional unit will be: Human Factors Design. This unit considers Human Factors Within Design, Human Factors Data, Research and Testing Methodology, Modelling, Health and Safety Legislation, Design for Usability, Different Contexts of Human Design, Digital Humans, Design for Disability, Design for Purpose and Beyond Usability – Designing for Pleasure. Through the study of these units students will understand the nature of design, focus on design tasks themselves and realize solutions to problems. Discussions and practical scientific investigations will take place in accordance to the needs of a particular area of study. The Final Project, will run from September through to December. This project is totally at the student’s discretion, but must fall within the confines of the IB criteria. Approximately 41 class hours are devoted to this single design and make activity. INSTRUCTIONAL METHODS: The IB syllabus is followed closely and IB standards are used for assessments. Students follow the core of the course very closely. Once mastered, students may extend individual areas of interest, particularly in design ideas. Activities will include lectures, discussions, practical investigations, note taking, participation in the Group 4 Project, and the various internal assessments. Design and Technology differs from the other IB group 4 sciences in that the internal assessment is scored at 36% of instead of 20%. CORE INSTRUCTIONAL MATERIALS: There is no specific text for this class; however a range of design books is made available for students to use in the class. The teacher also provides very extensive notes as soft copies which students may print out. As these are updated regularly, students are offered the opportunity to update their soft copy as often as they need. ASSESSMENT METHODS: Throughout the course, students are encouraged to develop thinking skills and independent learning and accumulate knowledge for a clear set of performance objectives. Quizzes, tests, papers and laboratory evaluations will measure the degree to which students have achieved these objectives. A mock exam at the end of the first semester will use a Past IB Paper 1 and Paper 2. The option unit will not be examined in this mock. The external examination at the end of Grade 12 will consist of three written papers, accounting for 64% of the student’s final grade. Paper one is a multiple-choice paper, paper two is a short answer and extended response paper, and paper three will assess the two study options via several short-answer questions. Internal assessment (IA) (PSOW – Practical Scheme of Work) which includes a design project will account for 36% of the course grade. The Final Design Project is a significant proportion of the IA Grade (18%). At HL the expectations of the project are naturally somewhat higher than the SL course of study.

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IB COMPUTER SCIENCE (CS) SL 1 (Year 1) GROUP 4 CREDIT 1 PREREQUISITE: Grade 11 students who have had completed one of the High School IT Courses. CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (i.e. fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modelling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 1 SL Students will be learning a combination of computational thinking along with some system fundamentals Students who take CS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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IB COMPUTER SCIENCE (CS) SL 2 (Year 2) GROUP 4 CREDIT 1 PREREQUISITE: IB CS SL 1 CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (ie fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modelling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 2 SL Students will be focusing primarily on finishing their internal assessment (project) along with continued exploration of system fundamentals and networking Students who take CS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, E-books, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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IB COMPUTER SCIENCE (CS) HL 1 (Year 1) GROUP 4 CREDIT 1 PREREQUISITE: Grade 11 students who have had completed one of the High School IT Courses. CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (i.e. fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modeling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 1 HL Students will be learning a combination of computational thinking along with system fundamentals, networking along with an introduction into abstract data structures Students who take CS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, E-books, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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IB COMPUTER SCIENCE (CS) HL 2 (Year 2) GROUP 4 CREDIT 1 PREREQUISITE: IB CS HL1 CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (i.e. fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modelling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 2 HL Students will be focusing primarily on finishing their internal assessment (project) along with a continued exploration of the HL extension topics, abstract data structures, resource management and control. Students who take CS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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SOCIAL STUDIES – HIGH SCHOOL PROGRAM FLOW CHART

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SOCIAL STUDIES DEPARTMENT COURSE DESCRIPTIONS HISTORY 9 CREDIT 1 PREREQUISITE: None. CONTENT: A core curriculum course, Grade 9 World History is the study of the development of the interconnected human community over time. This specific course is themed as “Revolutions”, and will study and analyze the political, social, economic, and cultural upheavals of the modern world from the French Revolution through to the early 20th century. By looking at the consequences of Imperialism and Industrialization, the aim is to gain an understanding of the foundations of the Modern World. Running themes of this study include the emergence of modern independent nations and states, the development of a world capitalist economy and the dawn of an interconnected global society. The Age of Enlightenment and its impact on the liberal revolutions in Europe and around the world (specifically the French Revolution) is the starting point, and is analyzed in order to thoughtfully ask and attempt to address the following questions: What are the foundations of the modern world? How did we get here? Where are we going? INSTRUCTIONAL METHODS: Through an active analysis of secondary and primary source material, the main goal is to develop not only a historical understanding of the intellectual and geopolitical development of the world, but also a personal understanding and empathy for the recurring philosophical and intellectual issues of humanity and how these combine and interact to influence, direct, and challenge the world. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, research skills, and the skills of written expression and effective communication. To facilitate this, course activities may include individual and group projects, class discussion and debate, oral presentations, analysis of primary materials, research, note taking, a variety of writing activities, and teacher lectures. As much as possible, connections are made to aspects of the modern world as they relate to the historical events and ideas under examination. CORE INSTRUCTIONAL MATERIALS: In keeping with current best practice in History teaching, there is no single centralized historical textbook for this course. An extensive variety of primary and secondary Source materials will be distributed by the instructor, in either electronic or hard copy form. ASSESSMENT METHODS: Student assessment will include both formal and informal assessment. Formal assessment includes comprehensive unit exams, semester exams, and research projects. Informal assessment includes daily class discussion and participation, homework, other activities.

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HISTORY 10 CREDIT 1 PREREQUISITE: History Grade 9 (or equivalent) CONTENT: Following from the grade 9 History course, Grade 10 World History continues to look at the development of the interconnected human community in the 20th century. This specific course is themed as “The Making of the Modern World”, and in the first semester students will analyze the political, social, economic, and cultural developments beginning with the causes and conflict of the First World War, and into the causes and impact of the Russian Revolutions of 1917. In the second semester, the course broadens out both in content and in the scope and targeting of key historical skills, unashamedly preparing students for the rigor of historical inquiry at the senior level, and begins to incorporate actual IB-style assessment tasks for practice. A source based study examining Civil Rights in the USA places the student firmly in the contemporary world, where issues of citizenship, political participation and conflict continue to play key roles. The second semester concludes with a wide and deeply involved project study of the current United Nations, based on the skills and practices of the Model United Nations conferences (MUN). All of these inquiries are conducted with the goal of students thoughtfully asking and attempting to address the following questions: What are the foundations of the modern world? Who are we? How did we get here? Why does the world look and act the way it does today? Where are we going? What are the trends and prospects for the future of the human community? INSTRUCTIONAL METHODS: Through an active analysis of secondary and primary source material, the main goal is to develop not only a historical understanding of the intellectual and geopolitical development of the world, but also a personal understanding and empathy for the recurring philosophical and intellectual issues of humanity and how these combine and interact to influence, direct, and challenge the world. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, research skills, and the skills of written expression and effective communication. To facilitate this, course activities may include individual and group projects, class discussion and debate, oral presentations, analysis of primary materials, research, note taking, a variety of writing activities, and teacher lectures. As much as possible, connections are made to aspects of the modern world as they relate to the historical events and ideas under examination. CORE INSTRUCTIONAL MATERIALS: In keeping with current best practice in History teaching, there is no single centralized historical textbook for this course. An extensive variety of primary and secondary source materials will be distributed by the instructor, in either electronic or hard copy form. ASSESSMENT METHODS: Student assessment will include both formal and informal assessment. Formal assessment includes comprehensive unit exams, semester exams, and research projects. Informal assessment includes daily class discussion and participation, homework, and quizzes.

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GEOGRAPHY CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: Grade 9 History CONTENT: The study of Geography is an excellent preparation for IB Economics and Business Studies, through introducing important concept models, methods of investigation and content. Where History looks to explain the events of the past, Geography describes the present, and sets itself the difficult task of predicting developments of the future. The component studies of urban environments, employment patterns and economic behavior lend themselves directly to future pursuits in the world of finance, human resources and business management. In addition, the global nature of the content is not only advantageous, but crucial in an ever-shrinking world. This course focuses on Human Geography, and topics such as population change, migration, urbanization, demographics and economic development play key roles. In addition, key skills in utilizing mapping, graphic descriptors and data analysis are developed. Overall the subject plays a key role within Social Studies as a unique analytic and descriptive intellectual framework. The goal of this course is to not only to provide students with a better global understanding, but also to introduce new methods of analysis and investigation, with an emphasis on the collection of data both inside and outside of the classroom. INSTRUCTIONAL METHODS: As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, research skills, and the skills of written expression and effective communication. To facilitate this, course activities may include individual and group projects, class discussion and debate, oral presentations, analysis of primary materials, research, note taking, a variety of writing activities, and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Patterns and Change (Geography for the IB Diploma), Paul Guinness, Cambridge University Press, 2011 Additional electronic and printed resources will be handed out and utilized throughout the course. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document based questions, and semester and final exams.

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INTRODUCTION TO PSYCHOLOGY CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Psychology is a semester-long elective that will explore the basic concepts, language, and methods of psychology. Students will gain a basic understanding of psychological research, perspectives, and disorders, as well as a basic understanding of the brain, perception, states of consciousness, learning and criminal profiling. INSTRUCTIONAL METHODS: Psychology will be presented through the student-centered strategies of collaborative projects, analysis of experiments, presentations using available technology, research, as well as lecture, film, and discussion. ASSESSMENT METHODS: Students will be assessed through a variety of chapter tests and quizzes, current events, examinations of psychological experiments, presentations, essays and cumulative projects. INTRODUCTION TO SOCIOLOGY CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Sociology is a semester-long elective course that will explore the basic concepts and methods of Sociology. Students will gain a basic understanding how social structure and group behavior impacts the individual. Students will study topics including sociological research methods, culture, conformity, deviance, life span development, racism/prejudice & criminal justice. INSTRUCTIONAL METHODS: Instructional methods will include lecture, discussions of current events, collaborative projects and presentations using available technology. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, presentations, projects, and unit tests.

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INTRODUCTION TO ENTREPRENEURSHIP CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Introduction to Entrepreneurship is a semester-long elective course that will explore the fundamentals of creating a feasible business idea and a subsequent business plan. The course will introduce students to the functional areas of a business (marketing, finance, human resources, operations) and how each area needs to be coordinated to ensure that a hypothetical business plan could succeed. The course will begin with business concepts to help students understand the functional areas of a business, which can then be integrated into a business plan. These concepts will mainly include the marketing mix (including an in-depth study of the growth and importance of e-commerce), human resource management, operations management (depending on whether the business is product or service based), and the particular finance concepts of budgeting and cash flow forecasts. Students will be required to keep an ongoing journal of their business ideas to show how they develop over the course as they integrate the business concepts they learn into their business plan. Students will also be tested on their knowledge of these key concepts as one of the main assessments and will be assessed at the end of the course on the quality of their business plans through both a presentation and hard copy assessment. There will also be a research task involving the investigation of the role a business plan has played for a real life business. This will give students the opportunity to experience the fundamentals of a research paper to better prepare them for the extended essay which they will begin the following year in IB. Overall, the course will enable students to develop an understanding of the key concepts and skills involved in becoming an entrepreneur. INSTRUCTIONAL METHODS: The key concepts of entrepreneurship will be presented through presentations using available technology, research and graphic organizers, as well as lecture and discussion. CORE INSTRUCTIONAL MATERIALS: Princes Trust Business Plan Resource Pack Entrepreneurship & New Venture Management, Fifth Edition, OUP Oxford, Isa van Aardt and Stefan Bezuidenhout Collins Key Concepts - Business, Collins, Karen Borrington and Peter Stimpson ASSESSMENT METHODS: Assessment will include a variety of tests, quizzes, case studies and projects – including both individual and group projects.

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INTRODUCTION TO ECONOMICS CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Introduction to Economics is a semester-long elective course that will explore the fundamentals of macro and microeconomics, and will also introduce students to the concept of international trade, as well as to some of the global economic challenges facing the world today. The main goal of the course is to introduce students to the skills necessary to understand the world around them. These skills form an approach or technique known as the economic way of thinking. Students will recognize that all social phenomena are derived from the actions of individuals facing choices and that individuals face choices because resources are scarce. Students will develop an understanding of economic concepts and an ability to apply these concepts to real life situations. The course will allow students to analyze the functions of individual decision makers within the economic system, placing emphasis on the nature and function of product markets, factor markets, and the role of government in the economy. Micro Economics Macroeconomics The market system Macroeconomic objectives Demand and supply Economic growth Market equilibrium Inflation Price elasticity of demand Unemployment The labor market and minimum wages Balance of payments Monetary and fiscal policy

INSTRUCTIONAL METHODS: The principles of economics will be presented through presentations using technology, research, graphic organizers, collaborative assignments, as well as lecture and discussion. CORE INSTRUCTIONAL MATERIALS: IB Economics - Blink and Dorton (digital version) Economics Classroom www.econclassroom.com http://www.councilforeconed.org/resources/econedlink/ Excel IGCSE Economics, Rob Jones, ASSESSMENT METHODS: A variety of assessment tools will be utilized including, quizzes, tests, and current-affairs assignments. Major Assessments: 1. Writing an article for Economist magazine about the direction of the oil price and demand and

supply factors that affect oil 2. Engaging in a formal class debate examining the impact of a minimum wage 3. Producing a video on different macroeconomic policy objectives and how changes in these are

affecting the economy. 4. Writing an essay on monetary policy/fiscal policy and its impact on macroeconomic objectives.

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IB BUSINESS AND MANAGEMENT SL 1 (YEAR 1) GROUP 3 CREDIT 1 PREREQUISITE: None. CONTENT: IB Business and Management SL1 is the first of a two-year course that covers 5 key modules as set forth by the International Baccalaureate Organization. In this first year, students will begin by studying Unit 1: an Introduction to Organizations in order to become familiar with the business world around them. This applies not only globally, but locally as well. The next module covered is Unit 2: Human Resources and ending with Unit 4: Marketing. There is very little differentiation at this time between Standard Level and Higher Level courses in order to better prepare the Standard Level Students. This differentiation comes more in Year Two of the program. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, current affairs video clips, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offer. CORE INSTRUCTIONAL MATERIALS: IB Business Management Course Book, 2014 Edition, Loykie Lomine ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document based questions, tests modeled on IB exams, and semester and year end final exams.

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IB BUSINESS AND MANAGEMENT SL 2 (YEAR 2) GROUP 3 CREDIT 1 PREREQUISITE: IB Business and Management Year 1 CONTENT: IB Business and Management SL 2 is the second year of a two-year course that covers 5 key modules as set forth by the International Baccalaureate Organization. In the second year, students will cover Unit 3: Accounts & Finance and finally Unit 5: Operations Management. In the first semester, students will complete an Internal Assessment to demonstrate their business theory in a real business situation or problem. This comprises 25% of their final IB grade. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, current affairs video clips, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offer. CORE INSTRUCTIONAL MATERIALS: IB Business Management Course Book, 2014 Edition, Loykie Lomine ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, case studies, Internal Assessment drafts, tests modeled on IB exams, and semester and year end final exams.

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IB BUSINESS AND MANAGEMENT HL 1 (YEAR 1) GROUP 3 CREDIT: 1 PREREQUISITE: None. CONTENT: IB Business and Management HL1 is the first of a two-year course that covers 5 key modules as set forth by the International Baccalaureate Organization. In this first year, students will begin by studying Unit 1: an Introduction to Organizations in order to become familiar with the business world around them. This applies not only globally, but locally as well. The next module covered is Unit 2: Human Resources and ending with Unit 4: Marketing. There is very little differentiation at this time between Standard Level and Higher Level courses in order to better prepare the Standard Level Students. This differentiation comes more in Year Two of the program. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, current affairs video clips, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offer. CORE INSTRUCTIONAL MATERIALS: IB Business Management Course Book, 2014 Edition, Loykie Lomine ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document based questions, tests modeled on IB exams, and semester and year end final exams.

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IB BUSINESS AND MANAGEMENT HL 2 (YEAR 2) GROUP 3 CREDIT 1 PREREQUISITE: IB Business and Management HL1 CONTENT: IB Business and Management HL 2 is the second year of a two-year course that covers 5 key modules as set forth by the International Baccalaureate Organization. In the second year, students will cover Unit 3: Accounts & Finance and finally Unit 5: Operations Management. In the first semester, students will complete an Internal Assessment to demonstrate their business theory in a real business situation or problem. This comprises 25% of their final IB grade. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, current affairs video clips, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offer. CORE INSTRUCTIONAL MATERIALS: IB Business Management Course Book, 2014 Edition, Loykie Lomine ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, case studies, Internal Assessment drafts, tests modeled on IB exams, and semester and year end final exams.

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IB ECONOMICS SL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: None CONTENT: IB Economics, comprised of both Standard Level and Higher Level, is the first of a two-year course with the main goal of teaching students to think like an economist. Students will gain a thorough understanding of the principles of micro and macroeconomics. The course requires that students recognize that the existence of limited resources along with unlimited wants forces individuals to make choices. The course aims to develop in students an understanding of economic concepts and an ability to apply these concepts to real life situations. Students are encouraged to develop a global perspective while also understanding the importance of local issues that affect them. They are encouraged to interpret and evaluate economic data, develop an awareness of economic change around them and understand economic issues and problems, and acquire the skills to evaluate possible solutions. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offers. CORE INSTRUCTIONAL MATERIALS: Economics Course Companion. Second Edition. Jocelyn Blink & Ian Dorton ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document-based questions, tests modeled on IB exams, and semester and year-end final exams.

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IB ECONOMICS SL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB Economics SL1 CONTENT: IB Economics, comprised of both Standard Level and Higher Level, is the second of a two-year course with a main goal of teaching students to think like an economist. Building on the fundamentals learned in the first year, sections dealing with international economics and development economics will be studied. The course will also allow students to recognize gains from trade and understand issues such as unemployment, inflation, and economic growth. Students are encouraged to develop a global perspective while also understanding the importance of local issues that affect them. They are encouraged to interpret and evaluate economic data, develop an awareness of economic change around them and understand economic issues and problems, and acquire the skills to evaluate possible solutions. Students will also complete an Internal Assessment (portfolio of commentaries on news media) to demonstrate their ability to apply economic theory to a real world situation. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offers. CORE INSTRUCTIONAL MATERIALS: Economics Course Companion. Second Edition. Jocelyn Blink & Ian Dorton ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document-based questions, tests modeled on IB exams, and semester and year-end final exams.

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IB ECONOMICS HL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: None. CONTENT: IB Economics 11, comprised of both Standard Level and Higher Level, is the first of a two-year course with the main goal of teaching students to think like an economist. Students will gain a thorough understanding of the principles of micro and macroeconomics. The course requires that students recognize that the existence of limited resources along with unlimited wants forces individuals to make choices. The course aims to develop in students an understanding of economic concepts and an ability to apply these concepts to real life situations. Students are encouraged to develop a global perspective while also understanding the importance of local issues that affect them. They are encouraged to interpret and evaluate economic data, develop an awareness of economic change around them and understand economic issues and problems, and acquire the skills to evaluate possible solutions. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offers. CORE INSTRUCTIONAL MATERIALS: Economics Course Companion. Second Edition. Jocelyn Blink & Ian Dorton ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document-based questions, tests modeled on IB exams, and semester and year-end final exams.

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IB ECONOMICS HL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB Economics HL1 CONTENT: IB Economics, comprised of both Standard Level and Higher Level, is the second of a two-year course with a main goal of teaching students to think like an economist. Building on the fundamentals learned in the first year, sections dealing with international economics and development economics will be studied. The course will also allow students to recognize gains from trade and understand issues such as unemployment, inflation, and economic growth. Students are encouraged to develop a global perspective while also understanding the importance of local issues that affect them. They are encouraged to interpret and evaluate economic data, develop an awareness of economic change around them and understand economic issues and problems, and acquire the skills to evaluate possible solutions. Students will also complete an Internal Assessment (portfolio of commentaries on news media) to demonstrate their ability to apply economic theory to a real world situation. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussions, oral presentations, research, teacher lectures, note taking, and structured tests, given to simulate the type of tests the IBO offers. CORE INSTRUCTIONAL MATERIALS: Economics Course Companion. Second Edition. Jocelyn Blink & Ian Dorton ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document-based questions, tests modeled on IB exams, and semester and year-end final exams.

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IB HISTORY SL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: History 10 and instructor approval CONTENT: IB History SL 1 is a contemporary World History course examining the 20th century. The sequence will be both chronological and thematic. Throughout this two-year program, special emphasis will be placed on the following 20th century topics: The origins and development of Authoritarian and Single Party States; The cause and course of the Cold War. Major content areas covered during this first year include the rise and maintenance of power in Hitler’s Germany versus Mao’s China, as well as the inter-war period of 1919- 1939 in Europe and beyond. INSTRUCTIONAL METHODS: Course activities may include individual and group projects, class discussion and debate, oral presentations, research, teacher lectures, note taking, analysis of primary documents, and practice taking document-based exams and mock IB exams. CORE INSTRUCTIONAL MATERIALS: Authoritarian and Single-Party States (B. Mimmack, D. Senes and E. Price, 2010) Weimar and Nazi Germany, (J. Hite, 2010) The People’s Republic of China (M. Lynch, 2009) Other texts available: “Years of Change: European History 1890-1990” (Wolfson & Laver 2001) “Mastering Modern World History” (Palgrave 2000) “The Russian Revolution” (Wood 1 1986) (Longman-Publishing) “Fascism” (Thurlow 2000) (Cambridge Publishing) “Origins of First & Second World War (Cambridge 1997) “Germany 1918 – 1945” (John Murray 2003), “Modern World History” (Walsh, 2005) There is an extensive list of relevant material available in the library and also access to online sources. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, document based questions, tests modeled on IB exams, and semester and year end final exams. Both SL and HL students will begin research and writing an Internal Assessment in partial fulfillment of IB certificate and diploma requirements during the 11th grade year. This will be completed and internally assessed in the second year of this program. (The Internal Assessment is worth 20% for HL and 25% for SL.)

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IB HISTORY SL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB History 1 (SL or HL) CONTENT: IB History SL 2 continues the study of contemporary world history with a focus on the rise of rule of single party states and the Cold War. During the year emphasis will be placed on the following topics: Cold War Flashpoints and Containment, developments in Europe (Marshall Plan, NATO, etc), the Korean War, Vietnam War and USSR foreign policies (COMECON, Warsaw Pact). Key historical leaders to be studied include: Stalin, Truman, Khruschev and Kennedy. In addition, and in preparation for the additional exam as required, Higher Level (HL) students study more extensive material covering a more specific period in European history of the last 100 years. Topics include the Spanish Civil War, domestic and foreign policies of European leaders between 1919 and 1945, and a depth study of Russia from 1924-2000. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussion and debate, oral presentations, research, teacher lectures, note taking, and practice taking document based exams and mock IB exams. CORE INSTRUCTIONAL MATERIALS: Authoritarian and Single-Party States (B. Mimmack, D. Senes and E. Price, 2010) Weimar and Nazi Germany, (J. Hite, 2010) The People’s Republic of China (M. Lynch, 2009) Other texts available: “Years of Change: European History 1890-1990” (Wolfson & Laver 2001) “Mastering Modern World History” (Palgrave 2000) “The Russian Revolution” (Wood 1 1986) (Longman-Publishing) “Fascism” (Thurlow 2000) (Cambridge Publishing) “Origins of First & Second World War (Cambridge 1997) “Germany 1918 – 1945” (John Murray 2003), “Modern World History” (Walsh, 2005) There is an extensive list of relevant material available in the library and also access to online sources. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document based questions, tests modeled on IB exams, and semester and year end final exams. Both SL and HL students will submit a final internal assessment in the first semester of 12th grade. This fulfills the IB requirements for all history students in the diploma or certificate programs.

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IB HISTORY HL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: History 10 and instructor approval CONTENT: IB History HL 1 is a contemporary World History course examining the 20th century. The sequence will be both chronological and thematic. Throughout this two-year program, special emphasis will be placed on the following 20th century topics: The origins and development of Authoritarian and Single Party States; The cause and course of the Cold War. Major content areas covered during this first year include the rise and maintenance of power in Hitler’s Germany versus Mao’s China, as well as the inter-war period of 1919- 1939 in Europe and beyond. INSTRUCTIONAL METHODS: Course activities may include individual and group projects, class discussion and debate, oral presentations, research, teacher lectures, note taking, analysis of primary documents, and practice taking document-based exams and mock IB exams. CORE INSTRUCTIONAL MATERIALS: Authoritarian and Single-Party States (B. Mimmack, D. Senes and E. Price, 2010) Weimar and Nazi Germany, (J. Hite, 2010) The People’s Republic of China (M. Lynch, 2009) Other texts available: “Years of Change: European History 1890-1990” (Wolfson & Laver 2001) “Mastering Modern World History” (Palgrave 2000) “Fascism” (Thurlow 2000) (Cambridge Publishing) “Origins of First & Second World War (Cambridge 1997) “Germany 1918 – 1945” (John Murray 2003), “Modern World History” (Walsh, 2005) There is an extensive list of relevant material available in the library and also access to online sources. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, document based questions, tests modeled on IB exams, and semester and year end final exams. Both SL and HL students will begin research and writing an Internal Assessment in partial fulfillment of IB certificate and diploma requirements during the 11th grade year. This will be completed and internally assessed in the second year of this program. (The Internal Assessment is worth 20% for HL and 25% for SL.)

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IB HISTORY HL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB History 1 (SL or HL) CONTENT: IB History HL 2 continues the study of contemporary world history with a focus on the rise of rule of single party states and the Cold War. During the year emphasis will be placed on the following topics: Cold War Flashpoints and Containment, developments in Europe (Marshall Plan, NATO, etc), the Korean War, Vietnam War and USSR foreign policies (COMECON, Warsaw Pact). Key historical leaders to be studied include: Stalin, Truman, Khruschev and Kennedy. In addition, and in preparation for the additional exam as required, Higher Level (HL) students study more extensive material covering a more specific period in European history of the last 100 years. Topics include the Spanish Civil Wars, domestic and foreign policies of European leaders between 1919 and 1945, and a depth study of Russia from 1924-2000. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, class discussion and debate, oral presentations, research, teacher lectures, note taking, and practice taking document based exams and mock IB exams. CORE INSTRUCTIONAL MATERIALS: Authoritarian and Single-Party States (B. Mimmack, D. Senes and E. Price, 2010) Weimar and Nazi Germany, (J. Hite, 2010) The People’s Republic of China (M. Lynch, 2009) Other texts available: “Years of Change: European History 1890-1990” (Wolfson & Laver 2001) “Mastering Modern World History” (Palgrave 2000) “Fascism” (Thurlow 2000) (Cambridge Publishing) “Origins of First & Second World War (Cambridge 1997) “Germany 1918 – 1945” (John Murray 2003), “Modern World History” (Walsh, 2005) There is an extensive list of relevant material available in the library and also access to online sources. ASSESSMENT METHODS: Students will be assessed through a variety of means: quizzes, research papers, oral presentations, document based questions, tests modeled on IB exams, and semester and year end final exams.

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IB PSYCHOLOGY SL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: None CONTENT: IB Psychology is a two-year systematic study of the human condition through the investigative approaches of experimentation, observation, research studies, and surveys. This is a Standard Level course and will focus on the biological, cognitive, and sociocultural perspectives of psychology. INSTRUCTIONAL METHODS: Research and study of journal articles will be of paramount importance in this class. In addition lecture, collaborative work, homework, and projects will be utilized to emphasize content. CORE INSTRUCTIONAL MATERIALS: “Pearson Baccalaureate: Psychology for the IB Diploma”, Law (2010) “IB Course Companion”, John Crane (2009) ASSESSMENT METHODS: IB Assessment:

1. An experimental study (internal assessment) 2. An essay paper based on the three perspectives (external assessment - Paper 1) 3. An essay paper on an optional study area (external assessment - Paper 2)

These assessments are in addition to essays, homework, presentations, research studies, short answer questions, and other assignments that will be given throughout the course.

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IB PSYCHOLOGY SL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB Psychology SL1 CONTENT: IB Psychology is a systematic study of the human condition through the investigative approaches of experimentation, observation, research studies, and surveys. This is a Higher Level course that will focus on the biological, cognitive, and sociocultural perspectives of psychology. In addition, two unit options, which can change each year, must be covered, as well as an in-depth look into qualitative research methodology. INSTRUCTIONAL METHODS: Research and study of journal articles will be of paramount importance in this class. In addition lecture, collaborative work, homework, and projects will be utilized to emphasize content. CORE INSTRUCTIONAL MATERIALS: “Pearson Baccalaureate: Psychology for the IB Diploma”, Law (2010) “IB Course Companion”, John Crane (2009) ASSESSMENT METHODS: IB Assessment:

1. An experimental study (internal assessment) 2. An essay paper based on the three perspectives (external assessment - Paper 1) 3. An essay paper on one additional study areas (external assessment - Paper 2)

These assessments are in addition to essays, homework, presentations, research studies, short answer questions, and other assignments that will be given throughout the course.

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IB PSYCHOLOGY HL 1 (YEAR 1) (GROUP 3) CREDIT 1 PREREQUISITE: None CONTENT: IB Psychology is a systematic study of the human condition through the investigative approaches of experimentation, observation, research studies, and surveys. This is a Higher Level course that will focus on the biological, cognitive, and sociocultural perspectives of psychology. In addition, two unit options, which can change each year, must be covered, as well as an in-depth look into qualitative research methodology. INSTRUCTIONAL METHODS: Research and study of journal articles will be of paramount importance in this class. In addition lecture, collaborative work, homework, and projects will be utilized to emphasize content. CORE INSTRUCTIONAL MATERIALS: “Pearson Baccalaureate: Psychology for the IB Diploma”, Law (2010) “IB Course Companion”, John Crane (2009) ASSESSMENT METHODS: IB Assessment:

1. An experimental study (internal assessment) 2. An essay paper based on the three perspectives (external assessment - Paper 1) 3. An essay paper on two additional study areas (external assessment - Paper 2) 4. An essay paper on qualitative research methods (external assessment - Paper 3)

These assessments are in addition to essays, homework, presentations, research studies, short answer questions, and other assignments that will be given throughout the course.

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IB PSYCHOLOGY HL 2 (YEAR 2) (GROUP 3) CREDIT 1 PREREQUISITE: IB Psychology HL1 CONTENT: IB Psychology is a systematic study of the human condition through the investigative approaches of experimentation, observation, research studies, and surveys. This is a Higher Level course that will focus on the biological, cognitive, and sociocultural perspectives of psychology. In addition, two unit options, which can change each year, must be covered, as well as an in-depth look into qualitative research methodology. INSTRUCTIONAL METHODS: Research and study of journal articles will be of paramount importance in this class. In addition lecture, collaborative work, homework, and projects will be utilized to emphasize content. CORE INSTRUCTIONAL MATERIALS: “Pearson Baccalaureate: Psychology for the IB Diploma”, Law (2010) “IB Course Companion”, John Crane (2009) ASSESSMENT METHODS: IB Assessment: 1. An experimental study (internal assessment) 2. An essay paper based on the three perspectives (external assessment - Paper 1) 3. An essay paper on two additional study areas (external assessment - Paper 2) 4. An essay paper on qualitative research methods (external assessment - Paper 3) These assessments are in addition to essays, homework, presentations, research studies, short answer questions, and other assignments that will be given throughout the course.

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IB THEORY OF KNOWLEDGE 1 CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: According to the IB curriculum guide, TOK gives you a chance to “step back from the relentless acquisition of new knowledge” in order to reflect and consider the knowledge you have gained throughout your years of schooling. Through self-examination, this course provides opportunities to “share your ideas and learn from what others think”. You should be making connections between “knowledge encountered in different diploma program subjects, in CAS experiences, and extended essay research”. In short, we attempt to answer the questions “What do you know?” and “How do you know it?” In order to encourage this exploration of thought, this course will be based on class participation, discussion and preparatory IB TOK assessments. For IB, students are required to write a 1200-1600 word essay on a prescribed title, which is externally assessed. Additionally, students will give one or more individual and/or small group oral presentations that are internally assessed. Points awarded for the essay and presentations are combined and the grade boundaries are then applied to determine the band (excellent to elementary) to which the candidate’s performance in TOK belongs. INSTRUCTIONAL METHODS: The course will include individual and group projects, oral presentations, and writing activities. CORE INSTRUCTIONAL MATERIALS: Theory of Knowledge, Nicolas Alchin, 2003 Various supplemental readings throughout the course ASSESSMENT METHODS: Students are expected to contribute fully to class debates, discussions and prepare for all assigned readings. DAA internal assessment will include participation, a variety written assignments, and oral presentations. Students are required to complete an externally graded essay and an internally graded presentation in grade 12 to satisfy the IB requirements for TOK. In this course, students will be given a complete or an incomplete for their grade

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IB THEORY OF KNOWLEDGE II CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: Theory of Knowledge I CONTENT: According to the IB curriculum guide, TOK gives you a chance to “step back from the relentless acquisition of new knowledge” in order to reflect and consider the knowledge you have gained throughout your years of schooling. Through self-examination, this course provides opportunities to “share your ideas and learn from what others think”. You should be making connections between “knowledge encountered in different diploma program subjects, in CAS experiences, and extended essay research”. In short, we attempt to answer the questions “What do you know?” and “How do you know it?” In order to encourage this exploration of thought, this course will be based on class participation, discussion and preparatory IB TOK assessments. For IB, students are required to write a 1200-1600 word essay on a prescribed title, which is externally assessed. Additionally, students will give one or more individual and/or small group oral presentations that are internally assessed. Points awarded for the essay and presentations are combined and the grade boundaries are then applied to determine the band (excellent to elementary) to which the candidate’s performance in TOK belongs. INSTRUCTIONAL METHODS: The course will include individual and group projects, oral presentations, and writing activities. CORE INSTRUCTIONAL MATERIALS: Theory of Knowledge, Nicolas Alchin, 2003 Various supplemental readings throughout the course ASSESSMENT METHODS: Students are expected to contribute fully to class debates, discussions and prepare for all assigned readings. DAA internal assessment will include participation, a variety written assignments, and oral presentations. Students are required to complete an externally graded essay and an internally graded presentation in grade 12 to satisfy the IB requirements for TOK. In this course, students will be given a complete or an incomplete for their grade. In this course, students will be given a complete or an incomplete for their grade.

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL1 (YEAR 1) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Grade 11 only Students would have had to of completed one of the High School IT Courses. CONTENT: ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. In Year 1 SL will focus primarily on Social and Ethical significance of various technologies and a multitude of social impacts. Students who take ITGS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL 2 (YEAR 2) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Students should have completed at least one of the High School IT Courses CONTENT: ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment. The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. Year 2 HL Students will be focusing primarily on their internal assessment (project) and continued exploration of the areas of impacts along with the HL components AI & Robotics and IT in Organizations. Students who take ITGS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY HL1 (YEAR 1) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Grade 11 only Students would have had to of completed one of the High School IT Courses. CONTENT ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. In Year 1 HL will focus primarily on Social and Ethical significance of various technologies and a multitude of social impacts. Students who take ITGS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY HL 2 (YEAR 2) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Information Technology in a Global Society HL1 CONTENT ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. Year 2 HL Students will be focusing primarily on their internal assessment (project) and continued exploration of the areas of impacts along with the HL components AI & Robotics and IT in Organizations. Students who take ITGS will be required to have the following: 1. Laptop computers, to be used at school every day. 2. A Gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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ARABIC AS A FOREIGN LANGUAGE (B) – NON NATIVE PROGRAM FLOW CHART

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FRENCH / SPANISH PROGRAM FLOW CHART

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FOREIGN LANGUAGES DEPARTMENT COURSE DESCRIPTIONS FRENCH II CREDIT 1 PREREQUISITE: French B-C from Middle-school CONTENT: This course is designed as a continuation of French C and is intended to enhance students’ reading, writing, listening and speaking skills. It continues to build on the foundations established in earlier courses concerning vocabulary and grammar, while challenging students to become more proficient in the use of the reflexive verbs, the perfect and imperfect tenses, the use of pronouns (objective and subjective) and differences of agreement. Students experience lessons and activities at a comfortable pace and gradually become more confident in their abilities to communicate in French in a variety of real-life circumstances. Skills are reinforced through the presentation of dialogues, role-playing, cultural readings, and films, ultimately leading students to function with increased proficiency in many new situations. Students are expected to acquire a basic knowledge of health, nutrition, jobs, environment, vacation and culture of French- speaking countries. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning French. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use French through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbook: Nouveau Rond-Point - Pas à pas A2 Publisher: Editions Maison des Langues Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback.

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FRENCH III CREDIT 1 PREREQUISITE: French II or Coming from French C Middle School CONTENT: French III is designed to extend the foundations established in previous courses and to provide students with the types of learning opportunities that develop their fluency in the language. In addition to continued emphasis on the development of reading, writing, listening, and speaking skills, students are expected to become more sophisticated in their abilities to communicate without undue effort. For instance, students are also expected to begin using colloquial expressions and memorized sayings specific to the language, so that their language becomes more refined, elaborate, and complex. Many course activities are based on authentic cultural resources – with students answering questions and talking about real-life situations, asking for and giving directions, advertising a product, and more. Each exercise adheres to a communicative situation or context. The lessons and activities developed for this course also expose students to the art, culture and history of the language. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning French. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use French through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbook: Nouveau Rond Point Pas à Pas B1.1 Publisher: Editions Maison Des Langues Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback.

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FRENCH IV CREDIT 1 PREREQUISITE: French III (in grade 9) CONTENT: French IV is a pre-IB course designed to extend French III, enhancing students’ communication skills in the language so that they can succeed in IB Language B courses. Students in this course are prepared to sustain clear interaction in French, although they may still need occasional pauses for grammatical and lexical planning or repair. Topics in the course involve everyday problems, such as situations concerning travel or the environment, and also endeavor to help students acquire a deeper cultural appreciation of France Learners are further encouraged to read authentic French, through newspapers, and magazines outside of the classroom, and by creating a French class blog. Students are prepared to deliver oral presentations. Learners are also introduced to the standards and formats for the written language that they will eventually encounter in the IB Language B courses. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, and dramatic readings. A variety of methods are employed with the intent of engaging students in learning French. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use French through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbooks: Nouveau Rond-Point - Pas à Pas B1.2, Publisher: Editions Maison des Langues Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessment strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback.

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IB FRENCH AB INITIO SL 1 (YEAR 1) (GROUP 2) CREDIT 1 PREREQUISITE: None CONTENT: French Ab Initio is a language course designed to be followed over two years by students who have no previous French experience. The main focus of this course is on the acquisition of language required for purposes and situations common to everyday social interaction. The course aims to develop a variety of linguistic skills, and a basic awareness of the cultures using the language, through the study of a core syllabus and a language-specific syllabus. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: Alter Ego Plus 1 and 2 Publisher: Hachette Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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IB FRENCH AB INITIO SL 2 (YEAR 2) (GROUP 2) CREDIT 1 PREREQUISITE: None CONTENT: French Ab Initio is a language course designed to be followed over two years by students who have no previous French experience. The main focus of this course is on the acquisition of language required for purposes and situations common to everyday social interaction. The course aims to develop a variety of linguistic skills, and a basic awareness of the cultures using the language, through the study of a core syllabus and a language-specific syllabus. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: Alter Ego Plus 1 and 2 Publisher: Hachette Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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IB FRENCH B SL1 (YEAR 1) (GROUP 2) CREDIT 1 PREREQUISITE: French III / French IV CONTENT: IB French B Standard Level is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning French. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in French and explore the culture using the French language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: French B Course Companion, Oxford University Press Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessment strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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IB FRENCH B SL 2 (YEAR 2) (GROUP 2) CREDIT 1 PREREQUISITE: French B SL 1 CONTENT: IB French B Standard Level is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning French. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in French and explore the culture using the French language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: French Companion Publisher: Oxford Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessment strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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IB FRENCH B HL1 (YEAR 1) (GROUP 2) CREDIT 1 PREREQUISITE: French IV CONTENT: IB French B Higher Level is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning French. This course will give the student a high degree of competence in French and explore the culture using the French language. The main focus of this course is on language acquisition and development of language skills at a higher level. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the French culture. The range of purposes and situations covers a choice of current topics. • 3 topics in the core: Communication and media, Global issues and Social relationships. • 5 topics in the options: Cultural diversity, Customs and traditions, Health, Leisure and

Science and technology INSTRUCTIONAL METHODS: Most class-based activities will integrate a number of aspects of the syllabus. Students will work in small groups, collectively working out the answers to a number of questions on a text that students have read (or listened to) and then reporting back to the class. They will also work on some projects that would require reading and listening in order to gather information; designing a questionnaire; interviewing native speakers of the language; reporting back to the class and writing documents, guides or letters in response to the information. They will also be encouraged to search for information, compare various sites on a given topic, summarize the results, present them to the class and write a response by email. CORE INSTRUCTIONAL MATERIALS: French B Course Companion, Oxford University Press Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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IB FRENCH B HL 2 (YEAR 2) (GROUP 2) CREDIT 1 PREREQUISITE: French HL 1 CONTENT: IB French B Higher Level is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning French. During the first semester of Year 2, students will continue reading French literature and will write their official written task as part of their Internal Assessment. The range of purposes and situations covers a choice of current topics.

• 3 topics in the core: Communication and media, Global issues and Social relationships. • 5 topics in the options: Cultural diversity, Customs and traditions, Health, Leisure and

Science and technology INSTRUCTIONAL METHODS: Most class-based activities will integrate a number of aspects of the syllabus. Students will work in small groups, collectively working out the answers to a number of questions on a text that students have read (or listened to) and then reporting back to the class. They will also work on some projects that would require reading and listening in order to gather information; designing a questionnaire; interviewing native speakers of the language; reporting back to the class and writing documents, guides or letters in response to the information. They will also be encouraged to search for information, compare various sites on a given topic, summarize the results, present them to the class and write a response by email. CORE INSTRUCTIONAL MATERIALS: IB French Course Companion, Oxford University Press Current resources are used to expose students to a range of authentic material ASSESSMENT METHODS: The course prepares IB Diploma and Certificate candidates for the internal and external examinations.

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SPANISH II CREDIT 1 PREREQUISITE: Spanish C CONTENT: This course is designed to enhance students’ reading, writing, listening and speaking skills. It continues to build on the foundations established in earlier courses concerning vocabulary and grammar, while challenging students to become more proficient in the use of the reflexive verbs, the perfect and imperfect tenses, the use of pronouns (objective and subjective) and differences of agreement. Students experience lessons and activities at a comfortable pace and gradually become for confident in their abilities to communicate in Spanish in a variety of real-life circumstances. Skills are reinforced through the presentation of dialogues, role-playing, cultural readings, and films, ultimately leading students to function with increased proficiency in many new situations. Students are expected to acquire a basic knowledge of history, geography, and culture of Spanish-speaking countries. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning Spanish. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use Spanish through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbook: Gente Joven II Publisher: Difusion ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course prepares IB Diploma candidates for the internal and external examinations during the two years of the course.

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SPANISH III CREDIT 1 PREREQUISITE: Spanish II or high achievement in Spanish C CONTENT: Spanish III is designed to extend the foundations established in previous courses and to provide students with the types of learning opportunities that develop their fluency in the language. In addition to continued emphasis on the development of reading, writing, listening, and speaking skills, students are expected to become more sophisticated in their abilities to communicate without undue effort. For instance, students are also expected to begin using colloquial expressions and memorized sayings specific to the language, so that their language becomes more refined, elaborate, and complex. Many course activities are based on authentic cultural realia – with students answering questions and talking about real-life situations, asking for and giving directions, advertising a product, and more. Each exercise adheres to a communicative situation or context. The lessons and activities developed for this course also expose students to the art, culture and history of the language. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning Spanish. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use Spanish through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbook: Gente Joven III Publisher: Difusion ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback.

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SPANISH IV CREDIT 1 PREREQUISITE: Spanish III CONTENT: Spanish IV is a pre-IB course designed to extend Spanish III, enhancing students’ communication skills in the language so that they can succeed in IB Language B courses. Students in this course are prepared to sustain clear interaction in Spanish, although they may still need occasional pauses for grammatical and lexical planning or repair. Topics in the course involve everyday problems, such as situations concerning travel or the environment, and also endeavor to help students acquire a deeper cultural appreciation of Spain and the unique sub-cultures of Spanish-speaking countries. Learners are further encouraged to read Spanish literature, newspapers, and magazines outside of the classroom. Students are prepared to deliver oral presentations lasting at least two minutes and to answer questions from an audience concerning their work. Learners are also introduced to the standards and formats for the written language that they will eventually encounter in the IB Language B courses. Finally, grammar study is integrated throughout the course using texts of contemporary issues and authentic materials. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning Spanish. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use Spanish through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIALS: Textbook: Gente Joven IV Publisher: Difusion ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback.

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IB SPANISH AB INITIO SL1 (YEAR 1) (GROUP 2) CREDIT 1 PREREQUISITE: None CONTENT: Spanish Ab Initio SL1 is the first year of a two-year language course designed for students who have no previous Spanish experience. The main focus of this course is on the acquisition of Spanish for purposes and situations found in everyday social interaction. The course aims to develop a variety of linguistic skills,and a basic awareness of the cultures using the language, through the study of a core syllabus and a language-specific syllabus. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, oral vignettes and dialogues, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: Nuevo Español en marcha Básico, Nivel A1+A2 Panorama Hispanohablante 1 (Cambridge University Press) Publisher: SGEL Support materials as needed ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course will begin to prepare IB Diploma and Certificate candidates for the internal and external examinations in the second year of the course.

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IB SPANISH AB INITIO SL 2 (YEAR 2) (GROUP 2) CREDIT 1 PREREQUISITE: Spanish Ab Initio SL 1 CONTENT: Spanish Ab Initio SL2 is the second year of a two-year IB course designed for students who had no previous experience with the language upon beginning their studies in the first year. The main focus of this course is on the acquisition of Spanish for purposes and situations found in everyday social interactions. The course aims to develop a variety of linguistic skills in the language as well as an awareness of Spanish-speaking cultures around the world through the study of a core syllabus and a language-specific syllabus. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: Nuevo Español en marcha 3, Nivel B1 Panorama Hispanohablante 1 (Cambridge University Press) Publisher: SGEL Support materials as needed ASSESSMENT METHODS: DAA internal assessment will include both informal and formal assessment. Informal assessment will be comprised of listening comprehension, reading comprehension, communication activities, writing activities, class work, class participation and homework practice. Students will also compare the culture of study to their own culture. Formal assessment will be comprised of quizzes and comprehensive exams from IB past papers. The course will begin to prepare IB Diploma candidates for the internal and external examinations in the second year of the course.

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IB SPANISH B SL 1 (YEAR 1) (GROUP 2) CREDIT 1 PREREQUISITE: Spanish III / Spanish IV CONTENT: Spanish IB Standard Level 1 is a language course designed to be followed over 2 years by students who have some previous Spanish language experience (3 years). The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Spanish and explore the culture using the Spanish language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures and text formats needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, oral vignettes and dialogues, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: IB Course Companion Spanish B Publisher: Oxford Support materials as needed ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course will begin to prepare IB Diploma candidates for the internal and external examinations in the second year of the course.

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IB SPANISH B SL 2 (YEAR 2) (GROUP 2) CREDIT 1 PREREQUISITE: IB Spanish B SL 1 (Year 1) CONTENT: Spanish IB Standard Level 2 is a language course designed to be followed over 2 years by students who have some previous Spanish language experience (3 years). The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Spanish and explore the culture using the Spanish language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures and text formats needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, oral vignettes and dialogues, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: IB Course Companion Spanish B Publisher: Oxford Support materials as needed ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course will begin to prepare IB Diploma candidates for the internal and external examinations in the second year of the course.

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IB SPANISH B HL 1 (YEAR 1) (GROUP 2) CREDIT 2 PREREQUISITE: Spanish III / Spanish IV CONTENT: Spanish IB Higher Level 1 is a language course designed to be followed over 2 years by students who have some previous Spanish language experience (3 years minimum). The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated level. This course will give the student a high degree of competence in Spanish and explore the culture using the Spanish language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures, idiomatic expressions, and text formats needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, oral vignettes and dialogues, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: IB Course Companion Spanish B Publisher: Oxford A selection of two novels during the two years: Manuel Rivas “Que me quieres amor “ relato: “La lengua de las mariposas” Gabriel Garcia Marquez: “El amor en tiempos del colera” Julio Cortazar: “La noche boca arriba” Carlos R.Zafon : “Principe de la niebla” Support materials as needed ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course will begin to prepare IB Diploma candidates for the internal and external examinations in the second year of the course.

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IB SPANISH B HL 2 (YEAR 2) (GROUP 2) CREDIT 2 PREREQUISITE: Spanish HL 1 Grade 11 CONTENT: Spanish IB Higher Level 2 is a language course designed to be followed over 2 years by students who have some previous Spanish language experience (3 years minimum). The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated level. This course will give the student a high degree of competence in Spanish and explore the culture using the Spanish language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures, idiomatic expressions, and text formats needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: To promote the development of communicative ability, this course integrates vocabulary and grammar in the four language skills: speaking, listening, reading and writing. The course will include oral individual and group activities, oral vignettes and dialogues, listening and reading activities, grammar and vocabulary exercises, writing projects and teacher lectures. CORE INSTRUCTIONAL MATERIALS: Textbook: IB Course Companion Spanish B Publisher: Oxford A selection of two novels during the two years: Manuel Rivas “Que me quieres amor “ relato: “La lengua de las mariposas” Gabriel Garcia Marquez: “El amor en tiempos del cólera” Julio Cortazar: “La noche boca arriba” Carlos R. Zafón: “El Príncipe de la niebla” ASSESSMENT METHODS: The assessments strategies used in this course are both summative and formative, over the four communicative skills (reading, writing, listening comprehension and speaking). Summative assessments include unit exams and end of semester exams. Formative assessments are used to monitor student learning to provide ongoing feedback. The course will begin to prepare IB Diploma candidates for the internal and external examinations in the second year of the course.

PROGRAMOFSTUDIES

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ARABIC AS A FOREIGN LANGUAGE (B) – LEVEL I CREDIT 1 PREREQUISITE None/ familiar with isolated words or concepts oral and/or written. CONTENT: The Arabic taught in this course is Modern Standard Arabic. No dialect is taught but references are made to the various dialects of the Arab countries for comparison with Modern Standard Arabic. This course introduces the Arabic Language and culture to learners and is intended for students who are either completely new to the Arabic language or might be familiar with isolated words or concepts, oral and/or written. The course introduces students to the phonology and script of Modern Standard Arabic and covers the basic morphology and syntax of the written language. Emphasis is placed on the development of the four (reading, listening, speaking and writing) skills at the earliest stages. The various aspects of modern Arab culture and society will provide contexts for the language learning process. The aim of the course is to provide a good understanding of the Arabic used in the spoken and printed mass media in all Arab countries. Throughout the session, the course will rely on a communicative approach to learning and teaching at all times. It will stress oral skills in the study of the language and use of Arabic in class. INSTRUCTIONAL METHODS: The teaching/learning method in this course is communicative, which requires that students engage fully in all classroom activities. Arabic as a medium of instruction and classroom tasks will be emphasized as students’ progress throughout the semester. This approach requires students to apply grammatical theory and vocabulary to real-life language tasks. The goal of this course is to develop students’ ability to communicate in Modern Standard Arabic using all language-related skills (listening, reading, speaking and writing).Course activities include individual /group projects, class discussion, oral presentations, dialogues, listening activities, and written composition. CORE INSTRUCTIONAL MATERIALS: Easy Method of learning Arabic 1&2 Alif Baa Al Arabia Leshabab 1 ASSESSMENT METHODS: Assessment strategies used in this course are both summative and formative. The Summative assessment includes Review Quizzes and weekly tests that evaluate students’ skills in grammar and specific vocabularies. It includes also listening test, Reading comprehension test. In addition, students will have a midterm test and a final exam/project to assess their progress during the semester. While the Formative assessment include reading authentic texts, listening drills, writing compositions or homework and speaking/discussion through role plays, interviews, presentation and participations.

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ARABIC AS A FOREIGN LANGUAGE (B) – LEVEL II CREDIT 1 PREREQUISITE Arabic I and students with Knowledge of basic vocabularies (able to write 70 words) CONTENT: This course is communication-based, meaning that emphasis is placed on the functional usage of the language through a variety of communicative activities. The course stresses the acquisition of grammatical structures through usage since it is a continuation of the previous course. It also aims to enhance the learners’ four language skills (reading, writing, speaking and listening) in addition to culture. Arabic is the only medium of class instruction and communication. Time in class will be devoted to reinforcing vocabulary and grammar through various activities as well as to concentrated listening, reading and speaking activities. INSTRUCTIONAL METHODS: The teaching/learning method in this course is communicative, which requires that students engage fully in all classroom activities. Arabic as a medium of instruction and classroom tasks will be emphasized as students’ progress throughout the semester. This approach requires students to apply grammatical theory and vocabulary to real-life language tasks. The goal of this course is to develop students’ ability to communicate in Modern Standard Arabic using all language-related skills (listening, reading, speaking and writing).Course activities include individual /group projects, class discussion, oral presentations, dialogues, listening activities, and written composition. Throughout the course, a variety of authentic audio, video, and reading materials will be used. Topics will include everyday situations and cultural issues. Students are encouraged to be creative with the language in and out of class. CORE INSTRUCTIONAL MATERIALS: AL Arabia Leshabab 2 ASSESSMENT METHODS: Assessment strategies used in this course are both summative and formative. The Summative assessment includes Review Quizzes and weekly tests that evaluate students’ skills in grammar and specific vocabularies. It includes also listening test, Reading comprehension test. In addition, students will have a midterm test and a final exam/project to assess their progress during the semester. While the Formative assessment include reading authentic texts, listening drills, writing compositions or homework and speaking/discussion through role plays, interviews, presentation and participations.

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ARABIC AS A FOREIGN LANGUAGE (B) – LEVEL III CREDIT 1 PREREQUISITE Arabic II and students with some knowledge in grammar rules and advanced writing (120 words) CONTENT: This course implements the communicative approach to language learning in which the student is an active learner and the instructor is a facilitator. This course aims to move students from a lower intermediate to a higher intermediate level of Modern Standard Arabic with attention paid to all four language skills: listening, reading, speaking and writing. INSTRUCTIONAL METHODS: The teaching and learning process in this course is communication-based. The emphasis is placed on functional usage of the language and on communication in context rather than on the conscious learning of grammatical rules. Preparation of the basic text, including reading of grammatical notes, vocabulary memorization, and spelling, is the student’s responsibility. Students should be prepared to answer questions and to discuss topics pertaining to the content of the text and use vocabulary in various contexts. Arabic is the only medium of class instruction. CORE INSTRUCTIONAL MATERIALS: Arabic for youth 3 + 4 ASSESSMENT METHODS: Assessment strategies used in this course are both summative and formative. The Summative assessment includes Review Quizzes and weekly tests that evaluate students’ skills in grammar and specific vocabularies. It includes also listening test, Reading comprehension test. In addition, students will have a midterm test and a final exam/project to assess their progress during the semester. While the Formative assessment include reading authentic texts, listening drills, writing compositions or homework and speaking/discussion through role plays, interviews, presentation and participations.

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ARABIC AS A FOREIGN LANGUAGE (B) – LEVEL IV CREDIT 1 PREREQUISITE: Arabic III Ability to write starting from 170 words. Advanced Knowledge of writing and reading CONTENT: This course aims to move students from a lower intermediate to a higher intermediate level of Modern Standard Arabic with attention paid to all four language skills: listening, reading, speaking and writing. In addition, this course is a pre IB course enhancing students’ communication skills in the language, enabling them to succeed in the IB Arabic B SL course. This course follows the content-based approach which mainly depends on content/subject as an access to learning language. The course introduces various aspects of the Arab culture and society. Topics include: changes in the contemporary Arab society, role of Arab women, Arab immigration, and ethnic groups in the region. In addition, students will be exposed to the language of the media and how it reflects the current socio-political and economic changes in the region, using authentic materials from varied visual and print sources carefully selected to suit the level. These sources include, but are not limited to, various Arabic newspapers, magazines, blogs, and videos from a variety of different Arab satellite channels (e.g. ON TV, Al-Arabyya, Al-Jazeera and BBC Arabic). Also, students will appreciate the rich and diverse Arabic literary tradition through reading selected shorts stories and poems by a number of prominent Arab writers from various parts of the region. While this is a content-based course, the main goal is to improve the students’ language proficiency level and prepare them to sit for the IB exam. Since this course aims to develop students’ communicative skills, all exercises, assignments and activities will be prepared to reinforce those skills. Students should be prepared to answer questions and to discuss topics pertaining to the content of the text and use vocabulary in various contexts. Arabic is the only medium of class instruction. In this course Grammar will be taught through content. This integrated approach to teaching grammar will help students understand and use it as part of the spoken and written language, rather than as a separate component. INSTRUCTIONAL METHODS: The teaching method in this course will be based on a communicative and integrated approach to language instruction, which places emphasis on the functional use of language and on communication in context, as opposed to a strictly grammatical, top-down approach. Time in class will be devoted to reinforcing vocabulary and grammar through various drills and activities as well as to concentrated listening, reading and oral expression activities. In-class activities for both the vocabulary and grammar sections will be built upon the assumption that students are familiar with the materials. CORE INSTRUCTIONAL MATERIALS: Your Arabic Friend (Based on EDEXEL GCSE syllabus) Arabic for youth 4 Selected Articles & Audio Visual Materials

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ASSESSMENT METHODS: Assessment strategies used in this course are both summative and formative. The Summative assessment includes Review Quizzes and weekly tests that evaluate students’ skills in grammar and specific vocabularies. It includes also writing &, Reading comprehension semester exam. In addition, students will have a Semester Cornerstone Assessment and a final Cornerstone Assessment to assess their progress during the semester. While the Formative assessment include reading authentic texts, listening drills, writing compositions or homework and speaking/discussion through role plays, interviews, presentations and class participation.

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IB ARABIC B SL 1 (YEAR 1) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III, Arabic IV & Oral Interview CONTENT: IB Arabic B Standard Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1,2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. This course will begin to prepare IB Diploma and Certificate candidates for the internal and external examinations in the second year of the course.

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IB ARABIC B SL 2 (YEAR 2) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III, Arabic IV CONTENT: IB Arabic B Standard Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note-taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials Teacher-selected articles related to course themes ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. This course will begin to prepare IB Diploma and Certificate candidates for the internal and external examinations in the second year of the course.

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IB ARABIC B HL1 (YEAR 1) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic IV or Native Arabic 10 CONTENT: IB Arabic B Higher Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. Students will also read and analyze two literature books and will be trained to use this analysis in creative writing assignment. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussions, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy The movie and Najuib Mahfouz’s Novel “The Thief and the Dogs” Allis wal Kilab. Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 & 12 Two literature books that student and teacher choose Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials Teacher-selected articles on course themes ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. Students taking year two for IB Diploma or Certificate will have two external written examinations and two internal oral examinations of which one will be externally moderated.

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IB ARABIC B HL 2 (YEAR 2) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III / Arabic IV or Native Arabic 10 CONTENT: IB Arabic B Higher Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programs, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note-taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Year 12 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. Students taking year two for IB Diploma or Certificate will have two external written examinations, a written task and two internal oral examinations of which one will be externally moderated.

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PHYSICAL EDUCATION – HIGH SCHOOL PROGRAM FLOW CHART

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PHYSICAL EDUCATION DEPARTMENT COURSE DESCRIPTIONS PHYSICAL EDUCATION 9 CREDIT 1 CONTENT: In HPE Grade 9 students will develop knowledge about how to lead healthy lifestyles and be a lifelong enthusiast of activity and sport. Interwoven within every class will be leadership development and transferable concepts that can be used in other educational disciplines, other areas in their stage of growth now, and the years to come. Students will refine their skills and continue to develop ideas about game strategies and tactics using small-sided games, progressing to full-sided games when appropriate. Physical Education strives to provide a safe, enjoyable and balanced program with opportunities for all pupils to develop physically, socially, mentally and emotionally. The program offers a comprehensive range of physically challenging experiences to meet the needs of individual pupils and encourage active involvement by all participants. INSTRUCTIONAL METHODS: Physical Education is taught using a variety of instructional methods; for example, teacher instruction and modeling, student lead instruction, inquiry based learning, instructional videos and different practical experiences through modified games and sport. Student understanding is monitored by question and answer and teacher observation, with individual help available once the class is underway. A variety of grouping methods are also used throughout the course to meet the intended learning objectives and to meet the individual needs of all students. CORE INSTRUCTIONAL MATERIALS: PE facilities include a five lane swimming pool, artificial surface soccer field, hardwood floor gymnasium, six lane rubberized tartan track, two outdoor tennis courts, one undercover court area and one grass playing field, outdoor basketball courts, classrooms, and a table tennis area. Various types of PE equipment relevant for use at each facility are utilized. A variety of grouping methods are also used throughout the course to meet the intended learning objectives and to meet the individual needs of all students. ASSESSMENT METHODS: HPE Grade 9 is designed to test student mastery of material and knowledge of Physical Education concepts using a variety of assessment methods including skill and performance analysis, written tests and quizzes, projects and oral presentations. Student leadership, organization, attitude toward learning, interpersonal skills and physical fitness/performance are also observed and recognized in an effort grade.

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PHYSICAL EDUCATION 10 CREDIT 1 CONTENT: HPE Grade 10 is a year-long course that encourages students to become physically active and more self- aware and knowledgeable about health related matters. The aim of the subject is to foster a desire to maintain life-long well-being and to make educated decisions with regards to all aspects of health. With all the material, leadership opportunities and transferable concepts taught in class, each student will attain life lessons that they could apply in all aspects of their being. The course also gives students the knowledge and practical skills necessary to assess, develop and maintain a healthy lifestyle. The goals of the program are to model and enforce sportsmanlike behavior, encourage participation in healthy lifestyle activities and promote a positive self-concept. INSTRUCTIONAL METHODS: Physical Education is taught using a variety of instructional methods; for example, teacher instruction and modeling, student lead instruction, inquiry based learning, instructional videos and different practical experiences through modified games and sport. Student understanding is monitored by question and answer and teacher observation, with individual help available once the class is underway. A variety of grouping methods are also used throughout the course to meet the intended learning objectives and to meet the individual needs of all students. CORE INSTRUCTIONAL MATERIALS: PE facilities include a five lane swimming pool, artificial surface soccer field, hardwood floor gymnasium, six lane rubberized tartan track, two outdoor tennis courts, one undercover court area, one grass playing field, outdoor basketball courts, classrooms, and a table tennis area. Various types of PE equipment relevant for use at each facility are utilized. A variety of grouping methods are also used throughout the course to meet the intended learning objectives and to meet the individual needs of all students. ASSESSMENT METHODS: HPE Grade 10 is designed to test student mastery of material and knowledge of Physical Education concepts using a variety of assessment methods including skill and performance analysis, written tests and quizzes, projects and oral presentations. Student leadership, organization, attitude toward learning, interpersonal skills and physical fitness/performance are also observed and recognized in an effort grade.

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VISUAL ART: HIGH SCHOOL PROGRAM FLOW CHART

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MUSIC: HIGH SCHOOL PROGRAM FLOW CHART

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DRAMA: HIGH SCHOOL PROGRAM FLOW CHART

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FINE ARTS DEPARTMENT COURSE DESCRIPTIONS MIXED MEDIA CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: This course will focus on using a variety of mixed media/materials to create Art work. This may include drawing, printmaking, and painting materials as well as ceramics, textiles and sculpture while exploring both traditional and modern techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills based around the Elements of Art in both two- dimensional and three- dimensional forms. Mixed Media is both an academic and practical program. Research involving art movements and artists is integrated with art production. This course will have simplified elements to that which are required at IB INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. Gallery and museum visits provide the opportunity to view and experience art in various phases. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, library books, instructors’ books, and computers. ASSESSMENT METHODS: Teacher observation, participation in class, research workbooks, projects, and portfolios are used to assess students.

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TAKING ART THEORY INTO PRACTICE CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Students are encouraged to develop individual responses and solutions to the concepts presented in class; eventually resulting in a final independent unit of study. Students will develop skills based on the Elements of Art, in both two-dimensional and three-dimensional forms. This course is both an academic and practical program which would provide a good understanding of and be excellent preparation for IB Visual Arts. Research involving art movements and artists is an integral part of art production. This along with students own research will inform their Art making process. A wide variety of drawing, printmaking, and painting materials as well as ceramics, textiles and sculpture are presented in this course to all students interested in exploring both traditional and contemporary techniques. Extra skills can also be built up in other Art electives, such as Digital Photography, Ceramics & Sculpture and Drawing & Painting, and Mixed Media (Allowances can be made depending on individual student situations) INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. Gallery and museum visits provide the opportunity to view and experience art in various phases. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, instructors’ books, and computers. ASSESSMENT METHODS: Teacher observation, participation in class, research workbooks, projects, and portfolios are used to assess students.

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DRAWING & PAINTING CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: This course is designed to familiarize students with the process of integrating research into a studio piece, similar to what is done in IB Visual Arts. A wide variety of drawing and painting materials are presented in this course to any student interested in exploring both traditional and contemporary techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Emphasis is on creative thinking, independent judgment and the use of narratives. Students develop skills based on the media covered. Many materials are used such as pencils, ink, charcoal, pastels, watercolors, gouache, acrylics, oils and various printmaking techniques. Field trips to galleries and museums provide the opportunity to view and experience art in various phases. Drawing and painting is both an academic and practical art program. Research exploring art history cultural and societal connections is integrated with art production. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment and individualized instruction. Field trips to galleries and museums provide the opportunity to view and experience art in various phases. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, library oks, instructors’ books, and computers. ASSESSMENT METHODS: Teacher observation, participation in class, research workbooks, projects, and portfolios are used to assess students.

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SCULPTURE & CERAMICS CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: This course will have 2 components. The first is using clay to build Artworks around a given theme. The second is making a sculpture using a wider variety of materials such as wire, paper, card, mod-roc, found objects, plaster, and wood, around a given theme. Instruction is provided in many areas to inform the use of materials. All who like to work with a variety of tools and different media will find this course a rewarding experience. Sculpture & Ceramics is both an academic and practical art program. Research connected to art history, culture and society is integrated to art production. Experimentation is also an important aspect of this course. These are all elements that are used in IB visual arts. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. Field trips to galleries and museums provide the opportunity to view and experience art in various phases. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, library books, instructors’ books, and computers. ASSESSMENT METHODS: Teacher observation, participation in class, research workbooks, projects, and portfolios are used to assess students.

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DIGITAL ART CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Digital Art will combine Technology with the Arts. Students will learn the fundamentals of photography along with basic design principles. Students will be trained in the IT tools needed to create a variety of digital works, including photo manipulation /photoshop, graphic design, typography and animation. This will include topics such as digital composition, use of color and editing. Students will also learn how to manipulate photographs using collage and painting techniques to artistically alter and create new perspectives in Art. Digital Art is both an academic and a practical course. Research connected to Art History, culture and society is integrated into art production. Experimentation is also an important aspect of this course. These are all skills that can be used in IB Visual Arts. STUDENTS ARE REQUIRED TO HAVE AT LEAST A QUALITY CAMERA AT SCHOOL FOR EVERY CLASS. INSTRUCTIONAL METHODS: Hands-on projects CORE INSTRUCTIONAL MATERIALS: Adobe Photoshop, Digital Cameras, Scanner and Color Printer. ASSESSMENT METHODS: Student assessment will include formative and summative assessments. Formative assessments will be comprised of in-class assignments and a final summative assessment will conclude the semester.

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IB ART SL1 (YEAR 1) (GROUP 6) CREDIT 1 PREREQUISITE: Course acceptance is based on teacher recommendation. It is essential that students have previous art experience and a working knowledge of the elements and principles of art. Ideally students will have completed at least two out of the five available Art electives: Digital Photography, Sculpture and Ceramics, Drawing Painting, Mixed Media and Taking Art theory into Practice (However allowances can be made based on individual situations). CONTENT: The IB Visual Art program is both an academic and practical program which emphasizes the interrelationship between research and artistic production. The course content for HL and SL may be the same. However, students at the HL level should develop ideas and skills, and produce a larger body of work, at a greater depth. In order to reflect this, the assessment criteria are differentiated according to level.

The course expounds creativity; however the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture. The Diploma Program arts courses enables students to engage in both practical exploration and artistic production, and in independent�visual,�investigation.�commitment is integral and is attained through the exploration of art concepts and skills, solving formal and technical problems encountered in studio practice, and exhibiting technical skills and appropriate use of media. (See breakdown of Sl and HL in diagram)

Due to the independent nature of the course, it is imperative that candidates are self-motivated and highly organized, in addition to upholding a genuine interest in making art. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. Field trips to galleries and museums provide the opportunity to view and experience art in various phases.

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CORE INSTRUCTIONAL MATERIALS: A variety of materials are available for students to choose suitable materials for their given projects. Students receive individual instruction and are encouraged to explore areas of personal interest. Critical studies are integrated into personal research work and aided by teacher guidance. ASSESSMENT METHODS: Assessment consists of three integral elements. Firstly, a digital Process portfolio is created by the students using their work from the 2 year course. This must show the designated criteria including independent, critical, contextual and visual research components, as well as research integration with artistic production. Secondly, Studio Work produced over the two-year period is shown in an exhibition, and is graded as such. Thirdly, the Comparative Study provides a written element to the course, where students must research and compare different artists and styles, producing slides showing this. Throughout the course candidates are assessed internally using designated IB criteria on the quality of their Research Workbooks, as well as the quality and quantity of their art pieces and written comparative work. Candidates are required to self-assess regularly to ensure that research and art production meet IB Visual Art standards. Students are also expected to speak knowledgeably about their artwork in front of their peers as a recorded discussion about their artwork is a part of their final assessment. Overall this course is approximately 50% writing/theory and 50% Art making/practice

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IB ART SL 2 (YEAR 2) (GROUP 6) CREDIT 1 PREREQUISITE: IB Art SL/HL 1 (Year 1) Course acceptance is based on teacher recommendation. It is essential that students have previous art experience and a working knowledge of the elements and principles of art. CONTENT: The IB Visual Art program is both an academic and practical program which emphasizes the interrelationship between research and artistic production. The course content for HL and SL may be the same. However, students at the HL level should develop ideas and skills, and produce a larger body of work, at a greater depth. In order to reflect this, the assessment criteria are differentiated according to level.

The course expounds creativity; however the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture. The Diploma Program arts courses enables students to engage in both practical exploration and artistic production, and in independent�visual,�investigation.�commitment is integral and is attained through the exploration of art concepts and skills, solving formal and technical problems encountered in studio practice, and exhibiting technical skills and appropriate use of media. (See breakdown of Sl and HL in diagram)

Due to the independent nature of the course, it is imperative that candidates are self-motivated and highly organized, in addition to upholding a genuine interest in making art. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. CORE INSTRUCTIONAL MATERIALS: A variety of materials are available for students to choose suitable materials for their given projects. Students receive individual instruction and are encouraged to explore areas of personal interest. Critical studies are integrated into personal research work and aided by teacher guidance.

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ASSESSMENT METHODS: Assessment consists of three integral elements. Firstly, a digital Process portfolio is created by the students using their work from the 2 year course. This must show the designated criteria including independent, critical, contextual and visual research components, as well as research integration with artistic production. Secondly, Studio Work produced over the two-year period is shown in an exhibition, and is graded as such. Thirdly, the Comparative Study provides a written element to the course, where students must research and compare different artists and styles, producing slides showing this. Throughout the course candidates are assessed internally using designated IB criteria on the quality of their Research Workbooks, as well as the quality and quantity of their art pieces and written comparative work. Candidates are required to self-assess regularly to ensure that research and art production meet IB Visual Art standards. Students are also expected to speak knowledgeably about their artwork in front of their peers as a recorded discussion about their artwork is a part of their final assessment. Overall this course is approximately 50%writing/theory and 50% Art making/practice

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IB ART HL 1 (YEAR 1) (GROUP 6) CREDIT 1 PREREQUISITE: Course acceptance is based on teacher recommendation. It is essential that students have previous art experience and a working knowledge of the elements and principles of art. Ideally students will have completed at least two out of the five available Art electives: Digital Photography, Sculpture and Ceramics, Drawing Painting, Mixed Media and Taking Art theory into Practice (However allowances can be made based on individual situations). CONTENT: The IB Visual Art program is both an academic and practical program which emphasizes the interrelationship between research and artistic production. The course content for HL and SL may be the same. However, students at the HL level should develop ideas and skills, and produce a larger body of work, at a greater depth. In order to reflect this, the assessment criteria are differentiated according to level.

The course expounds creativity; however the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture. The Diploma Program arts courses enables students to engage in both practical exploration and artistic production, and in independent�visual,�investigation.�commitment is integral and is attained through the exploration of art concepts and skills, solving formal and technical problems encountered in studio practice, and exhibiting technical skills and appropriate use of media. (See breakdown of Sl and HL in diagram)

Due to the independent nature of the course, it is imperative that candidates are self-motivated and highly organized, in addition to upholding a genuine interest in making art. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. Field trips to galleries and museums provide the opportunity to view and experience art in various phases.

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CORE INSTRUCTIONAL MATERIALS: A variety of materials are available for students to choose suitable materials for their given projects. Students receive individual instruction and are encouraged to explore areas of personal interest. Critical studies are integrated into personal research work and aided by teacher guidance. ASSESSMENT METHODS: Assessment consists of three integral elements. Firstly, a digital Process portfolio is created by the students using their work from the 2 year course. This must show the designated criteria including independent, critical, contextual and visual research components, as well as research integration with artistic production. Secondly, Studio Work produced over the two-year period is shown in an exhibition, and is graded as such. Thirdly, the Comparative Study provides a written element to the course, where students must research and compare different artists and styles, producing slides showing this. Throughout the course candidates are assessed internally using designated IB criteria on the quality of their Research Workbooks, as well as the quality and quantity of their art pieces and written comparative work. Candidates are required to self-assess regularly to ensure that research and art production meet IB Visual Art standards. Students are also expected to speak knowledgeably about their artwork in front of their peers as a recorded discussion about their artwork is a part of their final assessment. Overall this course is approximately 50%writing/theory and 50% Art making/practice

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IB ART HL 2 (YEAR 2) (GROUP 6) CREDIT 1 PREREQUISITE: IB Art SL/HL 1 (Year 1) Course acceptance is based on teacher recommendation. It is essential that students have previous art experience and a working knowledge of the elements and principles of art. CONTENT: The IB Visual Art program is both an academic and practical program which emphasizes the interrelationship between research and artistic production. The course content for HL and SL may be the same. However, students at the HL level should develop ideas and skills, and produce a larger body of work, at a greater depth. In order to reflect this, the assessment criteria are differentiated according to level.

The course expounds creativity; however the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture. The Diploma Program arts courses enables students to engage in both practical exploration and artistic production, and in independent�visual,�investigation.�commitment is integral and is attained through the exploration of art concepts and skills, solving formal and technical problems encountered in studio practice, and exhibiting technical skills and appropriate use of media. (See breakdown of Sl and HL in diagram)

Due to the independent nature of the course, it is imperative that candidates are self-motivated and highly organized, in addition to upholding a genuine interest in making art. INSTRUCTIONAL METHODS: Emphasis is on creative thinking, independent judgment, and individualized instruction. CORE INSTRUCTIONAL MATERIALS: A variety of materials are available for students to choose suitable materials for their given projects. Students receive individual instruction and are encouraged to explore areas of personal interest. Critical studies are integrated into personal research work and aided by teacher guidance.

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ASSESSMENT METHODS: Assessment consists of three integral elements. Firstly, a digital Process portfolio is created by the students using their work from the 2 year course. This must show the designated criteria including independent, critical, contextual and visual research components, as well as research integration with artistic production. Secondly, Studio Work produced over the two-year period is shown in an exhibition, and is graded as such. Thirdly, the Comparative Study provides a written element to the course, where students must research and compare different artists and styles, producing slides showing this. Throughout the course candidates are assessed internally using designated IB criteria on the quality of their Research Workbooks, as well as the quality and quantity of their art pieces and written comparative work. Candidates are required to self-assess regularly to ensure that research and art production meet IB Visual Art standards. Students are also expected to speak knowledgeably about their artwork in front of their peers as a recorded discussion about their artwork is a part of their final assessment. Overall this course is approximately 50%writing/theory and 50% Art making/practice

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HIGH SCHOOL BEGINNING BAND CREDIT: 1.0 OR 0.5 (1st SEMESTER) GRADE LEVEL: 9-12 PREREQUISITE: Teacher approval CONTENT: This course is intended to provide an opportunity for students to learn the basics of a woodwind, brass or percussion instrument (guitar, piano or string instruments are not offered). The instruments will be assigned to students based on interest, affinity and instrument availability. More advanced students, are also encouraged to join this course, enhancing their own instrumental skills and act as section leaders and tutors. This course takes place concurrently with the Advanced Music Studies course. INSTRUCTIONAL METHODS: Course instructional methods will include large group playing and small ensemble work. We will also explore the language of music, including reading and writing music, history and appreciation. CORE INSTRUCTIONAL MATERIALS: Essential Elements 2000 Book 1, (Hal Leonard), selected band literature Subscription to Smart Music is required. (approx. USD $40) www.smartmusic.com ASSESSMENT METHODS: Assessment is based on participation, performance evaluation, written assignments, and quizzes.

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CONCERT BAND 9 - 12 CREDIT 1 PREREQUISITE: One year’s previous band experience. Director approval. CONTENT: This course is an elective course that is selected by the student and at the band director’s discretion. This class is a year commitment, minimum, with concerts in the winter and the spring and other performances throughout the year during the school day. Music covered will be appropriate to the playing level of the ensemble. Music theory and history will also be part of this class. INSTRUCTIONAL METHODS: Core instructional methods will include large group playing, small ensemble work, and solo performances. It will also include music theory, history and appreciation. CORE INSTRUCTIONAL MATERIALS: Essential Elements 2000 Book 2, (Hal Leonard), selected band literature ASSESSMENT METHODS: Assessment is based on participation, performance evaluation, written assignments, and quizzes.

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HIGH SCHOOL CONCERT CHOIR CREDIT 1 (GRADES 9-12) PREREQUISITE: Teacher approval. CONTENT: This mixed voice, full year or semester course emphasizes the development of musicianship through the study of choral music. Music literacy, music theory, music history, composition and improvisation are basic to musicianship and will be studied regularly. As choir is an academic and performance-based class, there are required concerts in winter and spring, as well as other performance opportunities. INSTRUCTIONAL METHODS: Course activities include repertoire rehearsal and performance, sight-singing, ear training, music and teambuilding games, class discussions, individual/group assignments, projects, presentations and teacher lecture. CORE INSTRUCTIONAL MATERIALS: 2-, 3- and 4-part music, various musical resources including “Music Mind Games” materials. ASSESSMENT METHODS: Assessment is based on daily class work, self-evaluation, written assignments, sight singing quizzes, consistent work on completion of musical requirements, performance of repertoire and attendance at concerts.

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ELECTRONIC MUSIC AND SOUND PRODUCTION (INTRODUCTION) GROUP 6 CREDIT 0.5 PREREQUISITE: None CONTENT: This introductory course focuses on mastering essential technologies in electronic music and sound production. These include the use of microphones, audio mixers, loudspeakers and digital audio editors. Students will become familiar with aesthetic concepts of sound and develop critical listening skills that lead to a basic understanding of electronic art music and sound design. The course is aimed at students who are interested in developing digital skills, have a basic understanding of musical concepts such as melody, harmony, rhythm, form and are willing to engage creatively with unfamiliar types and formats of music and who, ultimately, want to create music and sound art on the computer. As part of the coursework students will learn to use audio hard- and software to record audio in the classroom and outside. These recordings will then be manipulated to create short compositions and pieces of sound design. SOFT- AND HARDWARE USED: Microphone, audio mixer, loudspeaker, portable recording devices, Audacity (digital audio editor) INSTRUCTIONAL METHODS: Students will develop skills in areas including digital technology, listening, critical observation, perception and analysis and informed aesthetic evaluation through presentations and demonstrations on techniques and aesthetics of electronic music, hardware-based trouble shooting, practical work in small groups and on their own, and aural analysis of sound in music, film and other media. CORE INSTRUCTIONAL MATERIALS: Electronic and Experimental Music: Technology, Music and Culture (Thom Holmes) Students are required to bring their laptop and a set of headphones (over-ear) ASSESSMENT METHODS: Assessment will be based on formative listening and technology quizzes and summative composition and/or performance projects.

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ELECTRONIC MUSIC AND SOUND PRODUCTION (ADVANCED STUDIES) GROUP 6 CREDIT 0.5 PREREQUISITE: Electronic Music and Sound Production (Introduction) or teacher approval CONTENT: This course will develop skills that are fundamental to the digital manipulation of sound. Covering genres and techniques such as Musique Concrete, sound synthesis, electronic art music, film sound and sound design, it is aimed at students who have a basic understanding of musical concepts (rhythm, texture, musical structure, harmony, melody) and who are comfortable with recording and editing sound on their computer. In the course students are expected to critically discuss, analyze and creatively engage with contemporary forms of sound. They will gain insights into the work of sound designers, composers, performers of experimental electronic music, film sound editors and sound engineers. During the course students will use recorded and synthesized sound to create pieces of sound design, compositions, soundtracks and live performances. IB MUSIC TECHNOLOGY COMPOSING (SLC, HL) Electronic Music and Sound Production (Advanced Studies) is suitable for students interested in or currently pursuing IB Music Music Technology Composing (SLC, HL). Enrolment in IB Music is not mandatory for participation in the course. SOFT- AND HARDWARE USED: Microphone, audio mixer, loudspeaker, Audacity (digital audio editor), Reaper (audio workstation), MIDI controllers INSTRUCTIONAL METHODS: Students will develop skills in areas including digital technology, listening, critical observation, perception and analysis and informed aesthetic evaluation through presentations and demonstrations on techniques and aesthetics of electronic music/ sound art/ sound design, hardware-based trouble shooting, practical work in small groups and on their own, and aural analysis of sound in music, film and other media. CORE INSTRUCTIONAL MATERIALS: Electronic and Experimental Music: Technology, Music and Culture (Thom Holmes) Students are required to bring their laptop and a set of headphones (over-ear) Personal hardware (launchpads, controllers, synthesizers) can be used upon teacher approval ASSESSMENT METHODS: Assessment will be based on formative listening and technology quizzes and summative composition and/ or performance projects.

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HIGH SCHOOL ADVANCED MUSICAL STUDIES CREDIT 1.0 OR 0.5 (2nd SEMESTER) (GRADES 9-10) PREREQUISITE: Teacher approval CONTENT: This course aims to give students with advanced instrumental or vocal background to take leadership roles and to work on their musical skills, such as composition and the language of music, through participation in the Developing Band course. They will develop perceptual skills in responding to music and demonstrate knowledge of music in relation to time and place. This course is strongly recommended to students planning to study music in the IB Diploma Programme. This course takes place concurrently with the Developing Band course. INSTRUCTIONAL METHODS: Course activities will focus on the different elements of music, such as melody, rhythm and harmony, as well as history and listening skills. We will also study various compositional techniques. CORE INSTRUCTIONAL MATERIALS: Fortissimo! (Bennett), History of Western Music (Palisca), selected texts for World Music. ASSESSMENT METHODS: Assessment will be based upon class participation, critical listening skills, written assignments, quizzes and tests. Students will have an opportunity to prepare for the ABRSM Theory Examinations.

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IB MUSIC SL1 (YEAR 1) GROUP 6 CREDIT 1 PREREQUISITE: Teacher approval CONTENT: Students in both Standard Level and Higher Level study music theory and history. Students develop perceptual skills in responding to music and demonstrate knowledge of music in relation to time and place. They will be expected to use appropriate musical language and terminology to describe and reflect their critical understanding of music. Students in Higher level will compose 3 contracting pieces of music and perform 20 minutes of solo material on their chosen instrument. Students in Standard level choose between composition, solo performance, or group performance. INSTRUCTIONAL METHODS: Course activities will focus on music history, theory and analysis. Sight-singing, aural training, as well as compositional techniques will be emphasized. Listening skills will be enhanced through exposure to all types of music as well as the ability to identify the genre, period, style, and possible composer of given piece of music. CORE INSTRUCTIONAL MATERIALS: Fortissimo! (Bennett), Norton Anthology of Western Music (Norton), selected texts for World Music. ASSESSMENT METHODS: Assessment will be based upon class participation, critical listening skills, written assignments, quizzes and tests. .

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IB MUSIC SL 2 (YEAR 2) GROUP 6 CREDIT 1 PREREQUISITE: Teacher approval CONTENT: Students in both Standard Level and Higher Level study music theory and history. Students develop perceptual skills in responding to music and demonstrate knowledge of music in relation to time and place. They will be expected to use appropriate musical language and terminology to describe and reflect their critical understanding of music. Students in Higher level will compose 3 contracting pieces of music and perform 20 minutes of solo material on their chosen instrument. Students in Standard level choose between composition, solo performance, or group performance. INSTRUCTIONAL METHODS: Course activities will focus on music history, theory and analysis. Sight-singing, aural training, as well as compositional techniques will be emphasized. Listening skills will be enhanced through exposure to all types of music as well as the ability to identify the genre, period, style, and possible composer of given piece of music. CORE INSTRUCTIONAL MATERIALS: Fortissimo! (Bennett), Norton Anthology of Western Music (Norton), selected texts for World Music. ASSESSMENT METHODS: Assessment will be based upon class participation, critical listening skills, written assignments, quizzes and tests.

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IB MUSIC HL1 (YEAR 1) GROUP 6 CREDIT 1 PREREQUISITE: Teacher approval CONTENT: Students in both Standard Level and Higher Level study music theory and history. Students develop perceptual skills in responding to music and demonstrate knowledge of music in relation to time and place. They will be expected to use appropriate musical language and terminology to describe and reflect their critical understanding of music. Students in Higher level will compose 3 contracting pieces of music and perform 20 minutes of solo material on their chosen instrument. Students in Standard level choose between composition, solo performance, or group performance. INSTRUCTIONAL METHODS: Course activities will focus on music history, theory and analysis. Sight-singing, aural training, as well as compositional techniques will be emphasized. Listening skills will be enhanced through exposure to all types of music as well as the ability to identify the genre, period, style, and possible composer of given piece of music. CORE INSTRUCTIONAL MATERIALS: Fortissimo! (Bennett), Norton Anthology of Western Music (Norton), selected texts for World Music. ASSESSMENT METHODS: Assessment will be based upon class participation, critical listening skills, written assignments, quizzes and tests.

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IB MUSIC HL 2 (YEAR 2) GROUP 6 CREDIT 1 PREREQUISITE: Teacher approval CONTENT: Students in both Standard Level and Higher Level study music theory and history. Students develop perceptual skills in responding to music and demonstrate knowledge of music in relation to time and place. They will be expected to use appropriate musical language and terminology to describe and reflect their critical understanding of music. Students in Higher level will compose 3 contracting pieces of music and perform 20 minutes of solo material on their chosen instrument. Students in Standard level choose between composition, solo performance, or group performance. INSTRUCTIONAL METHODS: Course activities will focus on music history, theory and analysis. Sight-singing, aural training, as well as compositional techniques will be emphasized. Listening skills will be enhanced through exposure to all types of music as well as the ability to identify the genre, period, style, and possible composer of given piece of music. CORE INSTRUCTIONAL MATERIALS: Fortissimo! (Bennett), Norton Anthology of Western Music (Norton), selected texts for World Music. ASSESSMENT METHODS: Assessment will be based upon class participation, critical listening skills, written assignments, quizzes and tests.

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GROUP THEATRE: IMPROV, CONVENTIONS AND BASEL MASKS CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Course objectives emphasize the active exploration of dramatic forms, techniques and conventions, using material from a wide range of genres and cultures. Students will construct, discuss, perform and analyze drama, and reflect upon their experiences to develop an understanding of themselves, the art form and the world around them. Students will be introduced to the basic conventions of theater: tableau, mime, improvisation, and role-play. All students will be challenged to participate in a creative, team building class manner; taking risks, and assisting in the creation of original drama, in a safe and open learning environment. In addition, students will be introduced to physical and basic mask work using Basel Masks. One major project of this class will involve the students working in groups to brainstorm, storyboard and script a version of a fairytale- a fractured tale or an original tale. They will also create a hypothetical concept for realization of the script i.e. venue, theatre, costuming, character sketches, budgeting, advertising etc. The script will be performed to a selected class in the elementary school and explored further using multimedia. The theory of Viola Spolin, Augusto Boal, Jacques LeCoq, Jerzy Growtowski and Marcel Marceau will provide an underpinning framework for all work. INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, whole class and small group projects, discussion, script writing, journal reflection/blog/vlog, and presentations. CORE INSTRUCTIONAL MATERIALS: Improvisation: Learning Through Drama, David W. Booth, Charles, and J. Lundy Ensemble Technique in Theater, Patricia Zich Techniques of Viola Spolin, Marcel Marceau, Augusto Boal, J. LeCoq and Jerzy Growtowski. ASSESSMENT METHODS: Student assessment includes both informal and formal assessment. Informal assessment is comprised of class participation and discussion, with emphasis on commitment, punctuality, focus, and full use of class time. The blog/journal must be maintained and also serves as a form of assessment. Formal assessment is based on project criteria: Fairytale project: 20% Continuous Assessment (class work and blog) 80% The criteria for marking is as follows:

A. Knowledge and Understanding B. Application C. Reflection D. Personal Engagement and Creativity

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FROM MASK TO MONOLOGUE CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Mask to Monologue course objectives are as follows: to build upon the development of students’ personal resources begun in Group Theatre and MS; to deepen the student’s understanding of self in relation to others, with particular emphasis on the student’s awareness of and responsibility toward their community; to promote understanding of groups and how they function, and to develop group problem solving and decision making skills; to develop students’ abilities to interpret and reflect on text; to provide opportunity for students to work in a variety of dramatic genre, to explore various specialized aspects of theatrical stagecraft, production and playwriting. The major project in this class will be to choose a person of inspiration and to write a monologue based on a time in that person’s life from the person’s point of view. The students will perform their monologues to a live audience. The students will also study the art-form of Commedia Dell’ Arte using Italian Commedia masks, interacting in pairs and groups and writing Commedia scripts to be performed informally in class, at atrium spotlights and at school assemblies. INSTRUCTIONAL METHODS: Course activities include working in role, discussion in and out of role, creating meaningful scenes in monologues, pairs and small groups, writing and directing scenes, analyzing texts, experimenting to deepen understanding of dramatic concepts, developing performance skills, reflecting on learning in a journal. CORE INSTRUCTIONAL MATERIALS: Dramatic Interpretation, David Booth and Charles Lundy Theater Arts I, Alan and Penny Engelsman On Cue I and On Cue II, Diane F. Eaton Ed. Theory of Konstantin Stanislavski, Viola Spolin, Jerzy Grotowski, Augusto Boal ASSESSMENT METHODS: Student assessment includes both informal and formal assessment. Informal assessment is comprised of class participation and discussion, with emphasis on commitment, punctuality, focus, and full use of class time. The blog/journal must be maintained and also serves as a form of assessment. Students are always assessed in drama using the following criteria:

A. Knowledge and Understanding B. Application C. Reflection D. Personal Engagement and Creativity Monologue Project: 20%

Mask Project: 20% Continuous Assessment (Class involvement & Blog) 60 %

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SCENE STUDIES: From Page to Stage: Modern Acting Techniques and Public Speaking CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: From Page to Stage is custom designed to suit the interests and needs of the individual student whether the student has strengths in either acting, directing, or set design. The course is tailor-made to reinforce the work drama and literature students have already been exposed to in their English classes thus aiding understanding and reinforcing material. Texts from modern drama and film are focused on including Miller’s Death of a Salesman and A View from the Bridge, Williams’ The Glass Menagerie and A Streetcar Named Desire, Ibsen’s A Doll’s House and Hedda Gabler as well as film scripts such as The Shawshank Redemption, The Butler and Forrest Gump among others. Character is explored along with character development and “getting into character” focusing on the techniques of Constantin Stanislavski and The Method Approach as well as the techniques of Sanford Meisner, Stella Adler and Lee Strasberg, Students will also have the challenge of directing a scene using basic “blocking” and designing the set for a scene. All work will be recorded for development purposes as well as two major showcases taking place during assembly time and after school in the auditorium. This course is instrumental in the understanding of modern acting, public speaking and in the promotion of confidence and self-esteem. INSTRUCTIONAL METHODS: Course activities include individual, paired and group exercises and scenes, video play back, forum approach, oral assessments, discussion, journal reflection/blog/vlog, and presentations. CORE INSTRUCTIONAL MATERIALS: An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin The Art of Acting, Uta Hagan Theater Arts 2 Alan and Penny Engelsman, Small Stage Sets on Tour by James Hull Miller, Designing for the Theater, by Jo Meielziner, The Theater of Donald Oenslager, by Daniel Oenslager ASSESSMENT METHODS: Student assessment includes both informal and formal assessment. Informal assessment is comprised of class participation and discussion, with emphasis on commitment, punctuality, focus, and full use of class time. Students are assessed in drama using the following criteria:

A. Knowledge and Understanding B. Application C. Reflection D. Personal Engagement and Creativity

Overall, continuous assessment accounts for 50% of the overall grade. The two major showcases account for 25 per cent each of the final remaining grade.

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STUDENT ENSEMBLE: CREATING A PIECE OF THEATRE CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: The Drama Department is thrilled to offer this class- an entirely creative class in which the students take complete ownership, the first of its kind! In this class, the students spend a few classes focusing on team building and creative exercises so that they may be comfortable working together as a group and have trust. Students then respond to a series of stimuli (paintings, music, sculptures, poetry and stories) and devise ideas or concepts for production or a piece of theatre. When a series of mini-concepts are done in groups, one is then selected and developed into a full piece of theatre with script, dialogue, movement, music, costume, makeup, lighting, sound, set etc. The creative process is facilitated by the teacher but the onus is on the students to organize and plan the production thus truly empowering them in the creative process and allowing them to have a major role of responsibility whether it be set designer, costume designer, actor or director. The piece of theatre may be experimental or conventional. It really depends on the group of students. The theory of stagecraft is focused on as well as reflections on the creative process. The final piece of theatre will be showcased to the school and DAA community. This class is perfect in the promotion of healthy risk-taking and problem solving. INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, oral assessments, whole class and small group projects, discussion, script writing, journal reflection/blog/vlog, and presentations CORE INSTRUCTIONAL MATERIALS: Ensemble Technique in Theater, Patricia Zich An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin The Art of Acting, Uta Hagan ISTA Website Stimuli Drama Space/Auditorium ASSESSMENT METHODS: Student assessment includes both informal and formal assessment. Informal assessment is comprised of class participation and discussion, with emphasis on commitment, punctuality, focus, and full use of class time. Students are assessed in drama using the following criteria:

A. Knowledge and Understanding B. Application C. Reflection D. Personal Engagement and Creativity

Overall, continuous assessment accounts for 50% of the overall grade (group-tasks, quizzes, reflections, mini-presentations, theory presentations). The remaining 50% is awarded to the student for his/her role in the showcase event along with reflections and interviews with the teacher

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IB THEATER ARTS SL 1 (YEAR 1) GROUP 6 CREDIT 1 PREREQUISITE: Teacher recommendation CONTENT: The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work shopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate. Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be. At the core of the theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis—all of which should be achieved through practical engagement in theatre. . It is a requirement that each student must keep a blog/journal, which charts his or her journey through this two-year program. The students will also take trips abroad to view theatre and engage in workshops with ISTA (International Schools Theatre Association). INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, oral assessments, whole class and small group projects, performances, discussion, script writing, journal reflection/blog/vlog, and presentations CORE INSTRUCTIONAL MATERIALS: Ensemble Technique in Theater, Patricia Zich An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin ISTA Website Stimuli Drama Space/Auditorium Collection of readings on Drama Theory (Grotowski, Stanislavksi, Spolin, Beckett, Esslin, Greek Theatre, Medieval Theatre, Realist Theatre, Freud, Jung, Artaud, Adler, Strasberg, Meisner). ASSESSMENT METHODS: No written exam is required at the end of the 2-year course. The final grade is determined through a combination of research, analysis, and performance assignments. There are major projects for both SL and HL.

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IB Assessment

EXAMS Syllabus Component Combining all they have learned from Theatre in

Context, Theatre Processes and Presenting Theatre units:

Examining a Play text Produce a Director's Notebook (20-30 pages), which explores the proposed staging of a published play text of their choice. It should include research into the cultural and theoretical context of the play. Include a 300-word description of their vision and directorial interpretation.

Creating Original Theatre Take part in a Collaborative Theatre Project, creating an original piece of theatre from a stimulus. Submit a process portfolio (15-20 pages) to show how they have worked with others and what their contribution was. Include a 5-6 minutes unedited video recording and written commentary (400-500 words).

Exploring Performance Practices from around the world

Give a presentation on their Practical Research into Performance, which includes a live 13-15 minute presentation about an unfamiliar practice from the perspective of performer, and include a list of sources.

HL only Theatre Theory in Practice

At HL create and present a performance informed by a theatre theorist and an element of their theory. The Theatre Theory in Practice assessment includes a process portfolio (7-10 pages), a 5-10 minutes unedited video recording of the performance and a written analysis of the selected recording (750-1000 words)

Journal: Students at both HL and SL should keep a journal from the outset of the course. This is the student’s own record, charting development, challenges and achievements, and, as such, students are free to determine what form it should take (written, audio and/or visual). The aim of the journal is to support and nurture development and reflection, and it is expected that much of the students’ assessed work will emerge from it. Students should also be encouraged to explore connections between different areas of learning throughout the course. The journal should reflect the sensibility of individual students, and will contain their responses to the different areas of learning; it should be regarded as a fundamental activity of the course. The journal is checked and assessed in the end of each semester.

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IB THEATER ARTS SL 2 (YEAR 2) GROUP 6 CREDIT 1 PREREQUISITE: IB Theater Arts SL 1 CONTENT: The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work shopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate. Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be. At the core of the theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis—all of which should be achieved through practical engagement in theatre. . It is a requirement that each student must keep a blog/journal, which charts his or her journey through this two-year program. The students will also take trips abroad to view theatre and engage in workshops with ISTA (International Schools Theatre Association). INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, oral assessments, whole class and small group projects, performances, discussion, script writing, journal reflection/blog/vlog, and presentations CORE INSTRUCTIONAL MATERIALS: Ensemble Technique in Theater, Patricia Zich An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin ISTA Website Stimuli Drama Space/Auditorium Collection of readings on Drama Theory (Grotowski, Stanislavksi, Spolin, Beckett, Esslin, Greek Theatre, Medieval Theatre, Realist Theatre, Freud, Jung, Artaud, Adler, Strasberg, Meisner). ASSESSMENT METHODS: No written exam is required at the end of the 2-year course. The final grade is determined through a combination of research, analysis, and performance assignments. There are major projects for both SL and HL.

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IB Assessment

EXAMS Syllabus Component Combining all they have learned from Theatre in

Context, Theatre Processes and Presenting Theatre units:

Examining a Play text Produce a Director's Notebook (20-30 pages), which explores the proposed staging of a published play text of their choice. It should include research into the cultural and theoretical context of the play. Include a 300-word description of their vision and directorial interpretation.

Creating Original Theatre Take part in a Collaborative Theatre Project, creating an original piece of theatre from a stimulus. Submit a process portfolio (15-20 pages) to show how they have worked with others and what their contribution was. Include a 5-6 minutes unedited video recording and written commentary (400-500 words).

Exploring Performance Practices from around the world

Give a presentation on their Practical Research into Performance, which includes a live 13-15 minute presentation about an unfamiliar practice from the perspective of performer, and include a list of sources.

HL only Theatre Theory in Practice

At HL create and present a performance informed by a theatre theorist and an element of their theory. The Theatre Theory in Practice assessment includes a process portfolio (7-10 pages), a 5-10 minutes unedited video recording of the performance and a written analysis of the selected recording (750-1000 words)

Journal: Students at both HL and SL should keep a journal from the outset of the course. This is the student’s own record, charting development, challenges and achievements, and, as such, students are free to determine what form it should take (written, audio and/or visual). The aim of the journal is to support and nurture development and reflection, and it is expected that much of the students’ assessed work will emerge from it. Students should also be encouraged to explore connections between different areas of learning throughout the course. The journal should reflect the sensibility of individual students, and will contain their responses to the different areas of learning; it should be regarded as a fundamental activity of the course. The journal is checked and assessed in the end of each semester.

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IB THEATER ARTS HL 1 (YEAR 1) GROUP 6 CREDIT 1 PREREQUISITE: Teacher recommendation CONTENT: The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work shopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate. Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be. At the core of the theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis—all of which should be achieved through practical engagement in theatre. . It is a requirement that each student must keep a blog/journal, which charts his or her journey through this two-year program. The students will also take trips abroad to view theatre and engage in workshops with ISTA (International Schools Theatre Association). INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, oral assessments, whole class and small group projects, performances, discussion, script writing, journal reflection/blog/vlog, and presentations CORE INSTRUCTIONAL MATERIALS: Ensemble Technique in Theater, Patricia Zich An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin ISTA Website Stimuli Drama Space/Auditorium Collection of readings on Drama Theory (Grotowski, Stanislavksi, Spolin, Beckett, Esslin, Greek Theatre, Medieval Theatre, Realist Theatre, Freud, Jung, Artaud, Adler, Strasberg, Meisner). ASSESSMENT METHODS: No written exam is required at the end of the 2-year course. The final grade is determined through a combination of research, analysis, and performance assignments. There are major projects for both SL and HL.

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IB Assessment

EXAMS Syllabus Component

Combining all they have learned from Theatre in Context, Theatre Processes and Presenting Theatre units:

Examining a Play text Produce a Director's Notebook (20-30 pages), which explores the proposed staging of a published play text of their choice. It should include research into the cultural and theoretical context of the play. Include a 300-word description of their vision and directorial interpretation.

Creating Original Theatre Take part in a Collaborative Theatre Project, creating an original piece of theatre from a stimulus. Submit a process portfolio (15-20 pages) to show how they have worked with others and what their contribution was. Include a 5-6 minutes unedited video recording and written commentary (400-500 words).

Exploring Performance Practices from around the world

Give a presentation on their Practical Research into Performance, which includes a live 13-15 minute presentation about an unfamiliar practice from the perspective of performer, and include a list of sources.

HL only Theatre Theory in Practice

At HL create and present a performance informed by a theatre theorist and an element of their theory. The Theatre Theory in Practice assessment includes a process portfolio (7-10 pages), a 5-10 minutes unedited video recording of the performance and a written analysis of the selected recording (750-1000 words)

Journal: Students at both HL and SL should keep a journal from the outset of the course. This is the student’s own record, charting development, challenges and achievements, and, as such, students are free to determine what form it should take (written, audio and/or visual). The aim of the journal is to support and nurture development and reflection, and it is expected that much of the students’ assessed work will emerge from it. Students should also be encouraged to explore connections between different areas of learning throughout the course. The journal should reflect the sensibility of individual students, and will contain their responses to the different areas of learning; it should be regarded as a fundamental activity of the course. The journal is checked and assessed in the end of each semester.

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IB THEATER ARTS HL 2 (YEAR 2) GROUP 6 CREDIT 1 PREREQUISITE: Teacher recommendation CONTENT: The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work shopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate. Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be. At the core of the theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis—all of which should be achieved through practical engagement in theatre. . It is a requirement that each student must keep a blog/journal, which charts his or her journey through this two-year program. The students will also take trips abroad to view theatre and engage in workshops with ISTA (International Schools Theatre Association). INSTRUCTIONAL METHODS: Course activities include individual and paired exercises, oral assessments, whole class and small group projects, performances, discussion, script writing, journal reflection/blog/vlog, and presentations CORE INSTRUCTIONAL MATERIALS: Ensemble Technique in Theater, Patricia Zich An Actor Prepares: Constantin Stanislavski Improvisation for the Theater, Viola Spolin ISTA Website Stimuli Drama Space/Auditorium Collection of readings on Drama Theory (Grotowski, Stanislavksi, Spolin, Beckett, Esslin, Greek Theatre, Medieval Theatre, Realist Theatre, Freud, Jung, Artaud, Adler, Strasberg, Meisner). ASSESSMENT METHODS: No written exam is required at the end of the 2-year course. The final grade is determined through a combination of research, analysis, and performance assignments. There are major projects for both SL and HL.

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IB Assessment

EXAMS Syllabus Component Combining all they have learned from Theatre in

Context, Theatre Processes and Presenting Theatre units:

Examining a Play text Produce a Director's Notebook (20-30 pages), which explores the proposed staging of a published play text of their choice. It should include research into the cultural and theoretical context of the play. Include a 300-word description of their vision and directorial interpretation.

Creating Original Theatre Take part in a Collaborative Theatre Project, creating an original piece of theatre from a stimulus. Submit a process portfolio (15-20 pages) to show how they have worked with others and what their contribution was. Include a 5-6 minutes unedited video recording and written commentary (400-500 words).

Exploring Performance Practices from around the world

Give a presentation on their Practical Research into Performance, which includes a live 13-15 minute presentation about an unfamiliar practice from the perspective of performer, and include a list of sources.

HL only Theatre Theory in Practice

At HL create and present a performance informed by a theatre theorist and an element of their theory. The Theatre Theory in Practice assessment includes a process portfolio (7-10 pages), a 5-10 minutes unedited video recording of the performance and a written analysis of the selected recording (750-1000 words)

Journal: Students at both HL and SL should keep a journal from the outset of the course. This is the student’s own record, charting development, challenges and achievements, and, as such, students are free to determine what form it should take (written, audio and/or visual). The aim of the journal is to support and nurture development and reflection, and it is expected that much of the students’ assessed work will emerge from it. Students should also be encouraged to explore connections between different areas of learning throughout the course. The journal should reflect the sensibility of individual students, and will contain their responses to the different areas of learning; it should be regarded as a fundamental activity of the course. The journal is checked and assessed in the end of each semester.

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INSTRUCTIONAL TECHNOLOGY – HIGH SCHOOL PROGRAM FLOW CHART

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INSTRUCTIONAL TECHNOLOGY HS DAA’s high school philosophy is to integrate IT across the curriculum as much as possible. Students will receive instruction using the most up-to-date technological skills in preparation for the application of these skills both in middle and high school. Courses may include some of the examples of technology that follow below, depending on students’ proficiency levels. I.T. DEPARTMENT COURSE DESCRIPTIONS IT FOR EVERYONE CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: N/A CONTENT: In this introductory course, students will explore a variety of practical skills needed for educational and personal development through the use of technology. The course will consist of four distinct units, covering a wide-range of technological skills and knowledge required in today’s society. The goal of the course is to equip students with basic technical background and encourage them to think deeply and critically about online identity and personal branding, privacy and social media, copyright laws, and cyber awareness. Students will also have the opportunity to research and evaluate the latest digital tools used in education and develop a workshop (to be presented online or in person) for DAA teachers and students. The end of the course will focus on the social, cultural, legal, and global implications of living and learning in the 21st century. INSTRUCTIONAL METHODS: Course activities will be driven by hands-on activities, projects, presentations, research, and discussions. CORE INSTRUCTIONAL MATERIALS: There is no specific text required for this course. However, a wide-range of websites, instructional videos/tutorials, articles, and case-studies will be made available to students for discussion and research. ASSESSMENT METHODS: This course will include summative and formative assessments. A rubric will be used to assess the four unit projects required to complete the course. Formative assessments will be ongoing and include discussion, class participation, and in-class assignments.

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INTRODUCTION TO PROGRAMMING CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: N/A CONTENT: Students will learn the fundamentals of programming using a variety of tools and development environments. They will also learn to think about problems logically and procedurally while engaging in challenging but fun activities such as the creation of games and other applications that can be published online or on their own devices. Students will also briefly learn about the field of computer science and what careers are possible. INSTRUCTIONAL METHODS: Course activities will include individual projects, classroom presentations (walk-throughs), and video tutorials CORE INSTRUCTIONAL MATERIALS: Various Software, BlueJ, an IDE such as (GameSalad or GameMaker Pro), Video Tutorials, and Websites ASSESSMENT METHODS: Student assessment will be based on projects completed throughout the semester. ROBOTICS CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: N/A CONTENT: Students will learn how to plan and build complex robots using the LEGO NXT kits that include motors and a variety of sensors. They will also be introduced to fundamentals of programming as they attempt to program the robots to complete any number of tasks that they may face. The students will also compete in competitive robotics challenges that will call on the students to combine their creative thinking, problem solving and programming. INSTRUCTIONAL METHODS: Lecture, research and hands-on activities. CORE INSTRUCTIONAL MATERIALS: Robotics Kits and software ASSESSMENT METHODS: Project-Based, with written analysis of all projects required to be published by each student. Class participation will be a big factor in the grade.

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DIGITAL VIDEO CREDIT 0.5 (ONE SEMESTER) PREREQUISITE: None CONTENT: Video production is probably the most universally known of all visual media and is an integral component of many technology applications. The process of editing creates a special mood, tempo, and pace to enhance the subject matter. Video production is not only instructional and analytical, but also artistic. Students will learn the video basics as well as participate in pre-production, production and post production stages of video creation, distribution, and evaluation of the product. INSTRUCTIONAL METHODS: Hands-on projects CORE INSTRUCTIONAL MATERIALS: I-Movie, Audacity, Garageband, Photoshop Digital Video cameras, microphones, and the WWW ASSESSMENT METHODS: Student assessment will include both informal and formal assessment. Informal assessment will be comprised of in-class assignments. Formal assessment will be comprised of monthly projects.

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YEARBOOK CREDIT 1 PREREQUISITE: Teacher recommendation from the Yearbook teacher. A basic knowledge of computers, writing and art/photography are required. A course similar to Digital Photography needs to have been completed between grades 7-12. An extracurricular commitment is required for this course. Students will attend school events in order to obtain content for yearbook pages. CONTENT: Students will study the basics of visual layout and design principles for publishing. They will also learn to manipulate digital images. Students will design and publish the school’s annual yearbook. Students will learn the basics of Journalism - writing style, coverage development and interviewing skills. Students will learn advanced skills in the use of Adobe InDesign publishing software and Adobe Photoshop. INSTRUCTIONAL METHODS: Lecture, research and hands-on activities using current software programs. CORE INSTRUCTIONAL MATERIALS: Adobe InDesign, Microsoft Word, Adobe Photoshop ASSESSMENT METHODS: A rubric will be used to evaluate students’ work. Criteria include meeting deadlines, attractiveness, visual layout essentials, appropriate graphics, quality of writing, use of time. Assignments will consist of formative assessments throughout the year in addition to finished pages included in the yearbook.

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL1 (YEAR 1) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Grade 11 only. Students would have had to of completed one of the High School IT Courses. CONTENT: ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. In Year 1 SL will focus primarily on Social and Ethical significance of various technologies and a multitude of social impacts. Students who take ITGS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day.

Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY SL 2 (YEAR 2) (ITGS) (GROUP 3) CREDIT 1 PREREQUISITE: Students should have completed at least one of the High School IT Courses CONTENT: ITGS is a 2-year IB course offered as HL and SL and fulfills the requirements of the Group 3 or Group 6. The overarching theme of the course is the impact technology has on society. To understand this, students will explore the technical aspects IT Systems such as the Internet, multi-media and communications systems and how these systems can affect culture and society The areas of impact explored are Business and Employment, Education, Health, Science, Environment, Government and Politics, and Arts and Entertainment The internal assessment has the students identify a real world social issue and to develop an IT System that would resolve the issue. They do these by going through the systems life cycle from design to deployment. ITGS essentially bridges the social sciences with computer science and provides students with a very concrete look at technology and how it impacts them and the society they live in. Year 2 HL Students will be focusing primarily on their internal assessment (project) and continued exploration of the areas of impacts along with the HL components AI & Robotics and IT in Organizations. Students who take ITGS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day.

Various IT Concepts, Moderate to Advanced High School Math and Science, and Programming INSTRUCTIONAL METHODS: Project Based CORE INSTRUCTIONAL MATERIALS: Internet Resources, Podcasts, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, Debates, and Essays

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IB COMPUTER SCIENCE (CS) SL 1 (Year 1) (GROUP 4) CREDIT 1 PREREQUISITE: Grade 11 only. Students would have had to of completed Intro to Programming or can demonstrate an understanding of basic concepts to the teacher prior to signing up. CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (ie fundamentals of programming) alongside Object Oriented Programming (Java). Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 1 SL Students will be learning a combination of computational thinking along with some system fundamentals. Students who take CS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a

foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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RevisedMay2018 163

IB COMPUTER SCIENCE (CS) SL 2 (Year 2) (GROUP 4) CREDIT 1 PREREQUISITE: IB CS SL1 CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (ie fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modelling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 2 SL Students will be focusing primarily on finishing their internal assessment (project) along with continued exploration of system fundamentals and networking. Students who take CS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a

foundational understanding of programming concepts. INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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RevisedMay2018 164

IB COMPUTER SCIENCE (CS) HL 1 (Year 1) (GROUP 4) CREDIT 1 PREREQUISITE: Grade 11 only Students would have had to of completed Intro to Programming and or demonstrate to the teacher an understanding of fundamental concepts prior to signing up. CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (i.e. fundamentals of programming) alongside Object Oriented Programming. HL Students will have 3 additional topics to the 4 Core topics covered in SL as well. In their 2nd year, HL Students will also explore a case study unique to that year and will be the focus of their 3rd exam in May. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Problem solving and good organizational skills will be a great benefit at the HL level. Year 1 HL Students will be learning a combination of computational thinking along with system fundamentals, networking along with an introduction into abstract data structures Students who take CS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a

foundational understanding of programming concepts INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

PROGRAMOFSTUDIES

RevisedMay2018 165

IB COMPUTER SCIENCE (CS) HL 2 (Year 2) (GROUP 4) CREDIT 1 PREREQUISITE: IB CS HL1 CONTENT: CS is a 2-year IB course offered as SL and fulfills the Group 4 requirements. At the standard level, students will learn general system fundamentals and computer organization. Networking will be explored briefly. The majority of the time will be spent on exploring computational thinking (ie fundamentals of programming) alongside a choice of one of 4 topics: Databases, Modelling and simulation, Web Science or Object Oriented Programming. Students will be expected to complete an internal assessment in their chosen topic that solves a real world problem. They will experience the software development cycle as they go through all the stages of product development. CS is geared towards students who are tech savvy, who can think logically and procedurally and who have an interest in how computers and the programs that run on them function. Year 2 HL Students will be focusing primarily on finishing their internal assessment (project) along with a continued exploration of the HL extension topics, abstract data structures, resource management and control. Students who take CS will be required to have the following:

1. Laptop computers, to be used at school every day. 2. A gmail account that clearly connects to their name. 3. Headphones, to be used at school every day. 4. Various IT Concepts, Moderate to Advanced High School Math and Science skills, and a

foundational understanding of programming concepts. INSTRUCTIONAL METHODS: Project Based, Lectures, Flipped Classroom CORE INSTRUCTIONAL MATERIALS: Internet Resources, Video Tutorials, Ebooks, and Texts ASSESSMENT METHODS: IB Mock Exams, Project Rubrics, and Tests/Quizzes

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RevisedMay2018 166

ISLAMIC EDUCATION (NON NATIVE) – HIGH SCHOOL PROGRAM FLOW CHART

PROGRAMOFSTUDIES

RevisedMay2018 167

ISLAMIC EDUCATION (Native) – HIGH SCHOOL PROGRAM FLOW CHART

PROGRAMOFSTUDIES

RevisedMay2018 168

ISLAMIC EDUCATION DEPARTMENT COURSE DESCRIPTIONS GRADE 9 ISLAMIC EDUCATION - NON NATIVE CREDIT 0 .5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of the Pillars of Islam and faith (Iman), know the life of the Prophet Mohammad (PBUH) and know about some selected stories of the Prophets. Students will study Sawm (fasting), Zakat (Charity) and Salah (prayer), while also learning about the great characteristic of Prophet Mohammad PBUH. Students will also show an awareness of some of the Islamic morals and values such as: generosity, how to be a true believer, what family ties mean to all Muslims, males and females in Islam. They will learn about Death, Salat-ul-Janazah and the questions that will be asked on the Day of Judgment. INSTRUCTIONAL METHODS: Instruction is provided in this class using a variety of methods, including promethean board activities, concrete manipulative materials, and a range of activities and projects that encourage interaction. Guided practice allows teachers to assist with further individual attention when needed. Students periodically work with partners or in centers to develop cooperative social skills. They also contribute to teacher-led discussions, asking questions to obtain information and clarification from their teacher and peers. CORE INSTRUCTIONAL MATERIALS: Learning Islam3 textbook and workbook (2011). Garland, TX: Islamic Services Foundation. *Living Islam textbook and workbook (2011). Garland, TX: Islamic Services Foundation. MOE Islamic Education Books 1&2 For G9 Native speakers. Teacher created Materials. Qur’anic Sites: www.quran.com http://quran.ksu.edu.sa/ http://www.quranexplorer.com/quran/ Al-Minhaj Al-Mufeed fe Uloom Al-Tajweed التجیود ولعم في افمليد اجاھنمل تكاب (Tajweed:The Rules of reading the Holy Quran) Islamic websites Video & Audio clips Teacher-generated flashcards and other materials. *Note: The Living Islam textbook and workbook series for Grades 9 through 12 is currently under development at ISF and is not currently available in the UAE. High school classes are presently using the Learning Islam series temporarily until the school is able to procure ISF’s Living Islam series.

PROGRAMOFSTUDIES

RevisedMay2018 169

ASSESSMENT: Observation (formative evaluation) Discussion (whole or groups) Displays (Projects) Course worksheets Quizzes (summative evaluation) Oral testing for the Holy Qur’an memorization End of term assessment (Cornerstone assessment)

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RevisedMay2018 170

GRADE 10 ISLAMIC EDUCATION - NON NATIVE CREDIT 0 .5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of the Pillars of Islam and faith (Iman), know the life of the Prophet Mohammad (PBUH) and know about some selected stories of the Prophets. Students will study Sawm (fasting), Zakat (Charity), Salah (prayer), Hajj (Pilgrimage) and Sadaqah, while also learning about the battles in Islam, they will get to know about Islamic etiquette of clothing (Al-Hejab). Students will also show an awareness of some of the Islamic morals and values such as: relations with non-Muslims people, honesty, how Islam treats women. Students will learn about reading the Holy Qur’an properly using the rules of reading (Tajweed). They will learn also about life in the grave and the minor & major signs of the Day of Judgment. INSTRUCTIONAL METHODS: Instruction is provided in this class using a variety of methods, including promethean board activities, concrete manipulative materials, and a range of activities and projects that encourage interaction. Guided practice allows teachers to assist with further individual attention when needed. Students periodically work with partners or in centers to develop cooperative social skills. They also contribute to teacher-led discussions, asking questions to obtain information and clarification from their teacher and peers. CORE INSTRUCTIONAL MATERIALS: Learning Islam4 textbook and workbook (2011). Garland, TX: Islamic Services Foundation. *Living Islam textbook and workbook (2011). Garland, TX: Islamic Services Foundation. MOE Islamic Education Books 1&2 For G10 Native speakers. Teacher created Materials. Qur’anic Sites www.quran.com http://quran.ksu.edu.sa/ http://www.quranexplorer.com/quran/ Al-Mihaj Al-Mufeed fe Uloom Al-Tajweed التدیوج ولعم یف فماليد ھنمالاج كتاب (Tajweed:The Rules of reading the Holy Quran) Islamic websites Video & Audio clips Teacher-generated flashcards and other materials. *Note: The Living Islam textbook and workbook series for Grades 9 through 12 is currently under development at ISF and is not currently available in the UAE. High school classes are presently using the Learning Islam series temporarily until the school is able to procure ISF’s Living Islam series.

PROGRAMOFSTUDIES

RevisedMay2018 171

ASSESSMENT METHODS: Observation (formative evaluation) Discussion (whole or groups) Displays (Projects) Course worksheets Quizzes (summative evaluation) Oral testing for the Holy Qur’an memorization End of term assessment (Cornerstone assessment)

PROGRAMOFSTUDIES

RevisedMay2018 172

GRADE 11 ISLAMIC EDUCATION - NON NATIVE CREDIT 0 .5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of the Pillars of Islam and faith (Iman), know the life of the Prophet Mohammad (PBUH) and know about some selected stories of the Prophets. Students will learn to believe in Al-Qadar (Fate) as one of the pillar of Faith (Allah the Almighty controls the world, Gives Life & Death, Gives and Deprives wealth). They will also study about the rules of fasting, the importance of Du’aa, show an awareness of some of the Islamic morals and values such as: Patience and Thankfulness. Students will learn about lawful and forbidden food (Halal & Haram), Alcohol (the mother of Evils). They will learn about reading the Holy Qur’an properly using the rules of reading (Tajweed). They will learn also about the family and domestic life in Islam, women in Islam and Muslims are brothers. Students will learn about Mosques. They will get to know about the hereafter life. INSTRUCTIONAL METHODS: Instruction is provided in this class using a variety of methods, including promethean board activities, concrete manipulative materials, and a range of activities and projects that encourage interaction. Guided practice allows teachers to assist with further individual attention when needed. Students periodically work with partners or in centers to develop cooperative social skills. They also contribute to teacher-led discussions, asking questions to obtain information and clarification from their teacher and peers. CORE INSTRUCTIONAL MATERIALS: Learning Islam5 textbook and workbook (2011). Garland, TX: Islamic Services Foundation. *Living Islam textbook and workbook (2011). Garland, TX: Islamic Services Foundation. MOE Islamic Education Books 1&2 For G11 Native speakers. Teacher created Materials. Qur’anic Sites: www.quran.com http://quran.ksu.edu.sa/ http://www.quranexplorer.com/quran/ Al-Mihaj Al-Mufeed fe Uloom Al-Tajweed التدیوج ولعم یف فماليد ھنمالاج كتاب (Tajweed:The Rules of reading the Holy Quran) Islamic websites Video & Audio clips Teacher-generated flashcards and other materials. *Note: The Living Islam textbook and workbook series for Grades 9 through 12 is currently under development at ISF and is not currently available in the UAE. High school classes are presently using the Learning Islam series temporarily until the school is able to procure ISF’s Living Islam series.

PROGRAMOFSTUDIES

RevisedMay2018 173

ASSESSMENT METHODS: Observation (formative evaluation) Discussion (whole or groups) Displays (Projects) Course worksheets Quizzes (summative evaluation) Oral testing for the Holy Qur’an memorization End of term assessment (Cornerstone assessment)

PROGRAMOFSTUDIES

RevisedMay2018 174

GRADE 12 ISLAMIC EDUCATION - NON NATIVE CREDIT 0.5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of the Pillars of Islam and faith (Iman), know the life of the Prophet Mohammad (PBUH) and know about some selected stories of the Prophets. Students will learn about Patience and Perseverance in Islam. They will also study about The story of Maryam, prophet Isa, the importance of Hajjat-ul-Wadaa and prophet Mohammad (Salla Allahu Alayhi Wasallam) passed to Jannah. Students will learn about lawful and forbidden food (Halal & Haram) and the effect of Gambling, Lottery and Drugs on community. They will learn about reading the Holy Qur’an properly using the rules of reading (Tajweed). Students will learn about Mosques. They will get to know about the hereafter life. INSTRUCTIONAL METHODS: Instruction is provided in this class using a variety of methods, including promethean board activities, concrete manipulative materials, and a range of activities and projects that encourage interaction. Guided practice allows teachers to assist with further individual attention when needed. Students periodically work with partners or in centers to develop cooperative social skills. They also contribute to teacher-led discussions, asking questions to obtain information and clarification from their teacher and peers. CORE INSTRUCTIONAL MATERIALS: Learning Islam6 textbook and workbook (2011). Garland, TX: Islamic Services Foundation. *Living Islam textbook and workbook (2011). Garland, TX: Islamic Services Foundation. MOE Islamic Education Books 1&2 For G12 Native speakers. Teacher created Materials. Qur’anic Sites: www.quran.com http://quran.ksu.edu.sa/ http://www.quranexplorer.com/quran/ Al-Mihaj Al-Mufeed fe Uloom Al-Tajweed التدیوج ولعم یف فماليد ھنمالاج كتاب (Tajweed:The Rules of reading the Holy Quran) Islamic websites Video & Audio clips Teacher-generated flashcards and other materials. *Note: The Living Islam textbook and workbook series for Grades 9 through 12 is currently under development at ISF and is not currently available in the UAE. High school classes are presently using the Learning Islam series temporarily until the school is able to procure ISF’s Living Islam series.

PROGRAMOFSTUDIES

RevisedMay2018 175

ASSESSMENT: Observation (formative evaluation) Discussion (whole or groups) Displays (Projects) Course worksheets Quizzes (summative evaluation) Oral testing for the Holy Qur’an memorization End of term assessment (Cornerstone assessment)

PROGRAMOFSTUDIES

RevisedMay2018 176

GRADE 9 ISLAMIC EDUCATION A – NATIVE CREDIT: 0.5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. The primary language of instruction is Arabic, which allows students to maximize their understanding of the meaning of Islam. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of the Al- Aqeedah: faith (Iman), know the life of the Prophet Mohammad (PBUH), know about some selected stories of the Prophets, and study selected stories about the companions of Prophet Mohammad (PBUH) and some of his wives (Omahat Al-Mu’meneen). Students will study (Ebadat): Salah (Prayer), Zakat (Charity), and some rules and ethics of giving out Zakah and Sadaqah. Students will learn about the great attributes of Prophet Mohammad (PBUH). Students will also show an awareness of some of the Islamic morals and values such as generosity, modesty, how to be a true believer, what family ties mean to all Muslims, and males and females in Islam. Students will further examine how to give advice, hypocrisy, justice in Islam, Sunnah and the Prophet’s tradition, the methodological mentality, the importance of advice and its properties, and the Hajj journey. INSTRUCTIONAL METHODS: Instruction in this class uses a variety of methods designed to engage students, including cross-curricular projects, hands-on activities, oral or visual arts, role-playing, dramatization, story-telling, games, manipulatives, research, presentations, and a range of other techniques designed to encourage students to apply their learning to their own lives. Students will participate in discussions, both student- and teacher- led. Guided practice will further allow teachers to differentiate and provide individualized attention and support. Students will also work in cooperative groups when appropriate, allowing them to develop their abilities to collaborate effectively. Teachers will also integrate technology when possible, including interactive Promethean board activities and multimedia resources. Additionally, students will take field trips, whenever possible and appropriate, to extend and apply their learning. CORE INSTRUCTIONAL MATERIALS: MOE G 9 Islamic Education Books 1 & 2 http://quran.ksu.edu.sa Learning Islam 2 AlMinhaj Almufeed fi Ahkam Altjwee Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials

PROGRAMOFSTUDIES

RevisedMay2018 177

ASSESSMENT METHODS: A variety of methods will be used to assess student progress and attainment, including the following summative and formative options: Cornerstone Tasks (summative) Quizzes (formative) Observations (formative) Written activities and worksheets (formative and summative) Displays and projects (formative) Recitations (formative and summative) Oral testing for the Holy Qur’an memorization (formative and summative) Discussions (formative) Games and Activities (formative) Projects (formative and summative) and Research (formative)

PROGRAMOFSTUDIES

RevisedMay2018 178

GRADE 10 ISLAMIC EDUCATION A – NATIVE CREDIT : 0.5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. The primary language of instruction is Arabic, which allows students to maximize their understanding of the meaning of Islam. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of Al-aqeedah: faith (Iman), the life of the Prophet Mohammad (PBUH) and some selected stories about his Companions, and Hadith terminology (alsanad,almaten). Students will study (Ebadat): Salah (prayer), Hajj (Pilgrimage), Zakat (Charity), and Sadaqah, while also learning about the battles in Islam. They will also study Islamic beliefs about modesty and clothing etiquette (Al-Hejab). Students will demonstrate awareness of Islamic morals and values, including the importance of taking interest in the societal issues, self-accountability, and chastity. Students will also learn concepts of lawful (Halal) and unlawful (Haraam). INSTRUCTIONAL METHODS: Instruction in this class uses a variety of methods designed to engage students, including cross-curricular projects, hands-on activities, oral or visual arts, role-playing, dramatization, story- telling, games, manipulatives, research, presentations, and a range of other techniques designed to encourage students to apply their learning to their own lives. Students will participate in discussions, both student- and teacher-led. Guided practice will further allow teachers to differentiate and provide individualized attention and support. Students will also work in cooperative groups when appropriate, allowing them to develop their abilities to collaborate effectively. Teachers will also integrate technology when possible, including interactive Promethean board activities and multimedia resources. Additionally, students will take field trips, whenever possible and appropriate, to extend and apply their learning. CORE INSTRUCTIONAL MATERIALS: MOE Islamic Education Books 1 & 2 for G 11 native speakers 1 & 2 For G 10 native speakers. http://quran.ksu.edu.sa Learning Islam 2 AlMinhaj Almufeed fi Ahkam Altjweed Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: A variety of methods will be used to assess student progress and attainment, including the following summative and formative options: Cornerstone Tasks (summative) Quizzes (formative) Observations (formative) Written activities and worksheets (formative and summative) Displays and projects (formative) Recitations (formative and summative) Oral testing for the Holy Qur’an memorization (formative and summative) Discussions (formative) Games and Activities (formative) Projects (formative and summative) Research (formative)

PROGRAMOFSTUDIES

RevisedMay2018 179

GRADE 11 ISLAMIC EDUCATION A – NATIVE CREDIT: 0.5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. The primary language of instruction is Arabic to allow students to maximize their understanding of the meaning of Islam. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize the many Attributes of Allah The Almighty, demonstrate a good understanding of Al-aqeedah: faith (Iman) , Ebadat (Practices), know the life of the Prophet Mohammad (PBUH) and selected stories of his Companions. Students will learn about the desirable characteristics of scholars, the role of scientists as heirs to the prophets, and the scientific validity of the Holy Quran. Students will study the importance of kindness; marriage and engagement; the properties of dialogue, discussion and criticism, and reform; the calling of people to Islam and the Muslim minorities in the world. Students will also student the values of consultation in Islam, the relationship between Arabic calligraphy and Islamic ornamentation. Students will learn about the relationship between Muslims and non-Muslims, justice and equality. INSTRUCTIONAL METHODS: Instruction in this class uses a variety of methods designed to engage students, including cross-curricular projects, hands-on activities, oral or visual arts, role-playing, dramatization, story-telling, games, manipulatives, research, presentations, and a range of other techniques designed to encourage students to apply their learning to their own lives. Students will participate in discussions, both student- and teacher- led. Guided practice will further allow teachers to differentiate and provide individualized attention and support. Students will also work in cooperative groups when appropriate, allowing them to develop their abilities to collaborate effectively. Teachers will also integrate technology when possible, including interactive Promethean board activities and multimedia resources. Additionally, students will take field trips, whenever possible and appropriate, to extend and apply their learning. CORE INSTRUCTIONAL MATERIALS: MOE Islamic Education Books 1 & 2 for G 11 native speakers. http://quran.ksu.edu.sa Learning Islam 3 AlMinhaj Almufeed fi Ahkam Altjweed Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: A variety of methods will be used to assess student progress and attainment, including the following summative and formative options: Cornerstone Tasks (summative) Quizzes (formative) Observations (formative) Written activities and worksheets (formative and summative) Displays and projects (formative) Recitations (formative and summative) Oral testing for the Holy Qur’an memorization (formative and summative) Discussions (formative) Games and Activities (formative) Projects (formative and summative) Research (formative)

PROGRAMOFSTUDIES

RevisedMay2018 180

GRADE 12 ISLAMIC EDUCATION A – NATIVE CREDIT: 0.5 PREREQUISITE: None CONTENT: This course meets the expectations and learning intentions established by the UAE Ministry of Education for Islamic Education. The primary language of instruction is Arabic to allow students to maximize their understanding of the meaning of Islam. By the end of this course a student should be able to recite several Surahs and Ahadeeth, recognize some of the many Attributes of Allah The Almighty, demonstrate a good understanding of Al-aqeedah: faith (Iman) , Ebadat (Practices), know the life of the Prophet Mohammad (PBUH) and know about some selected stories of the Prophets. Students will learn about family as the base of society, individual and collective responsibility, personal accountability, Surah An- Nur, separation between spouses. They will also study the economic system in Islam, how to argue properly with polytheists, how to seek knowledge, methodology in arguing with polytheists, following up and Ijitihad, role models for Muslims, and Muslim minorities around the world. Students will also study the reasons of the revelation of Quran, the conditioned sunan, the guidance of the Prophet (PBUH) in health care, the Prophet (PBUH) as a military commander and a political ruler. Students will study about the elements of receiving the Islamic nation and the effect of the Holy Quran in Arabic. INSTRUCTIONAL METHODS: Instruction in this class uses a variety of methods designed to engage students, including cross-curricular projects, hands-on activities, oral or visual arts, role-playing, dramatization, story-telling, games, manipulatives, research, presentations, and a range of other techniques designed to encourage students to apply their learning to their own lives. Students will participate in discussions, both student- and teacher- led. Guided practice will further allow teachers to differentiate and provide individualized attention and support. Students will also work in cooperative groups when appropriate, allowing them to develop their abilities to collaborate effectively. Teachers will also integrate technology when possible, including interactive Promethean board activities and multimedia resources. Additionally, students will take field trips, whenever possible and appropriate, to extend and apply their learning. CORE INSTRUCTIONAL MATERIALS: MOE Islamic Education Books 1 & 2 for native speakers http://quran.ksu.edu.sa Learning Islam 2 AlMinhaj Almufeed fi Ahkam Altjweed Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: A variety of methods will be used to assess student progress and attainment, including the following summative and formative options: Cornerstone Tasks (summative) Quizzes (formative) Observations (formative) Written activities and worksheets (formative and summative) Displays and projects (formative) Recitations (formative and summative) Oral testing for the Holy Qur’an memorization (formative and summative) Discussions (formative) Games and Activities (formative) Projects (formative and summative) Research (formative)

PROGRAMOFSTUDIES

RevisedMay2018 181

ARABIC AS A FIRST LANGUAGE (NATIVE ARABIC) – 8-12 PROGRAM FLOW CHART

As Per Ministry of Education rules, this applies to every student who holds a passport from an Arab country.

IB A - Native - Offered as a self-taught programme��

IB B - Non-native - Offered in Standard and Higher Level

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ARABIC AS A FIRST LANGUAGE DEPARTMENT COURSE DESCRIPTIONS ARABIC AS A FIRST LANGUAGE (NATIVE ARABIC) GRADE 9 PREREQUISITE: Arabic as a First Language– Grade 8D CONTENT: Arabic as a First Language (A) – Grade 9 is a course for students who grew up speaking, listening to, reading, and writing Arabic in the home. The course builds on knowledge of the language developed in previous courses, enhancing students’ communication skills in the language so that they can succeed in Arabic as a First Language 10 and eventually in the IB Arabic B HL or SL course. As opposed to a course in Arabic as a Foreign Language, the focus in Arabic as a First Language 9 is not just on acquiring the language, but using Arabic language with sophistication for a variety of academic purposes and audiences. Topics in the course involve everyday problems such as situations concerning travel or the environment, but also on more sophisticated uses of language that help students acquire a deeper cultural appreciation of the Middle East and the unique sub-cultures of Arabic-speaking countries. This course surveys Arabic culture and civilization through the study of Arabic history and literature. Learners are further encouraged to read Arabic literature, newspapers, and magazines outside of the classroom. Students are prepared to deliver oral presentations lasting at least two minutes and to answer questions from an audience concerning their work. Learners are also introduced to the standards and formats for the written language that they will eventually encounter in the IB Language B courses. Finally, grammar study is integrated throughout the course using texts of contemporary issues and authentic materials. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning Arabic. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use Arabic through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIAL: Ministry of Education materials Arabic language textbook Linguistic Applications workbook Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials Teacher-selected articles and literature ASSESSMENT METHODS: The assessment strategies used in this course are both summative and formative. Formative assessments include listening and reading comprehension exercises, communication activities, writing tasks, projects, class work, class participation, and homework. Summative assessments include regular tests and quizzes that evaluate students’ skills in grammar, listening and reading comprehension, and vocabulary. Included in these summative assessments are midterm and final exams each semester. Teachers will also develop Cornerstone Tasks, which are authentic performance tasks that allow students to demonstrate their ability to apply what they have learned through culminating projects and performances.

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ARABIC AS A FIRST LANGUAGE (NATIVE ARABIC) GRADE 10 CREDIT 1 PREREQUISITE: Arabic as a First Language– Grade 9 CONTENT: Arabic as a First Language 10 is a course for students who grew up speaking, listening to, reading, and/or writing Arabic in the home. The course builds on knowledge of the language developed in Arabic as a First Language 9, enhancing students’ communication skills in the language so that they can succeed in the IB Arabic B HL or SL course. As opposed to a course in Arabic as a Foreign Language, the focus in Arabic as a First Language 9 is not just on acquiring the language, but using Arabic language with sophistication for a variety of academic purposes and audiences. This course challenges students to become more sophisticated in their use of Classical Arabic when communicating orally (speeches, discussions, formal dialogs, etc.) and in writing (letters, essays, articles, etc.). Moreover, students are encouraged to articulate their opinions on socially important issues, especially ones that are particularly relevant in the Arab community. Students recognize and understand authentic texts, including pieces of literature, as identified by the teacher. INSTRUCTIONAL METHODS: Course activities include individual and group projects, research, class discussion, oral presentations and vignettes, dialogues, vocabulary exercises, listening activities, written compositions, note-taking, dramatic readings, and teacher lectures. A variety of methods are employed with the intent of engaging students in learning Arabic. Since collaboration and interaction are critical to the learning of any language, teachers encourage learners to use Arabic through communicative activities that involve listening, reading, speaking, and writing. CORE INSTRUCTIONAL MATERIAL: Ministry of Education materials Arabic language textbook Arabic Language Through Dialogue 3 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials Teacher-selected articles and literature ASSESSMENT METHODS: The assessment strategies used in this course are both summative and formative. Formative assessments include listening and reading comprehension exercises, communication activities, writing tasks, projects, class work, class participation, and homework. Summative assessments include regular tests and quizzes that evaluate students’ skills in grammar, listening and reading comprehension, and vocabulary. Included in these summative assessments are midterm and final exams each semester. Teachers will also develop Cornerstone Tasks, which are authentic performance tasks that allow students to demonstrate their ability to apply what they have learned through culminating projects and performances.

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IB ARABIC B SL 1 (YEAR 1) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III, Arabic IV CONTENT: IB Arabic B Standard Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programmes, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. This course will begin to prepare IB Diploma and Certificate candidates for the internal and external examinations in the second year of the course.

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IB ARABIC B SL 2 (YEAR 2) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III, Arabic IV CONTENT: IB Arabic B Standard Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programmes, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note-taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1,2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials Teacher-selected articles related to course themes ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. This course will begin to prepare IB Diploma and Certificate candidates for the internal and external examinations in the second year of the course.

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IB ARABIC B HL1 (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III / Arabic IV/Native Arabic 10 CONTENT: IB Arabic B Higher Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programmes, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Years 10 & 11 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. Students taking year two for IB Diploma or Certificate will have two external written examinations and two internal oral examinations of which one will be externally moderated.

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IB ARABIC B HL 2 (YEAR 2) (GROUP 2) CREDIT 2 PREREQUISITE: Arabic III / Arabic IV CONTENT: IB Arabic B Higher Level 1 and 2 is a language course designed to be followed over two years by students who have some previous experience (3 years) of learning Arabic. The main focus of this course is the reinforcement of all the basics previously learned up to a fairly sophisticated degree at a higher level. This course will give the student a high degree of competence in Arabic and explore the culture using the Arabic language. The range of purposes and situations covers a choice of current topics. Such areas might be: social groupings (such as the family or minorities), political institutions, philosophies and programmes, international issues (such as globalization) and their relationship to the culture studies, perspectives provided by the media, traditions and conventions in the arts, and typical or distinctive leisure activities. The types of language structures needed for these purposes and situations are more refined. INSTRUCTIONAL METHODS: Course activities will include individual and group projects, research, class discussion, oral presentations, composing in writing, note-taking, dramatic readings, silent reading and teacher lectures. CORE INSTRUCTIONAL MATERIALS: IQRA’ Arabic Reader 3 & 4 (Al-Kitab Al Asasi P. 1, 2) Arabic Made Easy Al Arabia been Yadeek (Arabic in Your Hands) 1 & 2 Ministry of Education Books Year 12 Multimedia resources, such as videos and audio CDs Teacher-generated flashcards and other materials ASSESSMENT METHODS: DAA internal assessment will include: participation, class assignments, quizzes and tests. The four components to be assessed will include reading, writing, listening and speaking. Students taking year two for IB Diploma or Certificate will have two external written examinations and two internal oral examinations of which one will be externally moderated.

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IB ARABIC A LANGUAGE AND LITERATURE SL 1 (YEAR 1) GROUP 1 CREDIT 1 PREREQUISITE: Successful completion of Arabic as a First Language - Grade 10 CONTENT: This is year one of an intensive two-year course that develops students’ critical literacy through an in-depth analysis of various text types as well as explorations of how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts; students focus closely on the language of the texts they study develop an awareness of the role of context in shaping meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices as well as by the circumstances of production and reception. In the Literature portion of the course, SL students are required to read four texts over the course of two years. Additional materials will be assigned for the language portion. INSTRUCTIONAL METHODS: Class discussions, reading and writing, teacher presentations, and student presentations. CORE INSTRUCTIONAL MATERIALS: Part One: Language in Cultural Context Texts are chosen from a variety of sources, genres, and media. Part Four: Literature – Critical Study Selection of Arabic Novels The Thief and the Dog Mahfour,N ASSESSMENT METHODS: Assessment will include both written and oral assignments. The structure of the class will provide for both individual and group analysis and discussion. Oral assignments may include: role-playing; individual, small group, and whole class discussions; dramatic reading; and formal oral commentaries. Written assignments may include journals, essays, written commentaries, and formal literary essays. IB Arabic A SL 1 is the first year of a two-year course that will prepare IB Diploma and Certificate candidates for the IBO World Exams in May of their senior year.