secondary curriculum 11-12-1 - international school of lyonisl secondary curriculum guide –...

ISL Secondary Curriculum Guide – 2011-2012

Curriculum Guide

Our mission:

‘In the International School of Lyon we are committed to helping our students fulfill their personal and

academic potential through the development of independence, a lifelong love of learning and a sense of

intercultural understanding and respect.’

We aim to achieve this by:

Providing a safe, supportive and caring environment

Emphasizing the values of integrity, respect, tolerance and trust

Implementing internationally recognized and transferable curricula

Using a wide range of teaching and learning resources

Developing independent, creative and critical thinking

Preparing our students for higher education world-wide

Fostering active involvement in local, host country and international communities

Working collaboratively with parents, families and other partners

Promoting global awareness and the need to protect and preserve our planet

Encouraging a balanced and healthy lifestyle

The following pages give a summary of how we expect our students to progress and develop in the course of their studies at the International School of Lyon. In Grades 6-8 students follow a balanced curriculum which maintains the holistic approach of the Primary Years through the incorporation of key elements from the IBO's Middle Years Programme. The curriculum in Grade 9 and 10 is based on the Cambridge International Examination Syndicate's IGCSE syllabi and those students having completed the full two years of the IGCSE courses have the opportunity to take the IGCSE examinations. In the last two years of school students are enrolled in the IB Diploma programme, an academically challenging course leading to a universally recognized university access qualification, the IB Diploma. The assessment policy and criteria, including graduating requirements, which are reproduced at the end of this guide, reflect the educational philosophy of the school and of the IBO and IGCSE programmes we teach.

Grades 6-8


Grades 6- 8

An Overview of the Programme

Students in Grades 6– 8 follow a broad, balanced curriculum comprising English as a first language, French as a native or second language Integrated Science, Mathematics, ICT (Information and Communication Technology), History, Geography, Art, Music and Physical Education. Pastoral issues are covered during Assembly periods. ESL (English as a Second Language) is offered to those who require additional English support The curriculum model for Grades 6 – 8 is set out below:

Students follow a curriculum which is based on the IB Middle Years Programme (MYP). This emphasizes the cross-curricula links between the different areas of the programme, through the Areas of Interaction of: approaches to learning, environments, human ingenuity and health and social education.

Language A

English & French

Humanities

Geography & History

Language B

French & ESL

Arts

Visual Art & Music

Physical

Education

ICT

Integrated Science Biology, Chemistry

& Physics

The student

Mathematics

Grades 6-8


English

Nature of Subject

This course aims to promote an active interest and appreciation for the English language and English literature, whilst still focusing on improving reading, writing, speaking, and listening skills. Throughout the course, students will have the opportunity to explore and to express their own independent analysis by learning critical thinking skills – all essential elements of a successful education.

Aims and Objectives

The aims and objectives of the curriculum are to: • improve reading comprehension skills and extend vocabulary • read more ‘advanced’ texts, summarize, and explain meaning • identify author’s voice, purpose, and intended audience within a text • gain an understanding of literary devices, such as imagery, metaphor, and symbolism • improve basic writing skills, such as spelling, grammar, punctuation, organization, and writing

structure • write through a staged process of self-evaluation, editing and redrafting • produce clear, coherent writing with a discernable purpose and audience • understand verbal information and instructions • communicate orally their own ideas in a clear and organized manner

Course Content

The program exposes students to a wide range of texts, from a selection of genres, eras, backgrounds, and themes. The selection of novels, plays, non-fiction, poetry, short stories, media, textbooks and prose is based on the criteria that they should both challenge and improve the student’s skills. As well as ‘teacher selected’ texts being used throughout the curriculum, students are urged to read texts chosen on their own initiative. Reading records, book reviews and library reading sessions will be used to promote independent reading.

In each grade student will explore the following units of study: Autobiography Prose fiction Poetry Plays Media Shakespeare

Language skills are developed within each unit and the correct use of grammar, spelling and terminology is taught throughout the curriculum. Private reading is encouraged through the Reading Record and class readers are chosen to develop a love of literature and increase enjoyment of reading. ICT skills are developed through tasks such as research, word processing, PowerPoint presentations and exploration of a variety of Media.

Grades 6-8


Grade Six In Grade Six the students build upon the skills and confidence they have learned in primary school to gradually produce more complex and developed pieces of writing. Through analyzing the language they meet in a variety of texts, students learn to identify the writer’s intention and the range of techniques employed. Students are also encouraged to identify audience and purpose in the texts we explore and to transfer these skills to their own writing. Through writing in a variety of styles, including diary writing, story telling, letters, persuasive and argumentative writing and descriptive writing, the grade 6 student develops skills in structuring work, choosing vocabulary and creating atmosphere. Students often work collaboratively in lessons and develop cross curricular skills of speaking and listening. Drama skills are used to enable students to empathize with characters and issues and to develop their confidence. Grade Seven In Grade Seven the students are taught using the same pedagogical philosophy as Grade Six and are encouraged to further develop their writing and literary analysis skills. By writing in a range of styles, students consolidate their skills and practise writing in a more formal register. The media unit encourages understanding of elements such as diction, intended audience and bias. More challenging poetry forms are explored, along with texts which introduce moral and social issues for discussion. Group work and whole class presentations build confidence in speaking and listening and drama is used to further concentration, co-operation and communication skills. Grade Eight Grade Eight is the last year before students begin the IGCSE course and the year is spent consolidating the skills introduced during the last two years and extending the students’ ability to communicate in a more sophisticated and complex manner. Awareness of audience and appropriate register is strengthened along with analytical skills and literary criticism. Shakespeare is studied in more depth and students are given the opportunity to compose their own poetry and pieces of descriptive writing, using their improved knowledge of the writer’s craft. Through examining non-fiction texts, including media texts, students heighten their awareness of how language can be manipulated to achieve an aim. Drama and group work encourage debate on themes and issues within texts studied, along with discussion about the techniques used to convey meaning.

Assessment

A variety of tasks such as creative writing compositions, oral presentations, tests, homework sheets, group work, research assignments, class participation, and quizzes will be used for assessment and evaluation. This allows students the opportunity to excel at the skills in which they are more confident, while at the same time challenging the skills which they need to improve. Students will know in advance the assessment criteria for each task and peer assessment is encouraged throughout the three grades.

Grades 6-8


French

Nature of the Subject

Given the specific nature of the subject, students will be streamed in three different groups according

to their levels and abilities.

The objectives of the course for Groups 1 and 2 are to develop interactive skills in listening, reading, speaking and writing (Group 3 being directed primarily towards native or near native speakers of the language). Students increase their ability to communicate in the target language in different situations and learn to understand, discuss and write about topics and texts. Our goal is to foster a positive attitude towards the foreign language and culture, and to facilitate the integration of the students to everyday life in France. For Group 3, the emphasis will be put on reading and understanding as well as writing according to the expected level of mother tongue for each age group.

French as a Second Language (Groups 1 and 2) Aims and Objectives

• To use the language effectively as a means of practical communication. • To offer insights into the life and civilisation of the community where the language is spoken, and

into the local and standards aspects of language. • To promote and encourage integration with the local community. • To encourage positive attitudes towards speakers of other languages and an appreciation of other

cultures. • To provide a sound basis of communicative skills necessary for future study, work and leisure. • To develop the understanding of the nature of language and the process of language learning. • To complement other areas of study by providing access to varied sources of information. • To begin to develop common understanding of the cultural patterns that affect the thinking, feeling

and acting of the societies in which the language is spoken. • To encourage students to ask questions, develop their critical thinking and link the study of French

with other subjects and the current world. • To develop curiosity, interest and enjoyment in the target language.

Grades 6-8


Group 1 - Course content

Group 1: the presentation of topics will be based on speaking, listening, reading and writing activities with a strong emphasis on oral communication and spelling accuracy. The students will focus on building a strong linguistic base required for the group 2 course. The course is following the topic structure of the student text book called: Amis et Compagnie, level 1, which contains an introduction unit and twelve topical units:

1. Introducing oneself, alphabet, numbers 2. Mes affaires 3. Moi et ma famille 4. Mes goûts 5. Mes passe-temps 6. Ma ville 7. Mon emploi du temps 8. Mon portrait 9. Vêtements et fêtes 10. Ma maison 11. Mes sensations 12. Mes repas 13. La météo

Assessment

The course assessment is based on student performance in homework and class work, tests and oral presentation and participation. They will also be presented with self-assessment tasks. Students will be exposed to a wide range of language activities during the course and are expected to work as a whole class, in smaller groups, in pairs and individually, according to the task. Students are assessed on the four skills: listening, speaking, reading and writing.

Resources

The course is supported using Amis et compagnie 1, student book, student work book and 3 CDs. We will also use a wide range of other audio material, worksheets and reading.

Grades 6-8


Group 2

The subject delivery will involve a more in-depth study of the language with continued emphasis on the four skills of speaking, writing, reading and listening. Throughout the year, students will be exposed to a variety of modified or authentic resources.

Course Content

Personal information

Talk about oneself, hobbies, school day, close environment. Grammar: emphatic pronouns, gender and agreement revision, possessive adjectives revision, present tense. Conditional mode.

Daily activities

Sort out problems at the post office, station etc… Express opinions, disagreement, apologise. Revise prepositions.

Media and entertainment

Describe TV programmes, talk about movies. Read article from Le Monde des Adolescents and/or Phosphore.

Literature

Reading a complete work: understanding the mood and gist of a story, being able to retell it in one’s own words. Independent writing based on the style of a story.

Assessment

The course assessment is based on student performance in homework, class-work, tests and oral participation. Students will be exposed to a wide range of language activities during the course and are expected to work as a whole class, in smaller groups, in pairs and individually according to the task. Students are assessed on their competence in the four skills :listening, speaking reading and writing. (cf. student assessment sheet)

Resources

The course is supported using Equipe Dynamique higher, and authentic material.

Grades 6-8


Group 3 (native or near native speakers) Aims and Objectives

• To provide native speakers with an opportunity to maintain and improve their reading and writing skills

• To encourage independent reading for enjoyment • To provide sound basics for the study of literary texts in preparation for further study at this level • To encourage students to ask questions, develop their critical thinking and link the study of French

with other subjects • To build up confidence in oral abilities • To ensure students to become familiar with authentic resources available in the local environment and

develop an ability to use them appropriately • To learn and apply basic of French grammar and spelling rules

Course Content

This group will be working in small subgroups depending on age, background knowledge and level of French. Oral Communication Skills

• Debates to express opinions, to be able to respond to counter opinions • Short oral presentations adapted to a selected audience • Reading selected texts out loud while being able to express emotions and contextual information

Written skills

• Write a creative extract telling a story or explaining facts while respecting instructions for spelling and structure

• Use of main discursive forms (narration, description, explanation, argumentation), • Organise an essay in several paragraphs • Tailor a text to a targeted audience

Independent reading

• Distinguish fiction from other types of texts • Identify the genre of a text. Literary genres: novel, poem, theatre play. Non literary genres: letter of motivation, letter to the editor Identify the type of discursive writing used as well as its role (naration, description, explanation, argumentation)

Grades 6-8


Preparation to Literary Studies

Research

Picture observation and description

Grammatical tools

• Studies of the basic structures (sujet, compléments du verbe et de la phrase, qualification et détermination du nom) in simple and complex sentences

• Conjugasion of the verbs (all three groups) • Linking words and logical connectors • Choice of grammatical tools ensuring the text is tailored to the purpose and audience

Vocabulary content

• Differentiate common terms, concrete and abstract terms • Introduction to the recognition of roots, prefixes and suffixes

Spelling

• Rules and exceptions. Use of reference material and dictionaries

Resources

The course is supported using a wide variety of 6eme to 4eme textbooks, Hatier students workbooks, visual stimuli, novels (in full or as extracts) and short stories as well as other authentic resources. Please note the choice of texts, including novels and short stories will be determined along the progression of the course, together with the students to fit their levels, abilities and tastes and to ensure a more individual approach as students will all have had very different experiences with the language. Whole class activities however, are not excluded.

Assessment

Assessment is a continuous process, reading and writing will be monitored as well as oral presentations and weekly dictations. Homework, projects, class work and participation also form part of the final assessment grades. There is a strong emphasis on redrafting and student responsibility to be organized which form part of the report criteria.

Grades 6-8


ESOL


The ESOL class aims to help students overcome any language barriers that may prevent them from realizing their potential at school. The class offers language support across the curriculum with a focus on building vocabulary and developing skills in listening, reading, speaking and writing.

Middle school students with ESOL requirements are tested in their first week for their overall level of language proficiency. Groupings are then made according to both age group and level of English. Within each group there is a subdivision of level ranging from pre-intermediate to advanced. Each student receives individual attention geared to his/her level. This ensures a rapid transition to a level of fluency necessary for a successful high school education through the medium of English.

Aims and Objectives

• To use the language effectively as a means of practical communication. • To learn how the language works and how to manipulate it. • To develop techniques for memorizing words, phrases and spellings. • To develop the skills of listening, speaking, reading and writing in a range of situations and

contexts. • To use correct pronunciation and intonation. • To develop curiosity, interest and enjoyment in the target language. • To develop vocabulary needed to communicate ideas related to other areas of study.

Course Content

● Intensive reading and comprehension activities ● Vocabulary and grammar learning ● Writing ● Listening activities ● Diverse speaking activities

Although emphasis is on the development of receptive and productive skills, accurate and varied use of lexis and grammar is an essential part of fluency in language for academic purposes. Additional grammar support will be given to individual students or groups as deemed necessary.

Assessment

All aspects of students’ work; including class work, homework, tests and oral participation, are monitored throughout the year to ensure feedback, support and help appropriate to the individual student. There is a subject skill grade , as well as an “approaches to learning” grade given to the student on his report.

Grades 6-8


Resources

The main resources in grades 6-8 are a library collection of English readers, various grammar books, and supplementary texts gathered from a variety of authentic sources such as newspapers and magazines, comic books, and resources from the internet. The main textbooks used are Headway pre-intermediate, intermediate, upper-intermediate, depending on the students’ level of English.

Grades 6-8


History


History is both an art and a science located at the very heart of the humanities. This syllabus offers an integrated and multi-disciplinary approach to the subject and its content by interweaving geography, archaeology, science, medicine, religion, literature, art, film and video.

Aims and Objectives

The aim of this syllabus is to provide the students with a sense of the rich variety of the world’s peoples and cultures, a chronology of world history from antiquity to the present day, and an understanding of some of the many different historical narratives and visions based on that chronology. The student’s historical curiosity, imagination, reasoning and understanding are developed as much through the perusal of traditional textual primary sources such as ancient sacred texts, personal diaries or historical novels, as by the examination of primitive sculpture, ancient and futuristic architecture, old photographs or modern cartoons; and as much by the listening to classical opera or contemporary pop music as by the watching of newsreels, documentaries or historical films. Its main objectives could be summarized as follows: 1) To understand the way in which time is conventionally organized in history. 2) To understand how everything has a history and that history can be seen and heard as well as read. 3) To encounter the richness of world’s historical cultures and beliefs. 4) To develop a sense and factual knowledge of the chronology of history, from the ancient to the modern. 5) To recognize famous historical personages, to explore famous historical events, and to understand

fundamental historical issues and processes. 6) To gain a sense of the global from a sense of the local. 7) To cultivate both historical imagination and reason; to develop both the creative and the critical faculty;

to deepen sensitivity to the artifice of fantasy and fiction as much to train the mind in the construction of reality and fact.

8) To understand the difference between primary and secondary sources and how ‘History’ is made from the various traces of the past.

Grades 6-8


Course Content

The main themes are: Grade 6 and 7

What is History?

The History of the Future Chronologies; Context in History

From Local History to World History

History from the Bus World War 1

Grade 8

The Growth of the American West History and Cinema

Britain in the Twentieth Century

Imperial Japan;

The Roaring Twenties

The Native Peoples of the Americas From Ancient to Modern China World War 1

Black Peoples of America

These units will be inter-changed from year to year and complemented by a collaboration with UNESCO’s new programme for the preservation and dissemination of valuable archive holdings and library collections worldwide entitled The Memory of the World.

Key concepts

Time and Space Past, Present, Future Memory

Myth and History Fact and Fiction Chronology and Narrative

Agent/Event/Process Ancient and Modern Cause and Effect

Continuity and Change Similarity and Difference

Assessment and Resources

A variety of tasks such as creative writing compositions, oral presentations, tests, homework sheets, group work, research assignments, class participation, and quizzes will be used for assessment and evaluation. This allows students the opportunity to excel at the skills in which they are more confident, while at the same time challenging the skills which they need to improve.

Grades 6-8


Geography


Geography helps the student to study the environment, recognizing that, whilst natural forces shape the Earth, humans are important agents of change in their environment and the action taken by one society may affect the entire world. This course is designed to lead students from an understanding of their immediate natural and social environment to an appreciation of spatial phenomena on local, regional, national and global scales. An important dimension of the geography programme is the fostering an awareness of the challenges to humankind, as well as of our individual and collective responsibilities. The course also seeks to promote an awareness and appreciation of cultural differences, a respect for the values of others, a sense of responsibility toward our environment, and a genuine understanding of the international and inter-connected nature of individual and social development.

Aims and Objectives

The course aims to teach students to: • collect, describe and analyse data. • formulate and test hypotheses using their data and source material. • develop their sense of curiosity, their imagination, and critical thinking skills. • evaluate theories, concepts and arguments. • consider a range of points of view and detect bias. • make inter-disciplinary connections. • develop an understanding of the ways in which environments change through physical as well as

human action. • develop an understanding of how local changes may affect human lives globally. • develop a concern for the quality of the environment, and an understanding of the need to plan and

manage the present for future generations. • appreciate the relevance of geography in analysing contemporary world issues, • appreciate diversity and combat bias, prejudice and stereotyping

Course Content

Grade 6 & 7

1. Introduction to geography, Map skills and Switzerland 2. Settlements 3. Coasts 4. Weather and climate

5. Tourism 6. Spain Grade 8

1. Country Study: Switzerland. 2. Development 3. Environmental issues and development in Brazil. 4. Ecosystems 5. Globalization 6. Global footprints

Grades 6-8


Assessment

Students will be assessed on their knowledge and understanding and application of geographical concepts, and their ability to present, analyze and evaluate data. This is based on performance in homework, field work, case studies, end of unit tests and end of year exams. Approaches to learning skills such as motivation, interest, contribution to fieldwork and class discussions will also be assessed.

Resources The course is supported by the following texts:

Grade 6 & 7

Key Geography, Connections – David Waugh and Tony Bushell. Horizons Geography 11-14 Book 2 –David Gardner, Roger Knill and John Smith

Grade 8

Key Geography, Interactions – David Waugh and Tony Bushell. Horizons Geography 11-14 Book 3 –David Gardner, Roger Knill and John Smith

Phillips World Atlas

Grades 6-8


Integrated Science


This is an integrated science course with aspects of physics, chemistry, and biology covered in all three years. The course emphasizes the role of scientific enquiry in improving our knowledge and understanding of important scientific ideas. Practical laboratory work is an integral part of the course and skills including: planning, data collection and analysis, evaluation, manipulation, and the ability to work within a team are developed. Each student will have experience of problem solving projects, and at the end of the year they will be expected to initiate, plan and develop their own Science Fair Project.

Aims and Objectives

The course aims to enable the student to: • develop skills that are relevant and useful to the study and practice of science in everyday situations. • acquire understanding and knowledge of the concepts, principles and applications of science. • become confident and responsible citizens in a rapidly changing world, and be able to take or develop

an informed interest in matters of scientific import. • recognize the usefulness and limitations of a scientific approach and to appreciate its applicability to

other disciplines and to everyday life. • develop an awareness of the conditions which threaten or enhance health. • develop a positive attitude to the need for the conservation of natural resources and the preservation

of the environment. • realize that science does not provide the answers to all problems. • develop curiosity, interest and enjoyment in science and its methods of enquiry. • develop an awareness of science as a cooperative activity between individuals. • develop an awareness of science as an increasingly international activity involving cooperation at all

levels. • develop an awareness of the influences and limitations imposed on science by social, economic,

technological, political, ethical and cultural factors. • develop an awareness of the historical evolution of scientific knowledge and understanding. • develop and apply information technology skills in the study of science.

Course Content

Topics include: Grade 6

Safety in the laboratory Cells and reproduction (focus on puberty) Solids, liquids and gases Environment and feeding relationships Acids and alkalis Classification and Humans Solutions Forces Energy Electricity and electronics

Grades 6-8


Grade 7

Energy and energy resources Compounds and mixtures Magnets and electromagnets Heating and cooling. Light and sound Food and Digestion Rocks and weathering Respiration Elements and atoms Microbiology and Biotechnology Grade 8

Reproduction Energy and electricity Heart and Circulation Metals and their compounds Plants and photosynthesis. Using chemistry Inheritance and selection Patterns in reactivity Pressure and moments Environmental chemistry Speed and acceleration Elements and the Periodic Table. The curriculum is designed so that topics are revisited during the 3 years.

Use of ICT

Students use a range of ICT skills and equipment in science. They use the ICT room to access computers and programs such as Office (Word, Excel, and PowerPoint), as well as research topics on the internet. In the classroom we use stop watches, calculators and electronic equipment.

Resources

The course is supported by the texts: Science Now (Heinemann): Ann Fullick, Ian Richardson, David Sang, Martin Stirrup Starting Science (Oxford): Alan Fraser, Ian Gilchrist Scientifica (Nelson Thornes ) Derek McMonagle, Louise Petheram and Phil Routledge

Assessment

Students are assessed on their communication of scientific ideas, their knowledge and understanding of scientific concepts, and their experimental skills. This is based on student performance in homework, practical work, end of unit tests, mid-year and end of year exams. The Approaches to Learning Grade reflects the students’ general enthusiasm and interest for the subject, their attention to safety in experimental work, their ability to use ICT effectively and their self-motivation and ability to work in a group.

Grades 6-8


Mathematics


The course is designed to take the previously learned general mathematical concepts and begin to apply them at a higher level of difficulty. Arithmetic, measurement and number theory are included in all topics and are not covered as separate subject material. Several mathematical concepts will be further developed including: statistics, geometry, algebra and probability. Students are expected to learn and use a variety of problem solving strategies. An emphasis is placed on a thorough understanding of basic operations on numbers, number systems and computation skills. These skills are used in problem solving. In algebra, the students develop an understanding of variables, expressions, equations and simple formulae, pattern recognition, and transformations used for algebraic expressions. Geometry includes measurement, constructions and model building, investigative methods, and introduction to trigonometric ratios. Statistics includes interpretation of graphs and the presentation of data using ICT (mostly MS Excel). Extended problems are given throughout the course.

Aims and Objectives

The course aims to enable the student to • develop a positive attitude toward the continued learning of mathematics • appreciate the usefulness, power and beauty of mathematics, and recognize its relationship with other

disciplines and with everyday life • gain knowledge and develop understanding of mathematical concepts • develop mathematical skills and apply them • develop the ability to communicate mathematics with appropriate symbols and language • develop and apply information and communication technology skills in the study of mathematics

develop patience and persistence when solving problems.

Grades 6-8


Course Content

Grade 6

Numbers:

Systems, sets (odd and even, integers and sequences), fractions, four operations, order of operations, primes, integers, fractions, decimals, exponents, directed numbers and square roots.

Accuracy and Notation:

Estimation, rounding strategies, significant figures, place and decimal place values and simple limits of accuracy.

Percentage:

Conversion of decimal and common proper fractions to percent and vice versa. Financial applications such as simple interest, discount, profit and loss.

Time and Temperature:

24 hour clock, conversion between AM/PM and 24-hour clock times, time zones, timetables, conversions of hours to minutes and temperature conversions.

Mensuration and Volume:

Perimeter and area of rectangles, triangles, parallelograms and composite shapes. Volume and capacity of cuboid objects.

Units:

Decimal system for mass, length, volume, m <-> km, g<->kg ml<->l. Area conversions, capacity, checking formulae.

Geometry:

Measuring angles at a point, straight line, adding angles that make up the vertices of triangles, quadrilaterals. Angles at a point, straight line, in triangle, quadrilateral and within parallel lines.

Algebra:

Notation, expressions, simplification, substitution and expansion of simple common factor problems.

Graphing:

Study of map and grid references, introduction to positive and negative directions and plotting on the number plane, transformations.

Statistics:

Collecting data, tally charts, finding mean, median, mode. Grouping and graphing data, pictograms, pie and bar charts.

Calculator:

Order of operations, use of brackets, indices, fractions to decimals, fractions, decimals, roots, standard notation and inverses. Fractional indices, use in statistics. Evaluation of formulae.

Use of ICT

Students use a range of ICT skills and equipment in mathematics. They use the ICT room to access computers and programs such as Office (Word, Excel, and PowerPoint), as well as research topics on the internet. In the classroom we use calculators from time to time.

Grades 6-8


Grade 7 & 8

Numbers

Number sets: odd and even, integers, sequences e.g. squares numbers, fractions, decimals. Four operations, order of operations. Primes, integers, squares, triangular sequences, fractions, decimals. all operations. Sequences and formulae, rational, irrational, roots

Accuracy and Notation

Estimation, rounding strategies, significant figures>0, place and decimal place values, simple limits of accuracy, standard notation. Squared and cubed integers. Powers of all integers, square roots

Ratio, proportion, rate

Introduction to ratios, proportion and rate using practical examples. Ratio a:b, direct & indirect proportion, conversion graphs. Ratio a:b:c, scientific application, speed/time/distance relationships

Percentage .

Conversion of decimal and common proper fractions to % and vice versa. Conversion to %, simple interest, applications. Financial applications finance, discount, profit and loss

Time

24 hour clock, conversion between AM/PM and 24-hour clock times, timetables. 24 hour clock, time zones, timetables, conversions decimal parts of hour to minutes etc

Mensuration .

Review of perimeter, areas of rectangles, triangles and parallelogram. Circumference of circle. Perimeter and area of triangle, rectangle. Area of circle, rhombus, trapezium, parallelogram, volume of cuboids. Networks

Units

Decimal system for mass, length, volume, cm <-> km, g<->kg ml<->l. Area conversions, capacity, checking formulae

Geometry

Measuring angles at a point, straight line, adding angles that make up the vertices of triangles, quadrilaterals. Angles at a point, straight line, in triangle, quadrilateral, within parallel lines. Vertically opposite, alternate, corresponding angles. Angle properties of regular polygons. Sum of interior and exterior angles. Properties of irregular polygons. Similar plane figures and properties.

Constructions

Angles, triangles, regular polygons, circles. Circle, perpendicular bisector, angle bisector. Reflections. Enlargements. Rotations

Transformations

Reflections in vertical, horizontal lines. Reflections in skew lines, rotational symmetry of regular polygons. Recognition and description. Rotations of 90n°, of any magnitude in Cartesian Plane

Grades 6-8


Algebra

Notation, expressions, simplification, substitution, expansion, simple common factor problems. Common factor, difference of 2 squares, change subject of formulae (linear), quadratic expansion, factor and solving x2+bx+c = 0, manipulation of algebraic fractions, indices, linear equations, simultaneous equations. Quadratic equations ax2 +bx+c=0, formulae, factors, Equations with fractions, manipulation of algebraic expressions, functions: composite, inverse. Change subject of formulae.

Graphing

Introduction to positive and negative directions and plotting on the X and Y axes. Exponential graphs, solving simultaneous (linear) equations by graphing. Quadratics f(x)=x2+bx+c finding zeros. Simple inequalities on Cartesian plane. Polynomials and Hyperbolas. Tangents to curve and their gradients, zeros. Kinematics. Linear inequalities on C plane and min/max values

Trigonometry

Bearings. Points of compass. Lines of latitude and longitude. Scale drawings. Use of maps. Pythagorean Theorem, sin, cos, tan; angles of depression/elevation. Sine rule, area, graph sine. Area sector, segment, applications to 3D problems

Statistics & Probability .

Collecting data, tally charts, finding mean, median, mode. Pictograms, pie and bar charts. Grouping and graphing data, polygons, mean. Probability from statistics, dice and coins. Grouped data: median, histograms (equal intervals), cumulative frequency, quartiles. Tree diagrams, combined events

Set Theory

Notation {} ∩∪∅∈∉, description, listing, infinite. n(A), ⊆ � ⊂ ⊃ A', algebraic sets {x: formulae}

Vectors

Translation by vector, addition, subtraction, scalar multiplication, length of

vector || BAρ

, using forms

y

x and BA

ρ. Vectors between two points on

Cartesian plane. Operations on vectors using forms a, aρ

. Use of diagrams: Scale drawings. Applications for physics.

Matrices

.

Display info in matrices, dimensions, addition and subtraction, equal matrices. Scalar & matrix multiplication, det, inverse, solving simultaneous equations

Calculator .

Order of operations, use of brackets, indices, fractions to decimals, fractions, decimals, roots, standard notation, trig functions and inverses. Fractional indices, use in statistics. Evaluation of formulae

Grades 6-8


Resources

The course is supported by the following sets of textbooks: Mathematics for the international student. MYP 3 (Haese & Harris Publications)

Framework Maths (Levels 7,8,9) ( Oxford ) Capewell.

Assessment

The Subject Skills (SS) grade reflects the students’ level of knowledge and understanding, their application and reasoning, and their ability to communicate. The course assessment is based on student performance in homework, end of topic tests, end of unit tests and end of year exams. The Approaches to Learning (ATL) grade reflects the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and observe deadlines, and their perseverance in solving problems.

Grades 6-8


Visual Arts


The art program aims to encourage personal response through creative thinking, whilst enhancing the ability to visualize and heightening aesthetic awareness and sensitivity. Tasks are presented in such a way as to stimulate problem solving and decision-making that require an individual personal response. Self-confidence is developed through the acquisition of new skills, experimentation with a variety of media, and exploration of the visual language of line, form, shape, pattern, texture and color through both two and three-dimensional work.

Aims and Objectives

� To encourage creative thinking � To increase understanding and integration of self and the world around by learning to see � To enhance the ability to visualize � To heighten aesthetic awareness and sensitivity � To build self-confidence through the development of new skills � To stimulate problem solving and decision-making � To provide a means of communication � To develop appreciation for the individuality of others � Enjoyment

Content

Students will study, amongst others, the following topics: Grades 6 and 7

Students are introduced to a range of activities that aim to develop their skills and techniques, such as: color mixing, use of the brush and painting techniques, shading, 3D techniques, space and composition. Projects are designed to develop creative thinking and an understanding of art from both a personal and theoretical point of view. Students are encouraged develop their personal ideas from an understanding of the work of others. Students will cover a variety of artists and movements, such as surrealism and cubism. They will engage with an architectural project, and art from different cultures. Students’ understanding of two and three dimensional form will be re-enforced with a project on clay. Drawing takes a big part in the program as preliminary drawings are always produced both in classroom and at home. At this level, students are encouraged to reflect on their own practice and to generate well developed ideas.

Grades 6-8


Grade 8 Students understanding of two and three-dimensional form is reinforced. The projects are designed to further develop tonal drawing and still life observational skills as well as creative compositional skills combined with an introduction to mixed and found media, collage.

Students are introduced to clay and a variety of 2D works. Project develops creative thinking and an improved understanding of the relation between intention and making.

Throughout all projects the student’s ongoing critical analysis of work evolves as they are introduced to a variety of artist’s and artistic movements. Good presentation and creativity are strongly emphasized and developed within all areas of the subject.

Assessment

Assessment is based on finished products, the students’ individual artistic and aesthetic growth as well as attitude and effort.

Grades 6-8


Music


The Middle School music program is designed to teach students practical music skills, while helping them to develop an appreciation and understanding of music. Students will participate in a curriculum providing opportunities for discovering and playing a variety of instruments, creating and composing, reading and writing musical notation, listening and analysis. The program integrates all strands of music through in-depth, creative assignments and activities, creating a meaningful context for all learning. Students are encouraged to apply their knowledge together with their emotions, imagination, and critical thinking skills.

Aims and Objectives (3 year program)

♪ Explore and analyse elements of music (pitch, tempo, dynamics, melody, rhythm, form, texture, tone colour) and their function;

♪ Discover music from a variety of countries, cultures, and musical time periods; ♪ Study and perform works of music; ♪ Play instruments with expression and proper technique; ♪ Learn strategies for practice and personal organization; ♪ Realize a connection between music and the culture which creates it.

Course Content

Grade 6

The preparatory year will be used as an opportunity to present several types of instruments as well as basic music theory and analysis, and is divided into four sections: the first three will be exploring three major families of instruments – winds, fretted strings and keyboards – and the fourth will be dedicated to ensemble playing and composition. At the beginning of the fourth section, the student will choose one instrument (upon recommendation of the teacher) to specialize in and further study. Semester 1

Fife / piano Theory and analysis Practice strategy Instrumental technique Small ensemble performance

Semester 2 Guitar / instrument specialization/ ensemble performance

Rhythm theory (up to eighth note) Instrumental technique Practice strategy Large ensemble performance

Grades 6-8


Grade 7 and 8

There is continued practical study of the instruments explored previously with a semester’s concentration on piano. As the basis for European musical theory, the piano will serve to further the student’s studies in reading, composition and analysis. Rhythms will be learned up to eighth notes, and the student will continue studying the theory and practice of rehearsal and performance. The remaining semester will be dedicated to multi-instrumental small-ensemble playing, with a focus on chamber music and research into an influential composer. Eighth grade students will have an additional history component, culminating in the presentation of a genre of music.

*11-12

Composer: Pyotr Iliych Tchaikovsky Genre: Ballet

Semester 1 Multi-Instrumental Instrumental Technique Large ensemble performance Practice Strategy Music Theory

Semester 2

Grade 7

Piano / Research

Rhythm theory Instrumental Technique Practice Strategy Research project

Grade 8

Piano / History Theory and analysis Listening skills Instrumental technique Piano performance

Assessment and Evaluation:

Assessment and evaluation is based on performance in class, ability to communicate to others what they have learned and homework, which consists of written work and a maintained practice. Group work constitutes a significant component of the program. Students are expected to work collaboratively with their peers to solve musical problems, and to provide thoughtful, constructive feedback to others. A range of assessment tools will be used, including teacher observation, self-assessment, peer-assessment and quizzes.

Grades 6-8


Physical Education

Physical Education is regarded as an important and integral part of the total programme of education. It contributes to the total development of the individual including student’s physical, intellectual, emotional and social maturity. In the middle school programme we aim to cultivate a healthy lifestyle for students with activities that are enjoyable.

Aims and Objectives

The objectives of the P.E. programme are to:

• demonstrate an understanding of the principles and concepts related to a variety of physical activities • understand the importance of physical activity to a healthy lifestyle • apply tactics, strategies and rules in both individual and group situations • work cooperatively • respect themselves and their social and physical environment • show initiative, creativity and a willingness to improve themselves • show self-motivation, organization and responsible behaviour • reflect upon and evaluate their own performance in order to set goals for future development.

Course Content

Health and well-being Basketball Soccer Volleyball Badminton Fitness Ultimate Frisbee Team handball Track and Field Team Building activities

Resources

The course is supported using the texts: Middle Years Programme (MYP), Physical education, (International Baccalaureate Organization, August 2002) P.E. Activities for grades 5-6 and 7-9, (Parker Publishing Company) Joanne M. Landy, Maxwell J. Landy. A Multicultural Approach to Physical Education, Human Kinetics, Rhonda L. Clements, Suzanne K. Kinzler. Complete Physical Education Plans for Grades 7-12, Human Kinetics, Isobel Kleinman.

Assessment Assessment is directly related to the specific expectations. It is based on performances, personal engagement and attitude. Students are given the opportunity to demonstrate their understanding and physical abilities in a variety of ways.

Grades 6-8


ICT

Nature of Subject

The course is designed to give the students necessary skills in operating with basic modern information technologies to prepare them for further education on all levels, give them basic knowledge in IT fundamentals, develop their creativity and ability to achieve a predefined result, and to teach them some useful skills including power point presentations and creating web pages. Students are expected to acquire their skills in ICT by working on projects and studying theory from the textbooks and class discussions.

Aims and Objectives

• To develop in students an appreciation of the range and power of computer applications. • To foster an interest in, enjoyment of, and confidence in the use of computing. • To develop students’ abilities to solve problems using computing technologies. • To develop an awareness in students of the place of computing in society and of issues computing

raises in society. • To provide students with a firm understanding of the basic technologies and knowledge required for

computer applications. • To foster a desire to use computers within other interests • To acquire the necessary knowledge and skills which allows them to work with Open Office

(Word, Excel, Power Point), create their own Web page or Web site and work with Autograph (special Math software).

Grades 6-8


Course Content

Open Office (Power Point) Internet Search Engines Open Office (Word) Open Office (Excel) Fundamentals in Computer Science HTML Working with Wikispaces Autograph

Resources

Internet (World Wide Web) Open Office (installed on school computers) Autograph (installed on school computers) ICT for GCSE (Oxford ):Tim Roderick and Geoff Rushbrook Megabyte (Oxford ): Simon Cotton, Graham Teager, and Robert Austin

Assessment

The Subject Skills grade reflects the students’ level of knowledge and understanding, their ability to apply ICT in solving problems. The course assessment is based on project works, and student performance in home and class work. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and in a group, and their perseverance in solving problems.

Grades 9-10


Grades 9-10

Students in Grades 9-10 follow a broad, balanced curriculum comprising English as a first language (including Literature), French as a first or second language, Coordinated Science, Mathematics, , History, Geography, Art, and Physical Education. Pastoral issues are covered during the Assembly periods. ESL (English as a Second Language) is offered to those who require additional English support. ICT (Information and Communication Technology) skills are developed in all areas of the curriculum. The curriculum model for Grades 9–10 is set out below:

The curriculum is based on the IGCSE (International General Certificate of

Secondary Education) programme, which is administered by the University of Cambridge and recognised world-wide as a major educational qualification at the end of Grade 10. This is designed to encourage high academic standards through a practical approach to teaching and learning. The guiding principle of IGCSE is that students are rewarded for positive achievement: what they know, understand and can do. It offers a sound base for the IB diploma program.

Language A

English & French

Humanities

Geography & History

Language B French & ESL

Visual

Art

Physical

Education

& CAS

The student

Mathematics Coordinated Science Biology, Chemistry &

Physics

Grades 9-10


English


The course provides a balance between English Language and Literature and as such is intended to prepare students for the International Baccalaureate (IB) Diploma programme and the IGCSE English exam. The curriculum aims at building on the skills students have developed in Grades 6 -8, reinforcing the students’ ability to communicate effectively through the written and spoken word and improving literary analysis and commentary skills. Increased fluency, diction and appropriate use of register is aspired to in the written work and the study of literature focuses on interpreting and understanding deeper meanings within fiction and non-fiction texts.

Aims and Objectives

The course aims to:

• enable students to communicate accurately, appropriately and effectively in speech and writing;

• enable students to understand and respond appropriately to what they hear, read and experience;

• encourage students to enjoy and appreciate a variety of language; • complement students’ other areas of study by developing skills of a more general

application (e.g. analysis, synthesis, drawing of inferences); • promote students’ personal development and an understanding of themselves and

others; • enable students to enjoy the experience of reading literature; • enable students to understand and respond to literary texts in different forms and

from different periods and cultures; • enable students to communicate an informed personal response appropriately and

effectively; • enable students to appreciate different ways in which writers achieve their effects; • enable students to experience literature’s contribution to aesthetic, imaginative

and intellectual growth; • enable students to explore the contribution of literature to an understanding of

areas of human concern.

Grades 9-10


Course Content

The curriculum offers students a wide range of fiction, from a variety of genres, eras, backgrounds, and themes. Students will also be exploring a diversity of non-fiction and media texts. As well as ‘teacher selected’ and exam texts being used throughout the curriculum, students will be urged to read material chosen on their own initiative. Students will study the following units: Poetry

Prose fiction

Plays

Short Stories

Non-Fiction texts

Shakespeare

Writing Purposes and Styles

Reading and Comprehension Skills

Media

Essay writing skills and the correct use of grammar, spelling and terminology is taught throughout the units.

Resources

Texts are selected after the group has started the course to ensure that they are appropriate, challenging and engaging for the students. Work studied will include novels, poetry or plays selected from authors writing in English from a variety of cultures. In the past two years we have explored texts by writers such as: Robert Louis Stevenson J.D. Salinger William Shakespeare Edith Wharton Seamus Heaney Anita Desai Jane Austen Thomas Hardy Harper Lee Yann Martel Boey Kim Cheng Charles Dickens

Assessment

Assessment will be based on a variety of written assignments, oral presentations, and formal exams which focus on writing, reading, speaking and listening skills. The assessment criterion, which varies depending on each specific task, is modeled after the IGCSE language and literature criteria. When appropriate, students will be given the option of sitting an IGCSE examination. By the end of the program students are expected to produce coherent and clear formal writing, independently analyze complex written texts in depth, and listen and communicate orally with precision and structure. These skills will help prepare the student for the upcoming IB diploma programme.

Grades 9-10


French


The objectives of the course are to develop interactive skills in listening, reading, speaking and writing. Students increase their ability to communicate in the target language in different situations and learn to understand, discuss and write about topics and texts. Our goal is to foster a positive attitude towards the foreign language and culture, to facilitate the integration of the students to the everyday life in France. A particular emphasis is put on teaching students how to use their environment and the resources available to them in the host country. Given the specific nature of the subject, students will be streamed into different

groups according to levels and abilities.

Group 1: The presentation of topics will be based on speaking, listening, reading and writing activities with a strong emphasis on oral communication and spelling accuracy. Group 2: The course will involve studying the language in more depth and it will prepare students for further study in the subject. The course will address reading, writing, listening and writing. Group 3: For native or near native speakers of the language, this course will address linguistic and literary aspects of French in order for the students to further their academic use of the language.

French Group 1

Course content

The presentation of topics will be based on speaking, listening, reading and writing activities with a strong emphasis on oral communication and spelling accuracy. The students will focus on building a strong linguistic base required for the Group 2 course.

My life/ « ma vie »:

• Introducing myself and others: country, nationality, age, family. • My school • At home • Daily routine (time)

Project: The virtual travel (plan in detail the visit of a place of interest in a francophone country, write scripts of conversations to book hotel rooms, buy tickets and role-play the situations).

Grades 9-10


Yesterday/ « hier »:

• telling a story in the past tense (passé composé) • write and present orally a biography

Project: Lyon time line (prepare a displayable chronology of the history of Lyon, present it orally, visit a historical place in Lyon) Tomorrow/ « demain »

• make plans for the future (near future and future tense), plan your next holiday • What will be my life in 10 years from now?

Project: write the script, play and film James Bond receiving a mission.

Assessment

The course assessment is based on student performance in homework, class-work, tests and oral participation. Students will be exposed to a wide range of language activities during the course and are expected to work as a whole class, in smaller groups, in pairs and individually, according to the task. Students are assessed on their competence in the four skills of speaking, writing, reading and listening.

Resources

The course is supported using Tricolore 1, Café Crème, Amis et Compagnie and miscellaneous worksheets.

French Group 2

Aims and Objectives

• To develop the ability to use the language effectively for purposes of practical communication within the country of residence.

• To form a sound base of the skills, language and attitudes required for further study, work and leisure.

• To offer insights into the culture and civilization of the countries where the language is spoken.

• To encourage fuller integration into the local community. • To develop a fuller awareness of the nature of languages and language learning. • To encourage a positive attitude towards foreign languages learning and towards

speakers of foreign languages and a sympathetic approach to other cultures and civilizations.

• To begin to develop common understanding of the cultural patterns that affect the thinking, feeling and acting of the societies in which the language is spoken.

• To encourage students to ask questions, develop their critical thinking and link the study of French with the other subjects and the current world.

• To provide enjoyment and intellectual stimulation.

Grades 9-10


• To complement other areas of study by encouraging skills of a more general application (analysis, memorization...).

Course Content

Topics will be selected from the following list: Home life and school Food, health and fitness School routine Eating and drinking Personal and social life Holidays, Festivals and special occasions Self, family, pets, personal relationships House and home Leisure, entertainments, invitations Eating out Holidays; getting around Accommodation The world around us Home town and local area Natural and made environment People, places and customs Shopping

Public services Weather Finding the way Meeting people Travel and transport The world of work Continuing education Careers and employment Language and communication in the work place The international world Tourism at home and abroad Life in other countries and communities World events and issues Communication Geographical surroundings

The study of grammar, tenses and conjugations will be addressed throughout the course. The subject will largely draw from original resources such as newspaper articles, television broadcasts, internet resources but also French literature. When appropriate, students will be given the option of sitting an IGCSE examination.

Resources The course is supported using the textbooks and the cd-pack “Encore Tricolore 4” (Nelson Thornes) as well as authentic documents and texts from the press and French literature

Assessment

Assessment is a continuous process and four skills are evaluated: listening, speaking, reading and writing. Homework, projects, class work and participation also form part of the grade. Tests and quizzes are given regularly and a final assessment is given at the end of each year.

Grades 9-10


French Group 3

Aims and Objectives

• To provide native speakers with an opportunity to maintain and improve their reading and writing skills

• To provide them with French literary text knowledge and basic notions of history of literature in preparation for further study at this level

• To encourage students to ask questions, develop their critical thinking and link the study of French with other subjects

• To continue building up confidence in oral abilities • To learn and apply French grammar and spelling rules accurately • To form a sound base of skills, language and attitudes required for further study,

work and leisure.. • To begin to develop common understanding of the cultural patterns that affect the

thinking, feeling and acting of the societies in which the language is spoken. • To encourage students to ask questions, develop their critical thinking and

establish links with the current world. • To provide enjoyment and intellectual stimulation. • To complement other areas of study by encouraging skills of a more general

application (analysis, memorization...).

Course Content

Topics will be organized around two areas of study. Language study will be focused on grammar and spelling; literary study will explore the evolution of French literature through themes. Not all themes will be covered in one year. In addition, literary texts will be studied in depth in order to provide skills needed to answer advanced questions and to compare texts. Students will also concentrate on the acquisition of tools required to improve essay writing such as: creative/ argumentative/ descriptive tasks. Oral presentations will enhance speaking skills and encourage independence in finding resources.

Grades 9-10


Language

Homonymous Punctuation E sound Agreement of the past participle Imperfect Future Simple past Composed tenses Adjectives and adverbs Subjunctive Double consonant

Literary

Nouvelles de Maupassant Nouvelles fantastiques Crimes et detectives Portraits de héros Comédie et tragédie L’épistolaire La critique sociale Poésie et peinture Textes explicatifs Rêves d’ailleurs

When appropriate, students will be given the option of sitting an IGCSE examination.

Resources

The course will be supported by wide range of resources, such as grammar books, French school programme textbooks, French literature texts and books, television broadcasts, internet resources and films.

Assessment

Assessment is a continuous process: all their written work and oral presentations will be assessed. Dictation will be given on a regular basis and graded. Self-assessments and IGCSE papers will also be part of the general assessment of the student.

Grades 9-10


ESOL


The ESOL lesson aims to help students overcome any language barriers that may prevent them from realizing their potential at school. It uses interactive ways to develop skills in listening, reading, speaking and writing. Students with ESOL requirements are tested in their first week for their overall level of language proficiency. Groupings are then made according to the level of English. Within each group there is a sub-division of level ranging from pre-intermediate to advanced. Each student receives individual attention geared to his/her level. This ensures a rapid transition to a level of fluency necessary for a successful high school education through the medium of English. Students whose level is adequate can be entered to take the IGCSE ESOL examination at the end of Grade 10.

Aims and Objectives

● To use the language effectively as a means of practical communication. ● To hear, speak, read and write in the target language regularly and frequently within the classroom and beyond. ● To learn how the language works and how to manipulate it. ● To use an increasing range of more complex language. ● To develop techniques for memorizing words, phrases and spellings. ● To listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment. ● To redraft their writing to improve accuracy and quality. ● To initiate and sustain conversations using correct pronunciation and intonation. ● To develop curiosity, interest and enjoyment in the target language. ● To use the language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.

Course Content

● Intensive reading and comprehension activities ● Vocabulary and grammar learning ● Writing ● Listening activities ● Diverse speaking activities Although emphasis is on the development of receptive and productive skills, accurate and varied use of lexis and grammar is an essential part of fluency in language for academic purposes. Additional grammar support will be given to individual students or groups as deemed necessary.

Grades 9-10


Assessment All aspects of students’ work; including class work, homework, tests and oral participation, are monitored throughout the year to ensure feedback, support and help appropriate to the individual student. There is a subject skill grade given to the student, as well as an “approaches to learning” grade given to the student on his report.

Resources

The main resources in Grades 9-10 are a library collection of English readers, various grammar books, and supplementary texts gathered from a variety of authentic sources such as newspapers and magazines, comic books, and resources from the internet. The main textbooks used are IGCSE English as a Second Language and Headway pre-intermediate,

intermediate and upper-intermediate, advanced depending on the students’ level of English.

Grades 9-10


Geography

Nature of the Subject.

Geography helps the student to study the environment, recognizing that, whilst natural forces shape the Earth, humans are important agents of change and the action taken by one society may affect the entire world. This course is designed to lead students from an understanding of their immediate natural and social environment to an appreciation of spatial phenomena on local, regional, national and global scales. An important dimension of the programme is the fostering an awareness of the challenges to humankind, as well as of our individual and collective responsibilities. The course also seeks to promote an awareness and celebration of cultural differences, a respect for the values of others, a sense of responsibility toward our environment, and a genuine understanding of the international and inter-connected nature of individual and social development.

The course is divided into three themes which are designed to develop an understanding of both the natural and human environment:

1. Population and Settlement 2. The Natural Environment 3. Economic Development and the Use of Resources.

The course places an emphasis on the development of practical skills, including analysis, judgment and decision making, and investigative skills. Field work is a key component of the course.

Aims and Objectives

The aims of are to

• observe, classify, analyse, and explain the distribution of geographical phenomena. • develop an awareness of the characteristics and distribution of a selection of contrasting physical and

human environments. • analyze the ways in which societies live in, locate, organize, compete for, and perceive space. • acquire a critical and sympathetic awareness of interaction between humans and the environment, • organize their spatial knowledge at local, regional, national and global levels, in a world where

information comes from an increasing variety of sources. • develop a sense of place and an understanding of geographical scale; to appreciate inequalities and

differences in levels of development. • develop a concern for the quality of the environment, and an understanding of the need to plan and

manage the present for future generations. • appreciate the relevance of geography in analyzing contemporary world issues. • recognize the need for social justice, equality and respect for others; appreciate diversity; and combat

bias, prejudice and stereotyping. • develop an awareness of the links between geography and other subjects in the curriculum. • develop an appreciation of the range of geographical methodologies and apply appropriate techniques

of inquiry. • develop the skills necessary for the effective study of Geography, including

Grades 9-10


� data collection � research � the ability to use and interpret statistics � map reading.

• develop critical thinking through working with, and understanding, a variety of geographical evidence. This includes developing each student’s

• analytical skills • awareness of bias and distortion in certain forms of geographical evidence • ability to synthesize information and ideas • ability to form, present and defend a hypothesis • confidence in the validity of their own opinions.

Course content

1. Population and Settlement

1.1 Population dynamics 1.2 Types of settlement

2. The Natural Environment

2.1 Structure, landforms and landscape processes 2.2 Weather, climate and natural vegetation 2.3 The inter-relationship of physical and human geography 3. Economic Development and the Use of Resources

3.1 Agricultural systems 3.2 Industrial systems 3.3 Leisure activities and tourism 3.4 Energy and water resources 3.5 Environmental risks and benefits: resource conservation and management

Resources This course is supported using the following texts: The New Wider World (Nelson Thornes) David Waugh Mapping Skills (Nelson Thornes) Simon Ross

Assessment

Internal Assessment is based on performance in homework, field work, end of unit tests, mid-year and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their ability to work in a group, collect, analyse and evaluate data and their self motivation and perseverance in gathering new and interesting information. For all candidates who have taken the 2 year course the final (external) assessment for the IGCSE is by an external written exam, which will examine both the theoretical and practical skills gained throughout the course. Student entered for the IGCSE exam will take Paper 1 (resource-based and involving problem solving and free response writing), Paper 2 (skills-based, testing a candidate's ability to handle various geographical information) and Paper 4 (investigative skills).

Grades 9-10


History

Nature of the subject As history is both an art and a science located at the very heart of the humanities, this classic syllabus is approached in a multi-disciplinary way. This is achieved by articulating the examination of each, very traditional topic through a variety of perspectives, be it cultural history, history of ideas, history of art, literary history, the history of medicine, the history of science and technology, in addition to basic political, social and economic history.

Aims and Objectives With regard to historical content, the aim of this syllabus is to provide the students with: • a comparative, international, inter-related sense of the fundamental changes undergone by a variety of

countries in the world during the nineteenth and early twentieth centuries as they experienced the wide ranging upheavals that marked the dawning of modernity across the globe

• a chronological understanding and a visual memory of the main events and the major figures involved in those transformations.

With regard to the student’s intellectual development, this course aims to: • develop the student’s sense of reasoning in their written work, by enabling them to distinguish fact from

interpretation and to form hypotheses supported by evidence; • to present those hypotheses in the form of a sustained, clearly structured and carefully developed

argument; • to develop and promote a sense of initiative by encouraging the students are encouraged to pursue

independent research using professional archives of primary sources, be they official written and printed documents paper or film archives;

• to stimulate the student’s historical curiosity and imagination as well as their creativity by integrating all of this with art and film, by having the students design and produce individual paintings and posters, large collective collages, as well as the production of a filmed documentary.

Course Content ISL teaches the IGCSE syllabus B. The course is structured around the theme ‘The Rise of the Nation State’. It includes the following topics: Nationalism and liberalism The 1848 revolutions Italian unification German unification Meiji Japan US Civil War Origins of World War I Israelis and Palestinians 1945-2000

Students taking the examination in 2012 will follow an in-depth course on the World War 1, students taking the examination in 2013 will follow an in-depth course on the US Civil War and Reconstruction

Grades 9-10


Resources

Besides a variety of basic textbooks, such as European and World History 1815 to 1919 (Hulton), Philip Sauvain, An Illustrated History of Modern Europe (Longman), Denis Richards, this course is marked by the emphasis placed on primary documents taken from actual historical archives. In addition to familiarizing students with a wide range of primary textual sources, be they newspapers, diplomatic correspondence, personal diaries and high literature, they are also presented with a vast array of visual and sonic documents, be it lithographs, photographs, painted portraits, modern cartoons; classical opera or the popular songs of the day, as well as by the watching of archive newsreels, government propaganda, historical documentaries and historical ‘Hollywood’ films. All of these are compounded by visits, actual or virtual, to museums, galleries and specific historical sites.

Assessment

In the first year, students are assessed according to their individual natures and needs. More generally, this is done by an on-going combination of indirect pastoral observation, actual class work (which combines both creative writing and imaginative drawing with basic information gathering, copying and essay writing), lively classroom discussions, and a variety of multi-media classroom presentations. Formal, summative assessments are used in order to ensure a cumulative assimilation of some of the basic, foundational, factual information. These take the form of (a) regular classroom tests, (b) regular home work and holiday assignments; and (c) end of year individual and group multi-media projects. Formal summative assessment is increased in the second year in order to prepare the students for the final examinations.

Grades 9-10


Co-ordinated Science


Students follow a Co-ordinated Science course in Biology, Chemistry and Physics, which acts both as an introduction to more advanced work at I.B. diploma level and as self-contained units for those who will not wish to study the science further. The course stresses the interrelationships between the main areas of science while allowing the separate disciplines to maintain their own identity. As these are experimental sciences, practical and group work play a key role in the delivery of the subject content and the importance of the practical skills of: planning investigations, using and handling Apparatus, observing, measuring and recording data are emphasised. The teaching methods reflect the developing nature of the subject: for example the increasing interest in environmental issues and the increased use of information technology. Health and environmental issues raised in science will complement similar discussions in the humanities and other areas. Efforts are made to minimise language comprehension difficulties

Aims and Objectives

The aims of the courses are to: 1. provide through well-designed studies of experimental and practical science a worthwhile educational experience for all students whether or not they go on to study science beyond this level. In particular, students’ studies should enable them to acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics and, where appropriate, other related sciences so that they may

• become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import,

• recognize the usefulness, and limitations, of the scientific method and appreciate its applicability in other disciplines and in everyday life,

2. develop abilities and skills that

• are relevant to the study and practice of science, • are useful in everyday life, • encourage safe practice, • encourage effective communication;

3. stimulate

• curiosity, interest and enjoyment in science and its methods of enquiry, • interest in, and care for, the environment;

4. promote an awareness that • the study and practice of science are co-operative and cumulative activities subject to social,

economic, technological, ethical and cultural influences and limitations; • the applications of science may be both beneficial and detrimental to the individual, the community

and the environment; • the concepts of science are of a developing and sometimes transient nature, • science transcends national boundaries and that the language of science is universal;

Grades 9-10


5. to emphasise that some principles and concepts are common to all science, whilst others are more particular to the separate sciences of biology, chemistry and physics; 6. to promote interdisciplinary enquiry through practical investigations and through the co-ordination of the subject matter of the three separate sciences; 7. introduce students to the methods used by scientists and to the ways in which scientific discoveries are made.

Course Content

Biology Characteristics of living organisms Cells Enzymes Nutrition Transportation Respiration

Coordination and response Reproduction Inheritance Energy flow in ecosystems Human influences on the ecosystem

Chemistry

The particulate nature of matter Experimental techniques Atoms, elements and compounds Stoichiometry Electricity and chemistry Energy changes in chemical reactions Chemical Reactions

Acids, bases and salts The Periodic Table Metals Air and Water Sulfur Carbonates Organic chemistry

Physics Motion Matter and forces Energy Simple kinetic molecular model of matter Matter and Thermal Properties Transfer of thermal energy Waves Light

Electromagnetic spectrum Sound Magnetism Electricity Electric circuits Electromagnetic effects Radioactivity

Resources

The course is supported using the texts: Coordinated Science Biology (Oxford) Brian Beckett, Rose Marie Gallagher. Coordinated Science Chemistry (Oxford) Paul Ingram. Peter Whitehead, Rose Marie Gallagher. Coordinated Science Physics (Oxford) Peter Whitehead, Stephen Pople.

Grades 9-10


Assessment The three assessment objectives in Co-ordinated Sciences are 1. Knowledge with Understanding 2. Handling Information and Problem Solving 3. Experimental Skills and Investigations.

The course assessment is based on student performance in homework, practical work, end of unit tests, mid-year and end of year exams. The Approaches to Learning Grade will reflect the students’ general enthusiasm and interest for the subject, their attention to safety in experimental work, their ability to use ICT effectively and their self-motivation and ability to work in a group.

Grades 9-10


Mathematics


The Mathematics Grades 9 and 10 programme consists of the study of 10 topics. The course is designed to take the previously learned general mathematical concepts and begin to apply them at a higher level of difficulty. Arithmetic, measurement and number theory will be included in all topics and are covered as separate subject material. Several mathematical concepts will be developed further including: statistics, geometry, algebra and probability. Students are expected to learn and use a variety of problem solving strategies. Extended problems are given throughout the course. Statistics includes interpretation of graphs and the presentation of data using GDC or/and ICT (mostly MS Excel). Students make extensive use of the graphing display calculator (GDC) as required under IB regulations. Students also make extensive use of CD with the interactive content of the Haese & Harris textbook and the special software for geometrical constructions, graphing and making numerical experiments.

Aims and Objectives

• develop mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment;

• read mathematics, and write and talk about the subject in a variety of ways; • develop a feel for number, carry out calculations and understand the significance of the results

obtained; • apply mathematics in everyday situations and develop an understanding of the part which

mathematics plays in the world around us; • solve problems, present the solutions clearly, check and interpret the results; • develop an understanding of mathematical principles; • recognise when and how a situation may be represented mathematically, identify and interpret

relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;

• use mathematics as a means of communication with emphasis on the use of clear expression; • develop an ability to apply mathematics in other subjects, particularly science and technology; • develop the abilities to reason logically, to classify, to generalise and to prove; • appreciate patterns and relationships in mathematics; • produce and appreciate imaginative and creative work arising from mathematical ideas; • develop their mathematical abilities by considering problems and conducting individual and co-

operative enquiry and experiment, including extended pieces of work of a practical and investigative kind;

• appreciate the interdependence of different branches of mathematics; • acquire a foundation appropriate to their further study of mathematics and of other disciplines.

Grades 9-10


Course Content 1. Number

1.1. Arithmetic: decimals; fractions. 1.2. Number facts and sequences 1.3. Approximations. 1.4. Standard form. 1.5. Ratio and proportion. Foreign exchange. Map scales. 1.6. Percentages. Percentage increase or decrease. Simple interest. Compound interest. 1.7. Speed, distance and time

2. Algebra I

2.1. Operations with negative numbers. 2.2. Formulae. 2.3. Brackets and simplifying. 2.4. Linear equations. 2.5. Problems solved by linear equations. 2.6. Simultaneous equations. 2.7. Problems solved by simultaneous equations. 2.8. Factorising. 2.9. Quadratic equations. Graphical solution, using GDC, completing the square and factorizing, quadratic

formula; discriminant, its geometric interpretation. 2.10 Problems solved by quadratic equations.

3. Mensuration

3.1. Area. Area of a rectangle, parallelogram, triangle, trapezium. 3.2. The circle 3.3. Arc length and sector area. 3.4. Chord of a circle. 3.5. Volume. 3.6. Surface area.

4. Geometry

4.1. Fundamental results. The angle sum on a straight line, at a point, of a triangle, the sum of exterior and interior angles of a polygon, parallel lines and intersection of two parallel lines with the third line.

4.2. Pythagoras’ theorem. 4.3. Symmetry. 4.4. Congruency; similarity. Areas and volumes of similar shapes and objects. 4.5. Circle theorems. Tangents to circles. 4.6. Constructions and loci.

5. Algebra II

5.1. Algebraic fractions: simplifying, addition and subtraction. 5.2. Changing the subject of a formula. 5.3. Variation. 5.4. Indices. 5.5. Inequalities in one variable and graphical display of their solutions. 5.6. Inequalities in two variables and graphical display of their solutions. 5.7. Linear programming: constraints and their graphical display, feasible region, object function.

6. Trigonometry

6.1. Right-angled triangles. Sine, cosine and tangent of an acute angle. Solution of right-angled triangles. Bearings, angles of depression and elevation.

6.2. Scale drawing. 6.3. Applications of trig to 3D problems. 6.4. Sine, cosine and tangent for any angle, their graphs, solution of trig equations in a given interval using the

graphical interpretation and GDC 6.5. The Sine Rule. The area of a triangle. 6.6. The Cosine Rule. Solution of triangles.

Grades 9-10


7. Graphs

7.1. Drawing accurate graphs. 7.2. Plotting curves. 7.3. Interpreting graphs. 7.4. Graphical solution of equations. 7.5. Distance-time graphs. Speed-time graphs. 7.6. Straight line. Gradient. Relationship between the gradient and the angle of inclination of the line. The

gradient-intercept (y=mx+n) and the general (ax+by+d=0) forms of the equation of a straight line. 7.7. Parabola as a graph of a quadratic function. Five points for accurate plotting of a parabola. The axis of

symmetry, the turning point, intercepts; the turning-point form of a quadratic function. 7.8. Graph transformations: f(x)+a, af(x), f(ax), f(x+a), f(|x|), |f(x)|, |y|=f(x) and all possible combinations. 7.9. Graphs of y=kxn, where n= -3,-2,-1,0,1,2,3 and y=ax

8. Sets, Vectors and Functions

8.1. Sets. Basic operations and facts, notation, Venn diagrams. 8.2. Simple logical problems related to sets. 8.3. Functions. Function given with a formula, graph of a function. Function as a mapping. Domain, range.

Notation. Composite functions. Inverse functions. 8.4. Vectors as displacements, their representation as directed segments. Magnitude and direction. Notation. Equal

vectors, zero vector. Addition of vectors; the triangle and the parallelogram rules, commutativity and associativity of addition of vectors. Subtraction of vectors. Multiplication by a scalar.

8.5. Expressing a vector as a linear combination of two coplanar non-collinear vectors 8.6. Column vectors, components. Base vectors i and j. Addition, subtraction, multiplication of column vectors.

Modulus (magnitude) of a vector. 8.7. Vector geometry.

9. Matrices and transformations

9.1. Matrix, element, row, column, order (dimension), square matrix, identity matrix, zero matrix; notation. 9.2. Matrix operations: addition and subtraction, multiplication by a number, matrices multiplication and its non-

commutativity using GDC to perform matrix operations. 9.3. The inverse of matrix, determinant, singularity and existence of inverse; finding the inverse of 2x2 matrix,

finding determinant and inverse for any order square matrix with GDC 9.4. Linear transformations (rotations about the origin through a given angle, line symmetries about lines passing

through the origin, enlargements with origin as a center) and their properties (the origin is invariant, a line maps onto a line, parallel lines remain parallel); translations. Combined, repeated, inverse transformations.

9.5. Matrices of the linear transformations, getting the matrices from geometric approach to mapping of (1,0) and (0,1) points, relationship with base vectors i and j; matrix equations to obtain coordinates of images of mapped points, their geometric interpretation and linear equivalents.

9.6. Solving simultaneous linear equations using matrix equations approach.

10. Statistics and Probability

10.1 Discrete and continuous data; raw data, grouped data; data display as a vertical lines graph, polygon, histogram and pie charts; frequency distribution tables, interval and different forms of writing it down; class intervals lower and upper boundaries, class width, frequency density. 10.2 Mean, median and mode. 10.3 Cumulative frequency. Mean, lower quartile, upper quartile, interquartile range. 10.4 Simple (classic) probability. 10.5 Venn diagrams, probability trees and lattice diagrams (tables of outcomes) 10.6 Exclusive and independent events.

Grades 9-10


Resources

Extended Mathematics for IGCSE (Oxford University Press), David Rayner; Mathematics for the international student. MYP 5 Plus (Haese & Harris Publications)

Assessment

The course assessment is based on student performance in homework, quizzes, end of unit tests, projects and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and in a group, and their perseverance in solving problems. The Subject Skills grade will reflect the students’ level of knowledge and understanding, their application and reasoning, their ability to communicate ideas and solutions clearly and precisely, and their mathematical insight.

Grades 9-10


Visual Art


The Art course aims to encourage a personal response through creative thinking and enhancing the ability to visualise, while heightening aesthetic awareness and sensitivity. An increased understanding and integration of oneself and the world around will be enhanced through learning to see, evaluating visual impressions in terms of knowledge and thought on the one hand and in terms of sensation and feeling on the other.

Aims and Objectives

• Confidence, enthusiasm and a sense of achievement in the practice of Art and Design; • An ability to identify and solve problems in visual and tactile form; • An ability to record from direct observation and personal experience; • The technical competence and manipulative skills necessary to form, compose and communicate in

two and three dimensions; • Knowledge of a working vocabulary relevant to the subject; • The ability to organise and relate abstract ideas to practical outcomes; • Experimentation and innovation through the inventive use of materials and techniques; • Intuitive and imaginative responses showing critical and analytical faculties; • An interest in, and a critical awareness of, environments and cultures.

Course Content

Tasks are presented in such a way as to stimulate problem solving and decision-making and require an individual response. Self-confidence will be developed through the acquisition of basic skills (appropriate to the development and needs of the individual student), the experience of a variety of media, and exploration of the visual language of line, shape, texture, pattern, form and colour in both two and three-dimensional work. Grade 9 starts with time for experimenting and an opportunity to experience a wide range of skills in two and three dimensions along with multi-media exploration. This will be closely linked with a continued development in the basics of drawing and painting. As an individual’s needs are met and confidence is developed, the essential concepts such as composition, space, colour, form, rhythm, texture, light and shade will be further addressed through figure drawing, still life and imaginative composition. Students will be expected to show the development of ideas from research to the final outcome. In Grade 10 the course builds upon what is covered already, with emphasis being placed on the addressing of the assessment objectives, and examination requirement. Students are expected to take a fair amount of responsibility for producing research and developing personal ideas as well as making relation between their work and the work of artists, leading towards the production of personal and creative final responses.

Grades 9-10


Assessment Assessment, both internal and external, is based not only on finished products but also on the growth of artistic and aesthetic development throughout the course and the ability to respond to a specific theme or question in a progressional manner. Internal Assessment will be demonstrated through: Completion of projects in response to a theme or set question, Research Workbook, Trial exam, Exhibition. External Assessment will be demonstrated through the completion of one Observational and one Interpretative Study. Assessment is based on the following criteria: Knowledge and Understanding Recognise and render form and structure, Appreciate space and spatial relationships in 2D and 3D and in terms of pictorial organisation, Use chosen media competently, showing clarity of intention and be able to explore surface qualities, Handle tone and or colour in a controlled manner. Interpretative and Creative Response Express ideas visually, Respond in an individual and personal way, Demonstrate quality of idea as seen by interpretation rather than literal description of a theme, Make aesthetic judgments. Personal Investigation and Development Impress with personal vision and commitment, make purposeful movement towards maturity, Research appropriate resources, Show the development of ideas in a series of rough layouts of experiments which lead to a final solution.

Grades 9-10


Physical Education

Physical Education is regarded as an important and integral part of the total programme of education. It contributes to the total development of the individual including student’s physical, intellectual, emotional and social maturity. In the middle school programme we aim to cultivate a healthy lifestyle for students with activities that are enjoyable. The students have two double period sessions per week, taught by a specialist teacher.

Aims and Objectives

The objectives of the P.E. programme are to:

• demonstrate an understanding of the principles and concepts related to a variety of physical activities • understand the importance of physical activity to a healthy lifestyle • apply tactics, strategies and rules in both individual and group situations • work cooperatively • respect themselves and their social and physical environment • show initiative, creativity and a willingness to improve themselves • show self-motivation, organization and responsible behaviour • reflect upon and evaluate their own performance in order to set goals for future development.

Course Content

Health and well-being Basketball Soccer Volleyball Badminton Fitness Ultimate Frisbee Team handball Track and Field Team Building activities

Resources The course is supported using the texts: Middle Years Programme (MYP), Physical education, (International Baccalaureate Organization, August 2002) P.E. Activities for grades 5-6 and 7-9, (Parker Publishing Company) Joanne M. Landy, Maxwell J. Landy. A Multicultural Approach to Physical Education, Human Kinetics, Rhonda L. Clements, Suzanne K. Kinzler. Complete Physical Education Plans for Grades 7-12, Human Kinetics, Isobel Kleinman.

Assessment

Assessment is directly related to the specific expectations. It is based on performances, personal engagement and attitude. Students are given the opportunity to demonstrate their understanding and physical abilities in a variety of ways.

Grades 11-12


Grade 11

Grade 11 & 12 students follow the IB diploma program. The IB program offers a comprehensive curriculum for the last two years of high school, leading to a world-wide recognized university entrance qualification. Students study six academic subjects, each chosen from one of the six subject groups. They follow a course in Theory of Knowledge (ToK), complete a research paper - the 4000 words Extended essay - and participate in extra-curricular activities in the areas of Creativity, Action and Service: CAS. The curriculum is traditionally displayed in the shape of a hexagon, where the six academic subjects surround the "core" elements of ToK, CAS and the Extended Essay. At ISL, Grade 11 students currently study:

Group 1

English A, French A, School Supported Self Taught (eg. German, Czech, Arabic)

Group 2

French A, French B French (Ab Initio),

English B

Group 5

Mathematics HL, SL, Mathematical Studies (SL)

Group 4

Chemistry, Physics, Biology

Group 3

History, Geography

Group 6

Visual Arts, Electives

ToK CAS

Extended Essay

Grades 11-12


English Language A: Literature


The study of English literature is concerned with our conceptions, interpretations and experiences of the world. Studying literature can be an exciting, disturbing yet ultimately comforting experience; it provides tremendous opportunities for independent, original, critical and clear thinking.

Aims and Objectives

The aims of the Language A: Literature programme at both the Higher and Standard Levels are to:

� introduce students to a range of texts from different periods, styles and genres � develop in students the ability to engage in close, detailed analysis of individual

texts and make relevant connections � develop the students’ powers of expression, both in oral and written

communication � encourage students to recognize the importance of the contexts in which texts are

written and received � encourage, through the study of texts, an appreciation of the different perspectives

of people from other cultures, and how these perspectives construct meaning � encourage students to appreciate the formal, stylistic and aesthetic qualities of

texts � promote in students an enjoyment of, and lifelong interest in, language and

literature. � develop in students an understanding of the techniques involved in literary

criticism � develop the students’ ability to form independent literary judgments and to

support those ideas.

Course Content

Part 1 – Works in Translation

Two (Three)* texts are chosen from a list of texts originally written in another language and translated into English. Through close reading of the works themselves, students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Assessment is through a written statement and an essay, externally assessed.

Grades 11-12


Part 2 – Detailed Study

Two (Three) texts, each from a different genre and including poetry, are studied in detail. The focus is on detailed analysis of a work, both in terms of content and technique. This work is assessed orally. Part 3 – Literary Genres

In part 3 a group of three (four) works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions and writers use these conventions, along with other literary features, in order to achieve particular artistic ends. The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre. In 2011-12 we will be exploring drama texts. Assessment is through a written exam, Paper 2. Part 4 – Option 3: Literature and Film

In this option the three works at the centre of the study are printed works, and the study focuses on adaptation, remediation, comparative narrative strategies, or the skills of reading and viewing. The study of the adaptation of a literary work into a film increases students’ understanding of how literature and film work in their respective ways. Students are exposed to moving images at every stage of their lives, both inside and outside the classroom. This option can serve to merge their often uncritical experience of watching films and television with a deeper reflection that is learned when reading literature in school. This work is orally assessed. Throughout the four parts students are prepared for Paper One which is a literary commentary on an unseen passage, either a piece of prose or a poem. *Brackets indicate texts studied at Higher Level

Grades 11-12


Assessment

All internally moderated evaluations are modelled from the external IB (Languge A) assessments (Please see the ‘IBO Diploma Programme Language A:Literature’

document for specific information on IB assessments). There are three assessment objectives at SL and at HL for the language A: literature

course. 1. Knowledge and understanding

� Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them

� Demonstrate an understanding of the ways in which cultural values are expressed in literature

� Demonstrate awareness of the significance of the context in which a work is written and received

� Substantiate and justify ideas with relevant examples 2. Analysis, synthesis and evaluation

� Demonstrate an ability to analyse language, structure, technique and style, and evaluate their effects on the reader

� Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts

� Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only)

3. Selection and use of appropriate presentation and language skills

� Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style

� Demonstrate a command of terminology and concepts appropriate to the study of literature

� Demonstrate an ability to express well-organized oral and written arguments � Demonstrate an ability to write a sustained and detailed literary commentary (HL

only) A variety of written, oral, and reading assignments, aimed at helping students prepare for the external IB assessments, are used throughout the course. Students complete sample IB written exams (in-class essay and commentary), oral components, formal essays, and additional written assignments. Students are assessed on the following skills: Written Exam: Knowledge and understanding of the text

Interpretation of the text Appreciation of literary features Writing presentation Use of formal language Response to the question

Grades 11-12


Formal Essay: Selection of the aspect and its treatment Knowledge and understanding of the works Presentation Language

Oral Components: Knowledge and understanding of extract or work(s) Interpretation and personal response Presentation Use of language

Grades 11-12


Literature - English A1(Grade 12)


The study of English literature is concerned with our conceptions, interpretations and experiences of the world. Studying literature can be an exciting, disturbing yet ultimately comforting experience; it provides tremendous opportunities for independent, original, critical and clear thinking.

Aims and Objectives

The aims of the Language A1 programme at both the Higher and Standard Levels are to: � Encourage a personal appreciation of literature and develop an understanding of the

techniques involved in literary criticism; � Develop the students’ powers of expression, both in oral and written communication,

and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations;

� Introduce students to a range of literary works of different periods, genres, styles and contexts;

� Broaden the students’ perspective through the study of works from other cultures and languages;

� Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationship between different works;

� Develop the ability to engage in close, detailed analysis of written text; and � Promote in students an enjoyment of, and lifelong interest in, literature.

Course Content

Part 1 - World Literature 1. Thérèse Raquin by Émile Zola (World Literature) 2. Chronicle of a Death Foretold by García Márquez Gabriel (WL) 3. Like Water for Chocolate by Laura Esquivel (WL) Part 2 – Detailed Study 1. The Great Gatsby by F. Scott Fitzgerald * 2. Hamlet by William Shakespeare 3. I Know Why the Caged Bird Sings by Maya Angelou

4. Selected Poetry of Wilfred Owen, Siegfried Sassoon and other War Poets

Grades 11-12


Part 3 – Groups of Works 1. The Crucible by Arthur Miller 2. The Importance of Being Ernest by Oscar Wilde 3. The Glass Menagerie by Tennessee Williams 4. A Doll’s House by Henrik Ibsen (WL) Part 4 – Free Choice

1. If This is a Man by Primo Levi (WL) 2. Brave New World by Aldous Huxley 3. Death of a Salesman by Arthur Miller 4. Selected Poems of Seamus Heaney

* Texts in bold are omitted from the Standard Level curriculum

Assessment

All internally moderated evaluations are modelled from the external IB (A1) assessments (Please see the ‘IBO Diploma Programme Language A1’ document for specific

information on IB assessments). A variety of written, oral, and reading assignments, aimed at helping students prepare for the external IB assessments, are used throughout the course. Students complete sample IB written exams (in-class essay and commentary), oral components, formal essays, and additional written assignments. Students will be assessed on the following skills: Written Exam: Knowledge and understanding of the text

Interpretation of the text Appreciation of literary features Writing presentation Use of formal language Response to the question

Formal Essay: Selection of the aspect and its treatment Knowledge and understanding of the works Presentation Language

Oral Components: Knowledge and understanding of extract or work(s) Interpretation and personal response Presentation Use of language

Grade 11

ISL Secondary Curriculum guide – 2011-2012

Grades 11-12


Grades 11-12


French A: Language and literature


This course is designed for students who have experience of using French in an academic context. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing, texts promotes an understanding of how language sustains or challenges ways of thinking and being. The study of literature in translation from other cultures contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity. Aims and Objectives

• Introduce students to a range of texts from different periods, styles and genres • Develop in students the ability to engage in close, detailed analysis of individual texts and make

relevant connections • Develop the students’ powers of expression, both in oral and written communication • Encourage students to recognize the importance of the contexts in which texts are written and

received • Encourage, through the study of texts, an appreciation of the different perspectives of people from

other cultures, and how these perspectives construct meaning • Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts • Promote in students an enjoyment of, and lifelong interest in, language and literature. • Develop in students an understanding of how language, culture and context determine the ways in

which meaning is constructed in texts • Encourage students to think critically about the different interactions between text, audience and

purpose. Course Content

Part 1: Language in cultural context

In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. The study of language in cultural context aims to enable students to meet the following learning outcomes.

• Analyse how audience and purpose affect the structure and content of texts. • Analyse the impact of language changes. • Demonstrate an awareness of how language and meaning are shaped by culture and context.

Grades 11-12


Part 2: Language and mass communication

In part 2 students consider the way language is used in the media. Mass media include newspapers, magazines, the internet (for example, social networking), mobile telephony, radio and film. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered. This course will:

• Examine different forms of communication within the media. • Show an awareness of the potential for educational, political or ideological influence of the media. • Show the way mass media use language and image to inform, persuade or entertain. • Consider the changing historical, cultural and social contexts in which particular texts are written and

received • Demonstrate how the formal elements of the text, genre and structure can not only be seen to

influence meaning but can also be influenced by context. • Understand the attitudes and values expressed by literary texts and their impact on readers.

Part 3: Literature—texts and contexts

Meaning in a text is also shaped by what the reader brings to it. Literary texts are influenced by social context, cultural heritage and historical change. Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. The study of literature - texts and contexts means that students will be able to meet the following learning outcomes.

• Consider the changing historical, cultural and social contexts in which particular texts are written and received.

• Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.

• Understand the attitudes and values expressed by literary texts and their impact on readers. Part 4: Literature—critical study

Close reading is considered to be a core skill in the understanding and interpretation of literature. By looking closely at the detail of literary texts, students develop awareness of their rich complexities and the intricacies of their construction. The study of literature - critical study means that students will be able to meet the following learning outcomes.

• Explore literary works in detail • Analyse elements such as theme and the ethical stance or moral values of literary texts. • Understand and make appropriate use of literary terms.

Assessment

The Approaches to Learning grade reflects the students’ commitment to the subject both inside and outside lessons. A dossier gathering independent research and written commentaries is taken into account. The Subject Skills grade also depends partly on the ability of students to find relevant information for the dossier and on their creativity and accuracy in designing their own written tasks. Class work and homework as well as regular quizzes also form part of the grades. The final French Language and Literature examination grade consists in several written assignments, oral assessment and two external examinations.

Grades 11-12


Resources

The course is based on a wide range of authentic materials (newspaper articles, magazines, media, films…) as well as on books primarily designed to support the teaching of the French Baccalaureate. Part 3: Literature—texts and contexts : Quartier Lointain, Taniguchi, Stupeurs et tremblements, Amélie Nothomb, Kafka sur le ravage, Haruki Murakami Part 4: Literature—critical study: Candide, Voltaire, Le rouge et le noir, Stendhal, Cyrano de Bergerac,

Edmond Rostand, Vendredi ou la vie sauvage, Tournier

Facettes de la France contemporaine 1 (Advance materials) Facettes de la France contemporaine 2 (Advance materials) Signes du temps : Aperçus (Hodder & Stoughton)

Grades 11-12


Literature – Other languages

IBO policy

One of the aims of the Diploma program is to enable students to develop an understanding of and appreciation for the literature of their own culture. It is IBO policy to provide, upon request, a Language A: Literature booklist and examination for any language that has a written literature, and the Language A: Literature course can currently be studied in over eighty languages. In cases where a language teacher cannot be found, or where the small number of students concerned makes it difficult for a school to hire a regular teacher, students may take the course in the form of "school supported self taught". School supported self taught means:

• in close cooperation between the student and the school a program of studies will be followed that is coherent and fulfils the aims and requirements of the language A: Literature syllabus;

• the student will study the "works in translation" part of the syllabus together with the mainstream language A class;

• where an outside tutor can be found, the school will brief the tutor in the different aspects of the course and provide him or her with all the necessary IB material.

School supported self taught is available only for the literature course (language A) at standard level. While in the regular Language A:Literature course the oral component is internally assessed and externally moderated, in the case of school supported self taught candidates all assessment components are external. For Part 4: Options, the school supported self taught students must choose Option1: The study of prose other than fiction leading to various forms of student writing.

Language A languages at ISL

Students are encouraged to study the literature course in their native or first language. In cases where there are several speakers of the same language, the school will examine, in cooperation with the parents, the possibility of offering a regular Language A course in that language.

Examples of self-taught languages include: Arabic, Afrikaans, German, and Korean.

Grades 11-12


French A2 (Grade 12 only)


The study of French A2 combines the literary, linguistic, and cultural aspects of the language. The course is based on four options at Higher Level and three at Standard Level. Subject content is delivered in French. The course focuses on:

� Cultural aspects: society, contemporary issues, uses and influences of media � Literary studies containing detailed scrutiny of literary works such as poems, autobiographies, theatre,

novels, a selection of shorter texts

Aims and Objectives

• To enable students to understand and use the language in a variety of contexts • To provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge

of a language • To provide students with a basis for critical and analytical studies of literary works • To develop students’ abilities to express themselves in French, both orally and in writing • To encourage the use of the language for a variety of purposes and audiences

Course Content

Cultural option 1: Media and Culture

Advertising The press Radio and television Persuasion and argumentation techniques

The power of expression

Word-image associations

Literary option 1:

Cyrano de Bergerac, Rostand. Candide, Voltaire. .

Vendredi ou la vie sauvage, Tournier

Cultural Option 2: Social issues

Stereotypes Racism/sexism Prejudices Discrimination Violence

Literary option 2

Colomba, Mérimé P. Vipère au poing, Bazin, H Selected poems by Baudelaire C., Verlaine P., Hugo V., Eluard P.

Assessment

The Approaches to Learning grade reflects the students’ commitment to the subject both inside and outside lessons. A dossier gathering independent research and written commentaries is taken into account. The Subject Skills grade also depends partly on the ability of students to find relevant information for the dossier and on their creativity and accuracy in designing their own written tasks. Class work and homework as well as regular quizzes also form part of the grades. The final French A2 examination grade consists in several written assignments, oral assessment and two external examinations.

Grades 11-12


Resources

The course is based on a wide range of authentic materials (newspaper articles, magazines, media, films…) as well as on books primarily designed to support the teaching of the French Baccalaureate. Specific aspects of the cultural options are drawn from the following publications:

Facettes de la France contemporaine 1 (Advance materials) Facettes de la France contemporaine 2 (Advance materials) Signes du temps : Aperçus (Hodder & Stoughton)

Grades 11-12


French B


IB French is aimed at students who have taken IGCSE or have reached an equivalent standard in another educational system. Higher level students would be expected to have 4 or 5 years experience of learning the language and Standard level about 2 years. French B is part of group 2 subjects in the IB programme: language acquisition. The course is designed to develop the language acquisition and the “receptive, productive and interactive” skills in listening, speaking, reading and writing. Students will learn to communicate in the target language in different situations through a wide range of written and spoken materials. Our goal is to develop the students’ awareness of the culture and habits of France and to help them integrate into the local population. We also aim to give students a broader insight into the Francophone world. The IB curriculum insists on intercultural understanding and the breaking of stereotypes, and on creating links with theory of knowledge, encouraging the students to reflect on the language learning process. French B is offered at Higher level and Standard level. HL students get two extra French periods (6 vs 4). The content of the course is basically the same in the two levels. The assessment however is different and the work load in HL is in line with higher requirements. The course includes studying a literary piece, for both HL and SL students (although this is normally regarded as compulsory by the IB, only for HL students), because reading literature is an excellent way of understanding a culture.

Group 2 aims stated in the IB

• To develop students’ cultural understanding. • To enable students to understand and use the language they have studied in a range of contexts and

for a variety of purposes. • To encourage through the study of texts and through social interaction, an awareness and appreciation

of the different perspectives of people from other cultures. • To develop students’ awareness of the role of language in relation to other areas of knowledge. • To develop students’ awareness of the relationship between the languages and cultures with which

they are familiar. • To provide students with a basis for further study, work and leisure through the use of an additional

language. • To provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge

of an additional language.

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Course Content

The course is based on 3 compulsory core subjects:

� Communication and media � Global issues � Social relationships

And two out of five options: � Customs and tradition � Health � Science and technology � Cultural diversity and leisure � Leisure.

Those subjects will be approached through 3 different topics along the year: music, democracy in action (2012 is presidential election year in France), and cinema (see attached table for details). The piece of literature read this year will be Albert Camus’s La Peste. Language used in class will be French only. Students will be constantly encouraged to research on new vocabulary and grammatical structures, and to re-use them in their written or oral presentations. All course activities are aimed at developing interactive, productive and receptive skills. They are both teacher-centered and learner-centered, as requested by the IB programme.

Resources

The course is based on authentic material only, from newspapers, magazines, books and radio and television.

Assessment

The IB defines 6 assessment objectives:

1. Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding 2. Use language appropriate to a range of interpersonal and/or cultural contexts 3. Understand and use language to express and respond to a range of ideas with accuracy and fluency 4. Organize ideas on a range of topics, in a clear, coherent and convincing manner 5. Understand, analyse and respond to a range of written and spoken texts 6. Understand and use works of literature written in the target language of study (HL only). Assessment is a continuous process and four skills are evaluated: listening, speaking, reading and writing. Homework, projects, class work and participation also form part of the grade. Tests and quizzes are given regularly and a final assessment is given at the end of Grade 12. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and their ability to work in groups.

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Communication and media

Magasine “Les Inrockuptibles”: history, form, success...

Concert reviews, artists covering in the media

Global issues Music and the Israelo-Arab conflict: the peace orchestra. What can it achieve?

Music and politics: La chanson engagée, de Craonne à Mme Thatcher, en passant par Saint Germain

Social relationships Music and society: who listens to what (according to age, social background, education)

La Musique adoucit les moeurs : est-ce vrai ?

Customs and traditions

French « musicals » : Offenbach

Music

Core Options

Science and technology

What does technology bring to music?


Is fair treatment of all candidates ensured?

Political men as film stars: a bias in a campaign?

Global issues Which global issues are covered in the campaign? How?

Debt and future generations: do we live above our means?

Social relationships Are minorities fairly represented in democratic life?

Integration or multiculturalism?

Health Sécurité Sociale: Le“trou”

Aging population: adjusting society

Democracy in action : running for presidency

Core Options


New media to the candidates’ rescue

Sondages: intoxication ou reflet vrai?


Cannes Film Festival Success, money and reviews

Global issues Cinema and war: La Grande Vadrouille vs Le Jour le plus Long

Documentaries: what does it take to make a good documentary?

Social relationships Star system Grosse Fatigue

Crime stories

Leisure Cinema vs television/computer etc...

Cinema

Core Options


What does technology bring from mute to 3D

Les vacances de M. Hulot

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Grades 11-12


French Ab initio (SL only)


This is a two year course designed to further students’ linguistic skills through the study of a second foreign language. The course focuses on communication through the use of the target language. It is based on everyday situations and aspects of the culture related to them. For this reason, the course has been organized into topics (listed below).

Aims and Objectives

• To develop the four primary language skills: listening, speaking, reading and writing • To enable students to communicate information and some basic ideas clearly and effectively in a

limited range of situations • To encourage the use of a register that is generally appropriate to the situation • To expose students with some elements of the cultures related to the language

Course Content

Main topics for the course include:

• The individual • Education and work • Town and services • Food and Drink • Leisure and travel • The environment • Health and emergencies

Each topic is divided into subtopics, to facilitate vocabulary, grammar, and text handling tasks as well as speaking activities.

Assessment

Class work and homework as well as regular quizzes form part of the assessment. The French Ab Initio examination consists in two oral assessments and two external written examinations.

Resources

The course is based on a wide range of authentic materials (newspaper articles, magazines, media, films, literary extracts, poems…) and on course books primarily designed to support the teaching of French Literacy skills.

Grades 11-12


English A2 (Grade 12 only)


The English A2 course is designed for students with an already high level of competence in the English language. The course is based firmly on the study of both literature and language with the main focus on the reinforcement and refinement of language skills, as distinct from language acquisition. Students will also be given the opportunity to explore Anglophone culture(s) and to make connections between other languages and cultures with which they are familiar. They will thus be able to use the language for purposes and in situations involving sophisticated discussion, argument and debate.


� enable students to understand and use English in a range of contexts and for a variety of purposes

� enable students to use English language appropriately

� encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures

� develop students’ awareness of the role of language in relation to other areas of knowledge

� provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of English

� provide students with a basis for further study, work and leisure through language

� develop students’ awareness of the relationship between the languages and cultures with which they are familiar.

Course Content

In the English A2 course students develop and refine their language skills. To do this they need to become familiar with a wide range of vocabulary and complex grammatical structures. At the end of the course they are expected to understand and use English language accurately. Language development and refinement include the analysis and use of language appropriate in particular contexts.

Students are exposed to a wide range of texts in English: in the main these will be texts that they encounter in their everyday lives (for example, short stories, speeches, cartoons, advertisements and news reports). They learn how to compare and contrast how English is used in different texts, and how language and style affect the presentation of theme and topic. Once they have become familiar with the style and language used in different types of texts, students are required to write tasks that relate to the course content, in an appropriate register and style.

Within the framework of the cultural options (language and culture, media and culture, future issues, global issues and social issues), students study particular topics such as bilingualism, advertisements and racism. The purpose of this study is to become more familiar with English and its associated culture(s). Different types of texts, both literary and non-literary, can be read as part of this study.

In the literary options students consider how writers use language and style to present ideas, themes,

Grades 11-12


feelings and attitudes. They also explore what aspects of a literary text are specific to English and its associated culture(s) and what aspects cut across cultural and linguistic boundaries. Students are asked to make a “dossier” which compiles their independent research work, as well as work done in class. The “dossier” is regularly checked by the teacher.

Assessment

The Subject Skills grade depends on the ability students’ ability to find relevant information for their “dossier” and on their creativity and accuracy in designing their own written tasks. Class work, homework, oral presentations and participation in class discussions, tests and mock exams are also taken into account for grading.The final English A2 examination grade consists in several written assignments, internal oral assessment and two externally assessed examinations.

The Approaches to Learning grade reflects the students’ commitment to the subject both inside and outside lessons. The “dossier” gathering independent research and written commentaries is also taken into account.

Resources

The course is based on a wide range of material available in print or from the internet (newspaper articles, newspapers, magazines, books...). Multimedia sources are also used (videos, clips, songs, advertisements,TV, news, radio shows,films...). Students are encouraged to contribute to the class by bringing resources they have found and want to share with their peers.

Grades 11-12


English B


Language B courses are intended for students who have had some previous experience of learning the language.

The IB English Language B programme embraces the general aims of the IB Language B programme: ● Enable students to understand and use the language they have studied in a range of contexts and for a

variety of purposes. ● Enable students to use the language appropriately. ● Encourage, through the study of texts and through social interaction, an awareness and appreciation of the

different perspectives of people from other cultures. ● Provide the opportunity for enjoyment, creativity and social interaction through knowledge of a language. ● Provide students with a basis for further study, work and leisure through language. ● Develop students’ awareness of the relationship between the languages and cultures with which they are

familiar. ● The ability to engage in effective communication across cultures. ● Respect for others and an appreciation of similarities and differences. At the end of the course, English Language B students must demonstrate competence in three distinct areas:

● Language- handling the language system accurately (grammar, syntax…) ● Cultural interaction-Selecting language appropriate to a particular cultural and social context. ● Message-Understanding ideas and how they are organized in order to communicate them

appropriately.

Aims and objectives

Higher level

The IB English B Higher Level course enables students to: ● Communicate effectively and clearly in a wide range of situations. ● Understand and use accurately oral and written forms of English that are essential for effective

communication in a range of styles and situations. ● Understand and use a wide range of vocabulary. ● Select a register and style that are appropriate to the situation ● Express ideas with general clarity and fluency. ● Structure arguments in a clear, coherent and convincing way. ● Understand and analyse moderately complex written and spoken material. ● Assess subtleties of the language in a wide range of forms, styles and registers.

Standard level

The IB English B Standard Level course enables students to:

● Communicate effectively and clearly in a range of areas. ● Understand and use accurately oral and written forms of English that are commonly encountered in a

range of situations.

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● Understand and use a range of vocabulary. ● Select a register that is appropriate to the situation ● Express ideas with general clarity and some fluency. ● Structure arguments in a generally clear, coherent and convincing way. ● Understand and respond appropriately to written and spoken material of average difficulty. ● Assess some subtleties of the language in a range of forms, styles and registers. ● Show an awareness of and sensitivity to some elements of the cultures related to the English.

Course content

The course is based on three compulsory core subjects: - Communication and media - Global issues - Social relationships

And two out of five options: - Cultural diversity - Customs and traditions - Health - Leisure -Science and technology These topics are common to both Standard and Higher Levels. The levels are differentiated by the recommended number of teaching hours, the depth of the syllabus and the study of two works of literature at the Higher Level. Curriculum links: To help students use English as a medium for other subjects, texts will be chosen not just with a view to their linguistic appropriateness but to the appropriateness of their form and subject matter for other subjects .

Resources

The course is based on authentic material only, from newspapers, magazines, books, radio and television.

Assessment

Formative assessment is on-going throughout each unit of instruction and prepares students to successfully complete summative assessment tasks at the end of the unit. Assessment tasks include: Oral: role plays, discussions, debates, pair work interviews and formal presentations... Oral performances will be recorded on a regular basis in order to prepare for the internal oral assessment. Reading comprehension tasks: identifying information, dealing with unfamiliar language, drawing conclusions…

Writing tasks: brochures, letter writing, personal essays, literary essays, creative writing…

Final assessment tasks:

At the end of grade 12, students take part in both internal and external assessment tasks. Oral language is assessed internally through activities organized by the course instructor. Reading and writing achievement is assessed through a final examination set by the IBO.

Grades 11-12


History

Nature of the Subject History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. Diploma Programme history consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics. Students and teachers have a choice of route 1 that explores the main developments in the history of Europe and the Islamic world (from 500 to 1570) or route 2 that encompasses the main developments in 20th century world history. At HL students select from a range of options that cover a wider time span encouraging in-depth study. Thus Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The content of the history course is intrinsically interesting and it is hoped that many students who follow it will become fascinated with the discipline, developing a lasting interest in it, whether or not they continue to study it formally. The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world.

Aims and Objectives

The course is designed to promote international awareness and an understanding of people living in a variety of places at different times, as well as to develop an appreciation for history as an academic discipline. Having followed the course, students are expected to:

• comprehend, analyze, evaluate and integrate source material critically as historical evidence; • demonstrate historical understanding of 20th century world history through the acquisition, selection,

effective use and synthesis of knowledge; • explain different approaches to, and interpretations of, historical events and topics; • present arguments that are clear, coherent, relevant and well substantiated; • integrate an international perspective in historical analysis and explanations; • be able to plan, organize and present an individual historical investigation.

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Course Content At ISL, for IB History Paper 1, students will follow Route 2. The Route 2 Prescribed Subject is a documents-based course entitled ‘Arab-Israeli Conflict 1945-1979’. For the IB Route 2 World History Topic students will follow Topic 1. ‘Causes, Practices and Effects of War’ (based on examples drawn from different world regions ) and Topic 5 ‘The Cold War’. Particular attention is devoted to developing the skills of historical inquiry and analysis, including working with different types of sources in all Papers. Higher Level students also cover a "Regional Option" – depending on the year, this can be ‘Aspects of the History of Africa; Aspects of the History of the Americas; Aspects of the History of Asia and Oceania; or Aspects of the History of Europe and the Middle East (2010). In addition, both standard and higher level history students will conduct an individual historical investigation at the end of IB year one on any subject in world history of their own choosing.

Resources

A Companion to World History (IBO/Oxford University Press); History of the Americas, Course Companion (IBO/Oxford University Press) The course also makes extensive use of films, documentaries and other visual materials.

Assessment

Assessment is based on a variety of written and oral tasks, including essays, document analysis, the historical investigation and presentations. The final IB grade is based on the historical investigation and an external examination including both essays and source-based assignments.

Grades 11-12


Geography


The aim of Geography is to foster an appreciation and informed concern for the world. The program is designed to develop a knowledge and understanding of people and places, and of how these interrelate and interconnect. The emphasis is on the human geography issues of population, resources and development. The optional blocks are separated into Human, Physical and Skill-Based themes, but they maintain the elements of human decision-making and management issues.

Development of skills such as map-reading, graphical interpretation and statistical analysis is conducted throughout the course. Every opportunity is also taken to make the study of Geography practical and personal, using field work to emphasise concepts learnt in class and allowing students to utilize knowledge of their home countries in case studies. Fieldwork in the local region is undertaken wherever possible and appropriate.

Aims and Objectives

The aims of the course at both higher level and standard level are to enable students to: • develop a global perspective and a sense of world interdependence • develop an understanding of the interrelationship between people, place and the environment • develop a concern for the quality of the environment and an understanding of the need to plan and

manage for present and future generations • appreciate the relevance of geography in analyzing contemporary world issues and develop and

modify values and attitudes in relation to geographical problems and issues • recognize the need for social justice, equality and respect for others; appreciate diversity; combat

bias, prejudice and stereotyping • develop an appreciation of the range of geographical methodologies and apply appropriate techniques

of inquiry.

Course Content

Geographic skills—integrated throughout the course

Part 1: Core theme—patterns and change (SL/HL)

There are four compulsory topics in this core theme. 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption Part 2: Optional themes (SL/HL)

Two optional themes are required at SL. Three optional themes are required at HL. B. Oceans and their coastal margins D. Hazards and disasters—risk assessment and response E. Leisure, sport and tourism F. The geography of food and health

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Part 3: HL extension—global interactions (HL only)

There are seven compulsory topics in the HL extension. 1. Measuring global interactions 2. Changing space—the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level Fieldwork (SL/HL)

Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.

Assessment

Regular in-class assessment is conducted throughout the two years, emphasizing the development of geographical knowledge and skills, plus decision-making and the presentation of balanced and informed arguments. Different learning styles are recognized through the variety of methods in which students will be assessed in class, including timed tests, questions from past papers, independent and group projects, posters, debates, short quizzes, presentations and continuous assessment of participation.

Resources

Geography for the IB Diploma (Oxford): Garrett Nagle & Briony Cooke Geography Course Companion (Oxford): Garrett Nagle & Briony Cooke Geography: An Integrated Approach. David Waugh Geography for AS. Clive Hart, ed. Geography for A2. Clive Hart, ed. Advanced geography. Nagle Essential Mapwork skills. Ross Geography Dictionary, 2nd Edition. Philips.

Grades 11-12


Biology


Biology, the study of life, is a subject that can be investigated at various levels. At the microscopic and molecular level of the cell and the chemical reactions within it, is the realm of biochemistry and molecular

biology. One can also consider the whole organism, studying the mechanisms that enable it to stay alive in a hostile changing environment; this is the province of the physiologist. The study of organisms interacting with their environment is the concern of ecology. The inheritance of characteristics from generation to generation is the main concern of the discipline called genetics. Finally, evolution, a core theme of biology, provides a framework to make sense of the way all these levels are interconnected. In your two years of studying IB Biology we will be investigating biology in all its aspects. This is not always an easy choice to make. Higher level biology is a specialised, scientific, in depth look at the whole scope of biology from the chemistry of life and the cell to the ecosystem, both animal and plant biology. It is suited to those students who have a good background in biology (and chemistry) and who are contemplating a biology-related profession, such as medicine, dentistry, veterinary practice, agricultural sciences, physical therapy etc. It is strongly advised to combine this higher level biology with a chemistry option, as especially in the first year there is a strong biochemical component. At standard level the range of topics covered is limited by the time available but it does allow us to go into some depth, especially in stimulating controversial areas. The programme is more concerned with human biology and the impact of human activities such as medicine, agriculture, pollution, and genetics. Also, the relevance of the subject of modern life and society receives great attention. Standard level biology is well suited for those students who are interested in biology but whose principle interests lie in other subject areas. Though not a mandatory requirement, standard level biology can be a very helpful subject for tertiary education in the following fields: health, hygiene and (para) medical training, hotel/catering school, laboratory school, sports academy and any education in the field of agriculture, horticulture and animal husbandry. A chemistry option is not a necessary companion (though it helps) to standard level biology as the biochemistry is kept at a basic level: relevant but not too complex. As for all experimental science, a considerable amount (25%) of the course time is spent on investigative work. For standard or higher level your achievement it assessed against the same criteria, only the research topic may be a bit more in-depth and specific in higher level. The academic rigour of the core topic of both levels is also the same. In other words standard level biology is not necessarily an easier topic, you only cover less topics in less time.

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Aims and Objectives

All the experimental sciences programs aim to: • provide opportunities for scientific study and creativity within global contexts which should stimulate

and challenge students • provide students with a body of knowledge and techniques which they can then apply when solving

scientific problems • enable students to apply and use a body of knowledge, methods and techniques, which characterise

science and technology • develop an ability to analyze, evaluate and synthesise scientific information • engender an awareness of the need for, and the value of, effective collaboration and communication

during scientific activities • develop experimental and investigative scientific skills • develop and apply the student's information technology skills in the study of science • raise awareness of the moral/ethical, social economic and environmental implications of using science

and technology • develop an appreciation of the possibilities and limitations associated with science and scientists • encourage an understanding of the relationship between scientific disciplines and emphasise the

nature of the scientific method.

Course Content Core topics – Standard Level

Statistical Analysis Cells The Chemistry of Life Genetics Ecology and Evolution Human Health and Physiology

Higher Level

Nucleic Acids and Proteins Cell Respiration and Photosynthesis Genetics Plant Science Human Health and Physiology

Options

D Evolution G Ecology and Conservation

D Evolution H Further Human Physiology

Resources

The course is supported using the texts:

Biology for the IB Diploma: (Hodder Educational) C. J. Clegg Biology 6

th Edition (Benjamin Cummins): Campbell, and Rice

Biology: Rita Y. Ghalayini IB Biology (Oxford Study Courses): Ashby Merson-Davies Biology for the IB Diploma (Oxford): Andrew Allot www.hartonlinebio.com

Grades 11-12


Assessment

Students will be tested on their understanding and use of scientific concepts and their experimental skills. The course assessment is based on student performance in homework, practical work, end of unit tests, mid-year, and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their attention to safety in experimental work, their self motivation and ability to work in a group, their ability to use ICT effectively and their perseverance in solving problems. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years.

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Chemistry


The course allows students to develop an understanding and familiarity with a specific body of knowledge, and an awareness of the way in which scientists work and communicate throughout the world. The Higher Level course offers an in-depth study of modern chemistry and provides a sound preparation for college and university courses. Standard Level students fall into two categories: those with little or no background who are taking it as their required science subject and those who have a good science background but who do not intend to specialize in this area. A common curriculum model applies to all I.B. science programs. A core of material is studied by all students and supplemented by two option topics. Higher Level students study the core topics and the options in greater depth. Practical laboratory work is an integral part of the course and contributes up to 24 % of the final I.B. grade. The practical scheme of work also includes the "Group 4 project" which emphasizes interdisciplinary cooperation and provides all students with an opportunity to appreciate both the implications and the limitations of the scientific method.

Chemistry is a central science and chemical principles underpin the physical environment in which we live. As well as being an academic subject in its own right, it is also a pre-requisite for many other courses in higher education, such as medicine, biological and environmental sciences. It is a logical subject much valued by professions outside of science such as law, accountancy and politics. The course offers the opportunity to combine academic study with the acquisition of practical and manipulative skills. Considerable emphasis is placed on learning through practical work in the laboratory, and the use of Information and Communication Technology. It is expected that students embarking on the course will read around the subject, be curious, and be prepared to challenge the ideas and facts they encounter.

Aims and Objectives

All the experimental science programs aim to: • provide opportunities for scientific study and creativity within global contexts which should stimulate


scientific problems • enable students to apply and use a body of knowledge, methods and techniques, which characterize

science and technology • develop an ability to analyze, evaluate and synthesize scientific information • engender an awareness of the need for, and the value of, effective collaboration and communication


and technology • develop an appreciation of the possibilities and limitations associated with science and scientists • encourage an understanding of the relationship between scientific disciplines and emphasize the nature

of the scientific method.

Grades 11-12


Course Content

Core

Quantitative chemistry Atomic Structure Periodicity Structure and Bonding States of Matter Energetics Kinetics Equilibrium Acid and Bases Oxidation and Reduction Organic Chemistry Measurement and data processing

Options

Modern analytical chemistry Human Biochemistry Chemistry in industry and technology Medicines and Drugs Environmental Chemistry Food chemistry Further Organic Chemistry

Resources

The course is supported by the texts: Chemistry for the IB Diploma (Oxford): Geoff Neuss Chemistry in Context: (Nelson): G. Hill and J. Holman Chemistry Standard Level (Pearson Baccalaureate): C. Brown and M. Ford Chemistry Higher Level (Pearson Baccalaureate): C. Brown and M. Ford

Assessment

Students will be tested on their understanding and use of scientific concepts and their experimental skills. The course assessment is based on student performance in homework, practical work, end of unit tests, mid-year, and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their attention to safety in experimental work, their self motivation and ability to work in a group, their ability to use ICT effectively and their perseverance in solving problems. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years.

Grades 11-12


Physics


The course allows students to develop an understanding and familiarity with a specific body of knowledge and an awareness of the way in which scientists work and communicate throughout the world. The Higher Level course offers an in-depth study of modern physics and provides a sound preparation for college and university science courses. Standard Level students fall into two categories: those with little or no background who are taking it as their required science subject, and those who have a good science background but who do not intend to specialize in this area. A common curriculum model applies to all I.B. science programs. A core of material is studied by all students and supplemented by two option topics. Higher Level students study the core topics and the options in greater depth. Practical laboratory work is an integral part of all the courses and contributes up to 24 % of the final I.B. grade. The practical scheme of work also includes the "Group 4 project" which aims to emphasize interdisciplinary cooperation and provide all students with an opportunity to appreciate both the implications and the limitations of the scientific method.

Physics is a requirement for careers in science and engineering. It is also highly valued as a course which develops an individual’s ability to critically examine a situation or procedure and report objectively on a situation. This is a skill that is in great demand throughout the world. The logical processes undergone in the study of Physics is, to a certain extent, more important than the course content. It lays a base for a student to develop their analytical skills and their ability to discuss unfamiliar situations. Many careers and industries value these skills highly. The Physics course is demanding and allows the student to think deeply about the topics listed below. Some of the topics require a basic ability in algebra and the use of equations to process data. A large part of the course is based on experimental work. This develops practical skills and reinforces theoretical work discussed in class.

Aims and Objectives

All the experimental sciences programs aim to: • provide opportunities for scientific study and creativity within global contexts which should stimulate


scientific problems • enable students to apply and use a body of knowledge, methods and techniques, which characterize

science and technology • develop an ability to analyze, evaluate and synthesize scientific information • engender an awareness of the need for, and the value of, effective collaboration and communication


and technology • develop an appreciation of the possibilities and limitations associated with science and scientists • encourage an understanding of the relationship between scientific disciplines and emphasize the

nature of the scientific method.

Grades 11-12


Course Content

Core topics

Physics and physical measurement Mechanics Thermal physics Oscillations and waves Electric currents Fields and forces Atomic and nuclear physics Energy, power and climate change

Advanced Higher Level

The core topics are developed further in the Higher Level topics: Motion in fields Thermal physics Wave phenomena Electromagnetic induction Quantum physics and nuclear physics Digital technology

Options

Astrophysics Communications Electromagnetic waves Sight and wave phenomena (SL only) Quantum physics and nuclear physics (SL only)

Digital technology (SL only) Relativity and particle physics (SL only) Relativity (HL only) Medical Physics (HL only) Particle Physics (HL only)

Resources

The course is supported using the texts: Physics for use with the International Baccalaureate (Ibid Press): Gregg Kerr, Nancy Kerr, Paul Ruth Physics (Pearson International): Giancoli Physics for the IB Diploma (Oxford): Tim Kirk Physics Standard Level (Pearson Baccalaureate): C. Hamper and K. Ord. Physics Higher Level (Pearson Baccalaureate): C. Hamper and K. Ord.

Assessment

Students will be tested on their understanding and use of scientific concepts, and their experimental skills. The course assessment is based on student performance in homework, practical work, end of unit tests, and mid and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their attention to safety in experimental work, their self motivation and ability to work in a group, and their perseverance in solving problems. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years.

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Mathematics HL (Higher Level)


This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed component, the portfolio, offers students a framework for developing independence in their mathematical learning through engaging in mathematical investigation and mathematical modeling. Students will be provided with opportunities to take a considered approach to these activities, and to explore different ways of approaching a problem. The portfolio also allows students to work without the time constraints of a written examination and to develop skills in communicating mathematical ideas. Extensive use is made of a GDC (Graphic Display Calculator), model TI-84 throughout the course in both the development and the application of the topics. They also use the perspective model TI-89 that allows working with symbolic algebra. Students make extensive use of CDs with the interactive content of the Haese & Harris textbooks. For studying the course and for completing Portfolio and Extended Essay, they also use Autograph that is currently the best special software for geometrical constructions, graphing, statistics, making numerical experiments. . This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses. The course consists of the study of seven core topics and one option topic

Aims and Objectives

The aims are to enable students to: • appreciate the multicultural and historical perspectives of all group 5 courses • enjoy the courses and develop an appreciation of the elegance, power and usefulness of the

subjects • develop logical, critical and creative thinking • develop an understanding of the principles and nature of the subject • employ and refine their powers of abstraction and generalization • develop patience and persistence in problem solving • appreciate the consequences arising from technological developments • transfer skills to alternative situations and to future developments • communicate clearly and confidently in a variety of contexts.

Grades 11-12


Having followed any one of the mathematics courses in group 5, students are expected to know and use mathematical concepts and principles. In particular, students must be able to:

• read, interpret and solve a given problem using appropriate mathematical terms • organize and present information and data in tabular, graphical and/or diagrammatic forms • know and use appropriate notation and terminology • formulate a mathematical argument and communicate it clearly • select and use appropriate mathematical strategies and techniques • demonstrate an understanding of both the significance and the reasonableness of results • recognize patterns and structures in a variety of situations, and make generalizations • recognize and demonstrate an understanding of the practical applications of mathematics • use appropriate technological devices as mathematical tools • demonstrate an understanding of and the appropriate use of mathematical modelling.

Course Content

Core

All topics in the core are compulsory. Students must study all the sub-topics in each of the topics in the syllabus as listed in this guide. Students are also required to be familiar with the topics listed as presumed knowledge (PK). Topic 1—Algebra Topic 2—Functions and equations Topic 3—Circular functions and trigonometry Topic 4—Matrices

Topic 5—Vectors Topic 6—Statistics and probability Topic 7—Calculus

Option

Topic 10—Series and differential equations Portfolio

Two pieces of work, based on different areas of the syllabus, representing the following two types of tasks: Type I - mathematical investigation Type II - mathematical modeling

Resources

Mathematics for the international student. Mathematics HL (Core) (Haese&Harris Publications) Mathematics for the international student. Mathematics HL (Options) (Haese&Harris Publications) Mathematics (Core) Higher Level, 3rd Edition (for first examination in 2006( IBID press). Thomas’ Calculus. 11

th edition (Pearson Education. Addison-Wesley)

Pure Mathematics: 1st Course ; (Longman), J.K. Backhouse, S.P.T.Houldsworth Pure Mathematics: 2

nd Course ( Longman), J.K. Backhouse, S.P.T.Houldsworth;

Understanding Pure Mathematics (Oxford), A. J.Sadler and D. W. S.Thorning,

Grades 11-12


Assessment

The course assessment is based on student performance in homework, quizzes, end of unit tests, projects and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and in a group, and their perseverance in solving problems. The Subject Skills grade will reflect the students’ level of knowledge and understanding, their application and reasoning, their ability to communicate ideas and solutions clearly and precisely, and their mathematical insight. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years

Mathematics SL


This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will have a sound mathematical background as they prepare for future studies in subjects such as chemistry, physics, economics, psychology and business administration. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the portfolio, offers students a framework for developing independence in their mathematical learning by engaging in mathematical investigation and mathematical modeling. Students are provided with opportunities to take a considered approach to these activities and to explore different ways of approaching a problem. The portfolio also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. It is expected that extensive use will be made of a GDC (Graphic Display Calculator), model TI-84 throughout the course in both the development and the application of the topics. The students are also encouraged to use the perspective model TI-89 that allows working with symbolic algebra. Students make extensive use of CD with the interactive content of the Haese & Harris textbook. For studying the course and for completing Portfolio they use Autograph that is currently the best special software for geometrical constructions, graphing, statistics, making numerical experiments. . This course does not have the depth found in the mathematics HL course. Students wishing to study subjects with a high degree of mathematical content should therefore opt for the mathematics HL course rather than a mathematics SL course. The course consists of the study of seven topics

Aims and Objectives

The course aims to enable students to: • appreciate the multicultural and historical perspectives of all group 5 courses • enjoy the courses and develop an appreciation of the elegance, power and usefulness of the

subjects • develop logical, critical and creative thinking • develop an understanding of the principles and nature of the subject

Grades 11-12


• employ and refine their powers of abstraction and generalization • develop patience and persistence in problem solving • appreciate the consequences arising from technological developments • transfer skills to alternative situations and to future developments • communicate clearly and confidently in a variety of contexts.

Students are expected to know and use mathematical concepts and principles. In particular, students must be able to:

• read, interpret and solve a given problem using appropriate mathematical terms • organize and present information and data in tabular, graphical and/or diagrammatic forms • know and use appropriate notation and terminology • formulate a mathematical argument and communicate it clearly • select and use appropriate mathematical strategies and techniques • demonstrate an understanding of both the significance and the reasonableness of results • recognize patterns and structures in a variety of situations, and make generalizations • recognize and demonstrate an understanding of the practical applications of mathematics • use appropriate technological devices as mathematical tools • demonstrate an understanding of and the appropriate use of mathematical modelling.

Course Content

The course consists of the study of seven topics. Requirements

All topics in the core are compulsory. Students must study all the sub-topics in each of the topics in the syllabus as listed in this guide. Students are also required to be familiar with the topics listed as presumed knowledge (PK).

Topic 1—Algebra Topic 2—Functions and equations Topic 3—Circular functions and trigonometry Topic 4—Matrices Topic 5—Vectors Topic 6—Statistics and probability Topic 7—Calculus

Portfolio

Two pieces of work, based on different areas of the syllabus, representing the following two types of tasks: Type I - mathematical investigation Type II - mathematical modeling

Resources

Mathematics for the international student. Mathematics SL (Haese&Harris Publications)

Mathematics Standard Level, 3rd Edition (for first examination in 2006( IBID press). Pure Mathematics: 1st Course ; (Longman), J.K. Backhouse, S.P.T.Houldsworth Pure Mathematics: 2

nd Course ( Longman), J.K. Backhouse, S.P.T.Houldsworth;

Understanding Pure Mathematics (Oxford), A. J.Sadler and D. W. S.Thorning,

Grades 11-12


Assessment

The course assessment is based on student performance in homeworks, quizzes, end of unit tests, projects and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and in a group, and their perseverance in solving problems. The Subject Skills grade will reflect the students’ level of knowledge and understanding, their application and reasoning, their ability to communicate ideas and solutions clearly and precisely, and their mathematical insight. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years.

Mathematical Studies (Standard Level only)


This course is available at standard level (SL) only. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. The course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting with first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications are advised to consider an alternative mathematics course. A GDC (Graphic Display Calculator), model TI-84 is used throughout the course in both the development and the application of the topics. Students make extensive use of CD with the interactive content of the Haese & Harris textbook. For studying the course and for completing Project, the program ‘Autograph’ is used (currently the best special software for geometrical constructions, graphing, statistics, numerical experiments etc.).

Grades 11-12


Aims and Objectives

The course aims to enable students to: • appreciate the multicultural and historical perspectives of all group 5 courses • enjoy the courses and develop an appreciation of the elegance, power and usefulness of the

subjects • develop logical, critical and creative thinking • develop an understanding of the principles and nature of the subject • employ and refine their powers of abstraction and generalization • develop patience and persistence in problem solving • appreciate the consequences arising from technological developments • transfer skills to alternative situations and to future developments • communicate clearly and confidently in a variety of contexts.

Having followed any one of the mathematics courses in group 5, students are expected to know and use mathematical concepts and principles. In particular, students must be able to:

• read, interpret and solve a given problem using appropriate mathematical terms • organize and present information and data in tabular, graphical and/or diagrammatic forms • know and use appropriate notation and terminology • formulate a mathematical argument and communicate it clearly • select and use appropriate mathematical strategies and techniques • demonstrate an understanding of both the significance and the reasonableness of results • recognize patterns and structures in a variety of situations, and make generalizations • recognize and demonstrate an understanding of the practical applications of mathematics • use appropriate technological devices as mathematical tools • demonstrate an understanding of and the appropriate use of mathematical modeling.

Course Content

The course consists of the study of eight topics. Requirements

All topics are compulsory. Students must study all the sub-topics in each of the topics in the syllabus as listed in this guide. Students are also required to be familiar with the topics listed as presumed knowledge (PK).

Topic 1—Introduction to the graphic display calculator Topic 2—Number and algebra Topic 3—Sets, logic and probability Topic 4—Functions Topic 5—Geometry and trigonometry Topic 6—Statistics Topic 7—Introductory differential calculus Topic 8—Financial mathematics

Project

The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.

Resources

Mathematics for theInternational Student. Mathematical Studies SL (Haese&Harris Publications)

Grades 11-12


Assessment

The course assessment is based on student performance in homework, quizzes, end of unit tests, projects and end of year exams. The Approaches to Learning grade will reflect the students’ general enthusiasm and interest for the subject, their self motivation and ability to work individually and in a group, and their perseverance in solving problems. The Subject Skills grade will reflect the students’ level of knowledge and understanding, their application and reasoning, their ability to communicate ideas and solutions clearly and precisely, and their mathematical insight. It is the expectation that both diploma and certificate candidates will sit the I.B exam after following the course for two years.

Grades 11-12


Visual Arts


Engagement in the arts promotes a sense of identity and makes a unique contribution to the development of each student. Study of the visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world.

Aims and Objectives The course aims to:

� Provide students with opportunities to make personal, socio-cultural and aesthetic experiences meaningful through the production and understanding of art.

� Exemplify and encourage an inquiring and integrated approach towards visual arts in their various historical and contemporary forms.

� Promote visual and contextual knowledge of art from various cultures. � Encourage the pursuit of quality through experimentation and purposeful creative work in various media � Enable students to learn about themselves and others through individual and, where appropriate,

collaborative engagement with the visual arts. At Higher Level, students ideally need to have followed an art course previously at IGCSE level or equivalent, or be able to present a portfolio showing creative potential. At both Higher and Standard Level a high degree of motivation is essential.

Course Content

The areas of work will be primarily arranged to suit the interests and abilities of each individual student. These will be composed of Studio Work and a Research Workbook each of which must be closely related and integrated with the other. A wide variety of techniques and media may be used including: Drawing Sketching Painting Sculpture 3D work Printing Graphics Computer Graphics Fabric Printing Painting and Dying Collage With Ceramics, Photography, Batik, Video being offered in the near future.

Assessment

Assessment, both internal and external, is based not only on finished products but also on the growth of artistic and aesthetic development throughout the course and the ability to discuss all aspects competently. This will be demonstrated through: Completion of Research Workbook, Completion of Candidate record Booklet, Presentation of Art Exhibition, with an interview by an external examiner. Students will be assessed on the following skills: Studio Work: Imaginative expression Research Workbooks: Independent research

Purposeful exploration Critical research Meaning and function Contextual research Formal qualities Visual research Technical and media skills Integration Growth and commitment

Grades 11-12


CAS (Creativity, Action, Service)

Nature of the CAS Program

Within the International Baccalaureate (IB) Diploma Program, students must complete the CAS component in order to receive the Diploma. The Creativity, Action, Service (CAS) requirements take the importance of life outside the world of scholarship seriously, providing a counterbalance to the academic self-absorption some students feel within a demanding school curriculum. The creative, physical and social development of human beings can be shaped by their own experiences. Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The school's goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books. CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. The educational benefits of CAS apply within the school and within local, national and international communities.

Aims and Objectives

Having completed the CAS requirement, candidates should be able to demonstrate: • self-confidence and modesty • attitudes and values which respect human dignity and which transcend barriers of race, class, religion, gender and politics • an awareness of humanitarian and environmental issues, and the development of an ethical position from a local, national and international perspective • a willingness to interact meaningfully with others • a sense of responsibility towards all members of the local, national and global communities and a commitment to be of value to those communities • personal qualities of curiosity, honesty and self-criticism • an ability to reflect on and to learn from experiences • a spirit of discovery, commitment, initiative, determination and perseverance • the ability to meet challenges and an awareness of personal limitations • practical skills which can be used in the service of others and in a future career

Course Content

Students are expected (with the assistance of the CAS Coordinator) to devise and participate in a CAS program that will match their own interests, abilities and schedules. Every candidate should undertake CAS throughout the 2 years of the Diploma Program. He/she is required to participate in a variety of activities (around 3) within each area of Creativity, Action, Service and one long term project. This is equivalent to approximately 3-4 hours per school week.

Grades 11-12


Students have previously been involved in the following projects: - Social help for elderly persons - Environmental, creative and artistic projects: SAJ (Service Action Jeunes) - Assisting teachers in school for children with special needs - Sports tournaments and competitions - Art projects both in and out of school - Drama Club - Running clubs for younger students - Fundraising for charities - Helping at the Resto du Coeur - Helping community based projects - School Council

Other possible CAS activities include: • Sporting activities • Coaching sporting activities • Physical assistance to the elderly • Special needs assistance • Teaching basic literacy • Drama productions • Musical endeavors • Mural projects • School newspaper • Environmental restoration and protection • Working with refugees • Establishing a long term connection with another school, centre or charity project

Requirements

CAS assessment requires the making of qualitative judgments according to performance criteria which encourage the students to show evidence of personal development in their attitudes, values and skills. By the end of the course the student should be able to prove that they have met the eight learning outcomes. Each IB student is expected to keep a diary of his/her CAS activities over the 20 months he/she is involved in the program. The diary should include the following:

� Where the activity was carried out � Which part of the CAS program it relates to (Creativity, Action or Service) � The duration of the activity � Reflective comments on their efforts. For example : - How well organized it was - What challenges it presented - How well it related to people they had to work with � Which of the eight learning outcomes have been met through this experience

This diary can be kept as sheets or in a book form and will be checked by tutors and CAS staff. The use of technology to encourage record keeping is encouraged.

Grades 11-12


Theory of Knowledge


Theory of Knowledge is a key element in the International Baccalaureate program of studies, and is compulsory for every student. It can contribute two bonus points to their overall score in the Diploma examinations. The object of the course is not for students to acquire new knowledge but to increase their understanding of what they have already learned. They are expected to reflect critically on the knowledge and the experience gained both in and outside the classroom. Students are encouraged to evaluate the distinct forms of knowledge claims specific to the different disciplines, and identify the elements which these have in common. The relationship between knowledge and culture is central to the course.

Aims and Objectives

The aims of the Theory of Knowledge program are to lead students to reflect on and question the bases of their knowledge and experience so that they:

• develop a fascination with the richness of knowledge as a human endeavor, and an understanding of the empowerment that follows from reflecting upon it

• develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals

• reflect on their experiences as learners, in everyday life and in the Diploma Program, and make connections between academic disciplines and between thoughts, feelings and actions

• encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants own

• encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world.

Having followed the TOK course, students should be able to:

• analyze critically claims to knowledge, their underlying assumptions and their implications • generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in

response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners

• demonstrate an understanding of different perspectives on knowledge issues • draw links and make effective comparisons between different approaches to knowledge issues that

derive from areas of knowledge, ways of knowing, theoretical positions and cultural values • demonstrate an ability to give a personal, self-aware response to a knowledge issue • formulate and communicate ideas clearly with due regard for accuracy and academic honesty.

Grades 11-12


Course Content

The ToK program is composed almost entirely of questions, which can be grouped into four broad categories: The Nature of Knowledge The Ways of Knowing: Sense Perception, Language, Reason, Emotion

The Areas of Knowledge Linking Questions These questions form a common theme throughout the course.

The ToK Diagram (A possible pictorial representation of the course)

This emphasizes the focus on critical reflection and questioning by placing, the student, the knower, at the center. Other possible representations will be discussed during the course.

Grades 11-12


Resources

The course uses a range of resources, including: Theory of Knowledge (London: John Murray), Alchin, Nicohlas, Theory of Knowledge for the IB Diploma (Cambridge), van de Lagemaat, Richard

What is History? (London: Palgrave Macmillan), Carr, E.H.: What is this Thing Called Science? (3rd ed. Indianapolis), Chalmers, Alan Francis: 3rd ed. Unweaving the Rainbow (Boston: Houghton Mifflin), Dawkins, Richard: Emotional Intelligence (New York, Bantam Books.), Goleman, Daniel. The Language Instinct (New York, Perennial Classics), Pinker, Steven. The Little Book of Philosophy, (Vintage), Comte-Sponville André

Assessment

Students will be assessed on their ability to think critically about knowledge issues and their ability to make links between different areas of the course. This will be based on written essays and class presentations. Each student is required to keep a ToK journal, in which they are expected to write a brief note reflecting on each week′s work. The Approaches to Learning grade will be based on their ToK journal reflections, and their contribution to class discussion. The TOK essay and presentation can contribute two bonus points to the overall score in the Diploma examinations.

Grades 11-12


The Extended Essay

The extended essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the extended essay All diploma students are required to write one Extended Essay in a subject of their choice supervised by an ISL teacher. The essay can contribute two bonus points to the overall score in the Diploma examinations.

Assessment


Secondary School Assessment Policy and Principles of Assessment

The International School of Lyon recognises that teaching, learning and assessment are fundamentally interdependent. We are guided by the following principles; Our students: • have differing learning styles • have different cultural experiences, expectations and needs • perform differently according to the context of learning • need to know their achievements and areas for improvement in the learning process • should receive feedback that is positive and constructive • have an active role to play in self assessment and peer assessment In the curriculum and instructional process assessment • forms an integral part of the planning/ assessment/ reporting cycle • monitors the progress of student learning and achievement • determines the effectiveness of teaching • informs curriculum and assessment review • utilises a variety of methods • should be in a context that is relevant and motivating to students The wider world requires • feedback to parents and others, as appropriate • transmission of relevant data to receiving institutions • assessment and appraisal of a broad range of concepts, attitudes, knowledge & skills appropriate

to an international and increasingly complex world

Assessment undertaken by the faculty must be in accordance with the school assessment principles. Teachers are encouraged to make students aware of the assessment tools used before commencing any area of study. All internal assessment should be designed to be formative in nature for the student and summative where appropriate. Feedback to students should be prompt and supportive. The faculty should keep a clear and accurate record of any assessment.

Assessment


Why do we assess?

The International School of Lyon is involved in the process of assessment of its student body in order to: • enhance the learning of the students • monitor the progress of individual student learning and achievement • determine the effectiveness of teaching • inform curriculum review • help evaluate suitability of courses • inform others as appropriate, including, students, teachers, parents, receiving schools, universities

How do we assess?

by gathering evidence & information from the following sources: • ongoing formative teacher assessment • summative assessment tasks • previous summative records • parent consultations • conversations with other adults who have knowledge • the student as a learner by analysing the above using professional knowledge and expertise Who undertakes the assessments?

All students are assessed in curriculum areas by: • the relevant staff in the faculty • external agencies (IGCSE, IB) Other assessments are valued and encouraged: • student self assessment • peer assessment When do we assess?

• when students are engaged in both teacher initiated and student initiated activities • when students are working with an adult • when students are working independently in a group • when students are working co-operatively • when students are working alone • when students are working on the school premises and on school activities elsewhere

Assessment


SUBJECT SKILLS

Level CRITERIA

NG Special circumstances apply to the achievement of the student in terms of the objectives set. The award of this grade will require further documentation.

E

Very poor

The student can recall simple content and shows some knowledge of basic concepts. S/he shows understanding with guidance. The student can apply learning in a limited variety of simple situations and is capable of analysis with assistance. The student is able to compare and contrast simple ideas. The student can add to the learning environment of the classroom through simple responses.

D

Poor

The student can recall content and shows some knowledge of concepts. S/he shows understanding with guidance. The student can apply learning in a variety of simple situations and is capable of related analysis. The student can evaluate and synthesise simple statements of facts and ideas with guidance. The student sometimes adds to the learning environment of the classroom through reflection and response.

C Satisfactory

The student has a reliable recall of content and shows some knowledge of more elaborate concepts. S/he shows some independent understanding. The student can apply learning in a variety of situations and is capable of appropriate analysis. The student can evaluate and synthesise simple statements of facts and ideas with some level of independence, occasionally showing insight. The student adds to the learning environment of the classroom through reflection and response.

B

Good

The student has a reliable recall of a wide range of content and often shows knowledge of more elaborate concepts. S/he shows some independent understanding. The student can apply learning effectively in a variety of situations and is capable of appropriate analysis. The student can evaluate and synthesise statements of facts and ideas independently, showing creativity, originality and insight. The student frequently adds to the learning environment of the classroom through reflection and response.

B+

Very good

The student has a reliable recall of a wide range of content and shows knowledge of elaborate concepts, regularly demonstrating independent understanding. The student can apply learning effectively in a variety of complex situations and is capable of appropriate analysis. The student can evaluate and synthesise complex ideas proficiently, often showing creativity, originality and insight. The student consistently adds to the learning environment of the classroom through reflection and response.

A

Excellent

The student has a reliable recall of a wide range of content and clearly shows knowledge of elaborate concepts, regularly demonstrating independent understanding. The student can apply learning effectively in a variety of complex and unfamiliar situations and is capable of appropriate and structured analysis. The student can evaluate, synthesise and express complex ideas proficiently, showing creativity, originality and insight. The student adds significantly to the learning environment of the classroom through reflection and response.

Assessment


APPROACHES TO LEARNING

Level CRITERIA

NG This student fails to meet any of the criteria below.

E

Very Poor

This student is seriously under-achieving, and on no occasion works to his/her ability. Many required tasks remain incomplete, and the student fails to submit the majority of homework assignments. Class work is poorly presented and the student demonstrates no valuable commitment to improve. This student is late for class, and regularly fails to bring the correct materials to school. The student may also be uncooperative in dealings with his/her teachers, and may be a disruptive influence in class.

D Poor This student is clearly under-achieving and rarely works to his/her ability, occasionally failing to meet the basic requirements set. This student only completes the majority of homework assignments, and works inconsistently in class. While this student demonstrates some willingness to improve, these demonstrations are infrequent. This student is not always punctual, and at times fails to bring the required materials to class. He/she will not always follow advice, may display inappropriate behaviour, and has a less-than-positive influence on the group.

C Satisfactory

The student has met all the requirements set by the teacher, but is probably under-achieving in some areas. Homework is always submitted, though s/he occasionally fails to meet a deadline This student will be on time for class, though s/he may occasionally be less than fully prepared for study. This student may be willing to listen to advice, but will only occasionally act upon it. In most activities, s/he will be a positive member of the class.

B

Good

This student work to the best of his/her ability for the majority of assignments. The student completes all homework assignments, and works consistently in class. S/he is punctual and, in general, well prepared for class. S/he is positive on most occasions, and ready to learn. This student listens to advice, though s/he does not always act upon it. The student is, in general, a positive influence on the class.

B+

Very Good

This student works to the best of his/her ability in almost every activity. All assignments are completed on time. S/he is punctual and, almost without exception, eager to learn and well prepared for class. This student is ready to listen to advice, and is a supportive, positive member of his/her peer group.

A

Excellent

This student completes all required tasks to the best of his/her ability, and has met all deadlines. S/he produces work in addition to that required on their own initiative, to support work which has been completed in class. S/he arrives to class on time, with the correct materials, and ready to learn. This student is ready to listen to advice, is a supportive member of the group, and is a positive role model for his/her peers

Graduation Requirements


Graduation Requirements The High School diploma of the International School of Lyon is awarded to all students who have met the following requirements:

1. Completion of twelve years of formal post-kindergarten schooling 2. Completion of at least one full school year at the International School of Lyon 3. Achievement of an overall average of at least C- in all courses taken at ISL 4. Attendance of at least 85 % of the school days per year at the High school 5. Successful participation in the IB Creativity, Action, Service (CAS) program. 6. Three semesters of successful participation in the IB French and Theory of Knowledge (ToK)

courses 7. Obtained at least 30 credits.

One credit is granted for the successful completion of a full-year course which meets at least 4 periods a week. For students joining after the beginning of the Grade 9, credits gained in previous schools will be recognized. If necessary, the structure of the requirements can be adjusted to accommodate transfer students from different school systems. Subject area Credits

required

Comments

English/Literature 4 Second language 4 For non-English speakers in Grades 9&10 this can be replaced

by additional ESL (English as a second language) courses Humanities 6 History and Geography in Grades 9&10; one Group 3 subject

in Grades 11&12 Natural Sciences 6 Coordinated sciences (eight periods – two credits) in Grades

9&10, one Group 4 (Experimental Science) in Grades 11&12. Mathematics 4 Arts 2 PE 2 Electives 2

secondary curriculum 11-12-1 - international school of lyonisl secondary curriculum guide –...

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