isb high school course catalog

7/31/2019 ISB High School Course Catalog

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Secondary PrincipalMr. Bill [email protected]

MYP & Diploma CoordinatorMs. Branka Srekovi Mini - [email protected]

University and High School CounselorMs. Devon [email protected]

Introduction to the High School MYP and DP Programme at ISB page 2

Which Program Option is Right for Me? Page 3

Overview of ISBs High School Course Offerings page 5

Group 1: English Course Details and Progression page 6

Group 2: Other Languages Course Details and Progression page 10

Group 3: Humanities Course Details and Progression page 15

Group 4: Science Course Details and Progression page 19

Group 5: Mathematics Course Details and Progression page 22

Group 6: Arts Course Details and Progression: page 26

Visual Arts Course Details page 26

Performing Arts Course Details page 28

Other DP & ISB Requirements towards Graduation page 30

Technology Course Details and Progression page 32

Physical Education Course Details and Progression page 33

Enrichment Philosophy at ISB page 34

Possible Enrichment Courses page 34

Graduation Requirements at ISB page 37

ISB High School Program Administrators

Table of Contents
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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As an international school with a transient student body, ISB strongly believes that offering IB

Programmes is the best way to meet the diverse needs and requirements of our students, especiallythe international ones, who many times change the place they live and the school they attend. The

IB curriculum is respected around the world and many European universities require it.

ISB is a full IB World School, which means that we offer all three IB programs. In the High School,

the fourth and fifth years Middle Years Programme (MYP) cover our Grades 9 and 10.

The MYP (Middle Years Programme Grades 9-10) is grounded with its three fundamental

concepts Holistic Education, Communication, and Intercultural Awareness, which strongly agree with

our school mission statements focus on open-mindedness and global responsibility. The

curriculum consists of eight subject areas integrated through five areas of interaction. It encourages

students positive attitudes towards learning and provides academically challenging, interesting and

balanced international curriculum. Further on, this program is an excellent preparation for future

Diploma students in many ways. Please visit the IB website (www.ibo.org/myp/) for more details on

this programme. ISB was first authorized for the MYP program August of 2006.

The DP (Diploma Programme Grades 11-12) is the culmination of an ISB education. In

support of the school mission statements focus on excellence, the IB Diploma Programme is a

rigorous university preparation curriculum. Through this two-year course of study, students

practice essential skills, and strive to become responsible, independent learners. We feel the

Diploma Programme is the best preparation of university study. Our students have a big advantageover non-IB Diploma students in the first year of university study. We also strongly believe in

preparing our students to be caring citizens of the world. The DP offers many opportunities for

students to serve our local, regional and global communities through the Creativity Action &

Service requirement. We expect our graduates to use their ISB education to serve the needs of

whatever community they join as alumni. It builds directly on the holistic approach of the Primary

and Middle Years Programmes. DP students in grades 11 and 12 are required to take classes in six

academic subject areas. Please visit the IB website (www.ibo.org/diploma/) for more details on this

program. ISB was first authorized for the Diploma Programme in April 2005 and reauthorized in

May 2011.

Introduction to the High School MYP & IB Diploma Programme -Middle Years (Grades 9&10) and Diploma (Grades 11&12)
http://middle/http://middle/


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Our grade 10 students have three choices to make when entering Diploma Programme. The full IB

Diploma Programme may not be best for every student. It is important that students and parents,

working in collaboration with the counselor, coordinator, faculty, and administration, choose the

best program. We treat every student as an individual and recognize that students have a widerange of interests and talents. We offer three possible options for our students and they are as

follows:

Option 1: Full IB Diploma

The majority of our students choose to do the complete Diploma Programme. This is a large

commitment to their studies due to the demanding requirements of the Programme. Many students

choose this option because European and UK universities require it and they have the aptitude and

interest to make this commitment. Students must complete 100% of the requirements to earn the

IB Diploma and are externally assessed towards the end of their final year of study. The ISB

students graduate upon completing the ISB graduation requirements along with their final IB exams

with two HS diploma, IB Diploma and ISB HS Diploma.

Option 2: ISB High School Diploma with IB Diploma Courses

The students, who complete their coursework under the guidelines for graduation, will receive an

ISB High School Diploma that is accredited with the New England Association of Colleges and

Schools (NEACS) and the Council of International Schools (CIS). This diploma is recognized

throughout the world by all colleges and universities. These students additionally choose to earn

one or more certificates in various subject areas including Extended Essay and/or Theory of

Knowledge within the IB Diploma Programme. In their chosen IB courses, they will be externally

assessed in the same way as full IB diploma students and receive IB Certificates.

Which Program Option is Right for Me?


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Option 3: ISB High School Diploma:

The students who complete their coursework under the guidelines for graduation, will receive an

ISB High School Diploma that is accredited with the New England Association of Colleges and

Schools (NEACS) and the Council of International Schools (CIS). This diploma is recognized

throughout the world by all colleges and universities. The students cover the same rigorous

content that is covered by IB diploma students, without completing the IB internal assessments.

(For more information please see the ISB DP assessment policy.)

No matter which option is chosen, it should be made in consultation between the family and the

school. We encourage you to meet personally with our counselor and coordinator to discuss the

choices available at ISB and what will meet your particular needs.


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Group -

SubjectArea

GRADE 9

MYP Year IV

GRADE 10

MYP Year V

GRADE 11 & 12

DP Year I & II

Group1:

English

EAL IV

English IV

EAL V

English V

IB DP English A1 Language &

Literature

IB DP English B

Group 2:

Other

Languages

Serbian A (Mother

Tongue)

Serbian B (Foreign

Language)

French B

Spanish B

Serbian A (Mother

Tongue)

Serbian B (Foreign

Language)

French B

IB DP Serbian A1

IB DP Russian ab initio

IB DP Language A1

(School- supported/ self-taught)

IB DP French B

IB DP Spanish ab initio* (online)

Group 3:

HumanitiesHumanities IV Humanities V

IB DP History: Option EuropeIB DP Psychology

IB DP Business & Management*

(online)

IBDP Economics* (online)

Group 4:

ScienceScience IV Science V

IB DP Biology

IB DP Physics

IB DP Chemistry

IB DP Environmental Systems

Group 5:

Mathematics

Math Standard IV

Extended Math IV

Math Standard V

Extended Math V

IB DP Math HL

IB DP Math SL

IB DP Math StudiesGroup 6:

ARTS: Visual

& Performing

Visual Arts IV

Performing Arts:

Drama IVVisual Arts V

Performing Arts:

Drama VIB DP Visual Arts

IB DP Theater

Technology /

OtherTechnology IV Technology V

Theory of Knowledge

Creativity Action & Service

Class

Physical

EducationPhysical Education IV Physical Education V Depends on personal schedule

Possible

Enrichment

Courses

Choir

Personal Fitness

JournalismAcademic Writing

Study Skills

Speech & Debate

Jazz & Blues Band

Girls Fitness

Choir

Personal Fitness

JournalismAcademic Writing

Study Skills

Speech & Debate

Jazz & Blues Band

Girls Fitness

Depends on personal schedule

Overview of ISBs High School Course Offerings


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IB MIDDLE YEARS PROGRAM (MYP) IB DIPLOMA PROGRAM (DP)

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11& 12

English I English II English III English IV English VEnglish A1 SL or HL

English B HL

DP Course Entry Guidelines:

1. English A1: Language and Literature (Higher Level): Intended for native English(Mother Tongue and/or First Language) speakers who enjoy reading and are familiar with

English speaking cultures. This is a pre-university course in literature for students who

intend to pursue literature studies, or a related field, at the university level.2. English A1: Language and Literature (Standard Level): Intended for native Englishspeakers (Mother Tongue and/or First Language). This is a pre-university course in

literature for students whose formal study of literature will likely not continue beyond this

level.

3. English B (Higher Level): Intended for students with previous experience learningEnglish. The focus is on language acquisition and skill development. A fairly sophisticated

degree of fluency and accuracy is expected.

English as an Additional Language: (EAL Support) Grades 9 & 10

Based on their initial knowledge, students are designated into two levels where they learn/review

grammar and vocabulary necessary for success in the mainstream classroom, as well as for the day-

to-day communication with their peers. Listening, speaking, reading and writing are covered at both

levels. Different texts are used and the topics will be adjusted to the current needs of the students.

Students attend EAL lessons during the Language B slots. In certain cases, students would be

provided with additional EAL support during other lessons, such as Language A, Humanities, etc.

During those pullouts, apart from the regular improvement of grammar and vocabulary, EAL

teachers offer assistance with the curriculum, helping students master the knowledge necessary for

achievement of passing grades. Students may receive support with their lessons, projects, andpreparation for tests.

Level 1: Beginners/Elementary is for students with little formal English. Instruction focuses on

acquiring social language skills and feeling comfortable in the school environment.

Level 2: Intermediate is for students who have successfully completed the Elementary program or

whose level of English meets the criteria for this level. Instruction moves from a focus on social to

academic English and the skills needed to be successful in the content areas.

To exit EAL, students need to show independent language skills in social and academic settings.

Group 1: English Course Details and Progression


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English IV Grade 9

This language and literature course allows students to further develop their reading, writing,

listening, speaking, viewing and representing communication skills and aims to start preparing

students to enter the DP program in grade 11. Students engage in the active reading (focusing on

the elements of literature and stylistic devices) of a variety of genres, including: novels, short

stories, epic poetry, and drama. Careful attention to the writing process and regular writingworkshops are utilized to support students as they develop their analysis and essay writing skills.

Students have opportunities to explore creative expression through short story and poetry writing,

as well as, exploring their research skills for the purpose of technical and persuasive writing. The

course also includes a sustained vocabulary development program, and technology is integrated

where appropriate. Finally, interdisciplinary units include: Epic Revolutions and Shakespeare in the

Park.

Texts:

McDougal, Littell, Word Skills (Orange 9 level) Great Source Education Group, Daybook (9th Grade level) Prentice Hall, Literature: Timeless Voices, Timeless Themes (Gold)

Selections will be made from the following literary works:

Shakespeare, Romeo and Juliet Lee, To Kill a Mockingbird Craven, I Heard an Owl Call my Name Golding, Lord of the Flies Steinbeck, The Pearl Selected short stories Selected poetry

English V Grade 10

This language and literature course allows students to further develop their reading, writing,

listening, speaking, viewing and representing communication skills and aims to prepare students to

enter the DP program. Students engage in the active reading and annotating (focusing on theelements of literature and stylistic devices) of a variety of genres, including: novels, short stories,

poetry, and drama. Careful attention to the writing process and regular writing workshops allow

students to continue to develop their literary analysis and essay writing skills. Students have

opportunities to explore creative expression through short story and poetry writing, as well as,

exploring their research skills for the purpose of technical and persuasive writing. The course also

includes a sustained vocabulary development program, and technology is integrated where

appropriate. Finally, interdisciplinary units include: Multi-media Poetry Project, Animal Farm

Showcase and Shakespeare in the Park.


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Texts:

McDougal, Littell, Word Skills (Blue 10 level) Great Source Education Group, Daybook (10th Grade level) Prentice Hall, Literature: Timeless Voices, Timeless Themes (Platinum)


Shakespeare,A Midsummer Nights Dream Shakespeare, The Taming of the Shrew Orwell,Animal Farm Frank, The Diary of a Young Girl Bradbury, Fahrenheit 451 Miller, The Crucible Selected short stories Selected poetry

DP English B (Higher Level) Grades 11&12

This two-year foreign language course allows students to further develop their reading, writing,

listening, and speaking skills and aims to support students in their acquisition and refinement of the

English language. The course is designed to meet the requirements of DP English B syllabus. The

focus is on effective communication and the understanding of how ideas can best be expressed to

the audience concerned. Students engage in the active reading and annotating of a variety of genres,

including: novels, short stories, and drama. Careful attention to the writing process and regular

writing workshops allow student to continue to develop their writing and equip them to write in a

range of texts types, while considering their target audience. The course also includes a sustainedvocabulary development program.

Texts:

McDougal, Littell, Word Skills (Yellow 11 level) May, Towards Proficiency(CEF C2 level) Stephens, Practice Advanced Writing Swan, Kaleidoscope


Haddon, The Curious Incident of the Dog in the Night-time Jeffrey,A Twist in the Tale Salinger, The Catcher in the Rye Spiegelman,A Survivor's Tale Satrapi, Persepolis Selected short stories Selected poetry anthologies


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DP English Language A: A1 Language and Literature (Standard or Higher Level)

Grade 11&12

This is a new A1 course created by IB to replace the current A2 English Course. It will start running in

August 2011, with its first examinations in May 2013. ISB is running this course for grade 11 students who

are fluent in English and able to read, analyze and write about literary texts. Students will be required to read

a range of texts, both fiction and non-fiction, literary and non-literary. These texts will be selected from avariety of different periods, cultures, styles and genres, from Shakespearean tragedy to advertisements. In

order to develop critical literacy, students will examine how the language, culture and context all

contribute to the meaning of these texts. The course also aims to develop in students an awareness of how

text, audience and purpose interact and influence one another. Students will be challenged to develop their

communication skills and assessed in two main ways: orally, in presentations and oral commentaries; in

writing, as they practice writing persuasively in a variety of genres.

Texts:

Shakespeare, Richard III

Hemingway, Selected short stories Owen, Selected Poetry Garcia Marquez, Chronicle of a Death Foretold Roy, The God of Small Things Tan, The Joy Luck Club.

Selections will be made from the following texts:

Postman, Amusing Ourselves to Death Lasn, Culture Jam Berger Rowan and Little, Ads, Fads and Consumer Culture Pratkanis, Age of Propaganda Quindlen, Loud and Clear Bryson, Made in America Greene, You are What you Speak Joes and Kitchen, In Brief: A Collection of Brief, Creative Non-Fiction Kitchen, Short Takes Shapard and Thomas, Flash Fiction Forward Nunan and Choi, Language and Culture Oates and Atwan, Best American Essays


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Serbian Mother Tongue (MT) Grades 9&10

Students enrolled in Serbian MT during their MYP years 1 3 will continue with this course at the

High School level for MYP years 4 and 5. The main aim of the subject is to develop bilingualism and

strengthen language skills since it is known that knowledge of the language transfers from one to

another. These classes include a strong concept of literature and advanced language learning and

understanding their own culture and traditions. In high school, students will also have more

connections with world literature (in Serbian translations).

In grade 9 the focus is on genres and literature, both written and oral analysis. From Style

Practice by Raymond Keno through a drama course, from Sterija Popovi to Duan Kovacevi,

with Epic Poetry as a central unit. They also comparie traditional Serbian oral poetry and EpicPoems from different cultures, some examples are excerpts from Gilgamesh, The Iliad, etc.. Besides

IB MIDDLE YEARS PROGRAM (MYP)

IB DIPLOMA

PROGRAM

(DP)Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 and 12

Serbian A

(Mother

Tongue)

Serbian A

(Mother

Tongue)

Serbian A

(Mother

Tongue)

Serbian A

(Mother

Tongue)

Serbian A

(Mother

Tongue)

Serbian A1 SL or

HL

Serbian B

(Foreign

Language)

Serbian B

(Foreign

Language)

MYP:Foundation or

Standard

levels

Serbian B

(Foreign

Language)

MYP:Foundation or

Standard

levels

Serbian B

(Foreign

Language)

MYP:Foundation or

Standard

levels

Serbian B

(Foreign

Language)

MYP:Foundation or

Standard

levels

Russian ab. initio

SL

Mother Tongue

Language A1,School-

Supported/Self-

Taught

French B

(Foreign

Language)

French B

(Foreign

Language)

MYP:

Foundation orStandard

Levels

French B

(Foreign

Language)

MYP:


Levels

French B

(Foreign

Language)

MYP:


Levels

French B

(Foreign

Language)

MYP:


Levels

French B SL or HL

German** B SL or

HL (parent funded)

Spanish

(Foreign

Language)

Spanish

(Foreign

Language)

Spanish

(Foreign

Language)

Spanish

(Foreign

Language)

Not offered

Spanish ab. initio

SL* (online)

(parent funded)

Group 2: Other Languages Course Details and Progression


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language and literature, students are involved in interdisciplinary work which contributes to their

excellence in other subjects.

In grade 10, the focus is more on comparative literature from the Renaissance to Realism. Some of

the authors studied are: Dante, Boccacio, Molire, Pushkin and Serbian authors from Zmaj,

Radicevi, and Jaksi to Dragoslav Mihajlovi (Kad su cvetale tikve). Spoken and written language

is developed through literature analysis, essay writing, different forms of writing (narrative,

descriptive, argumentative) and oral presentations, storytelling and oral literature interpretation.

Serbian B (Foreign Language) Grades 9&10

This course encourages students to develop language and conversational skills and learn about the

host country tradition, values and customs. The course enables students to use language to

communicate real meanings. It also aims to develop ability to understand overall meaning when

listening and reading.

The course is divided into units that are related to everyday life and understanding Serbian culture.

The topics provide a number of opportunities for listening and understanding, interacting and

observing others. We use literature and resources that are in accordance with MYP requirements

and within the specific level of students knowledge.

Students are assessed by formative and summative methods, and each summative assessment will

include MYP Language B Assessment Criteria.

French B Grades 9&10

The aim of this course is to systematically develop all four language skills: listening, speaking, reading

and writing. The course is divided into ten units of study that students will approach from a

communication perspective. These units are related to daily life in the Francophone world and its

culture. The following topics will be covered throughout the course: school life, leisure time

activities, nature, food and different eating habits, transportation, teenage life, shopping, art forms,

and fashion. The grammar objectives include present, near future, imperative form, and past tense

of basic regular and irregular verbs, personal pronouns and adjectives. By the end of the school

year, students are expected to understand simple questions and conversation and be able to do

short written assignments (100-150 words), tests, and projects based upon the themes studied.

They will also be prepared to pass A1 DELF exam.

Spanish B Grade 9 only


and writing. The course is divided into ten units of study that students will approach from a

communication perspective. These units are related to daily life in the Francophone world and its

culture. The following topics will be covered throughout the course: school life, leisure time

activities, nature, food and different eating habits, transportation, teenage life, shopping, art forms,

and fashion. The grammar objectives include present, near future, imperative form, and past tense

of basic regular and irregular verbs, personal pronouns and adjectives. By the end of the school


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year, students are expected to understand simple questions and conversation and be able to do

short written assignments (100-150 words), tests, and projects based upon the themes studied.

DP Russian ab initio (Standard Level) Year 1 Grade 11

This course provides an introduction to Russian language in all four skill areas via theme-based units

concentrating on basic vocabulary and grammar needed for communication in every-day situations.Units cover such topics as friends and school, family and living, health and environment, and travel

and leisure. The grammar objectives include present, future, and past tense of regular and irregular

verbs, adjectives and adverbs, direct and indirect pronouns and declensions of nouns. By the end of

the school year, students are expected to understand simple questions and conversation and be

able to communicate at an advanced beginner level in speaking and writing. They will do short

written assignments (100-150 words), tests/quizzes, and project work based upon the themes

studied.

Text book: . . . . , , I,

,

DP Russian ab initio (Standard Level) Year 2 Grade 12


and writing. The course is divided in units that student will approach from a communicative

perspective. These units are related to daily life in Russia and its culture. The following topics will

be covered throughout the course: school life, leisure time activities, nature, food and different

eating habits, transportation, family life, shopping, arts, fashion. The grammar objectives include

present, future, imperative form, and past tense of regular and irregular verbs, personal pronouns

and adjectives, declension of nouns. By the end of the school year, students are expected tounderstand questions and conversation and be able to do short written assignments (200 words),

tests, and projects based upon the themes studied.

Text book: . . . . , , II,

,

DP Serbian A1 (Standard or Higher Level) Year 1 Grade 11

This is a pre-university course in literature. Selected stories by various authors and Hispano-

American novels are introduced through World Literature and Group of Works units. Students willbe encouraged to approach works in an independent manner, to develop appreciation and

understanding of literature and ability to express ideas with clarity, coherence, precision and fluency

in both written and oral communication. Comprehension and appropriate use of literary terms will

be acquired. Analytical and comparative approaches to different pieces of writing are implemented.

Students will do oral presentations, quizzes, essays based on studied themes, as well as a World

Literature Paper (10001500 words).

DP Serbian A1 (Standard or Higher Level) Year 2 Grade 12

This is a second year of the DP Serbian and World literature program. It contains detailed study ofdramas and poetry as well as satirical and science fiction novels within the Schools Free Choice

units. Students will further elaborate literature knowledge. They will reach an academic level of


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both oral (commentary and discussion) and written (essay) skills by gaining awareness of the effects

of structure, technique and style; by perfecting their ability to comment on the language, structure,

meaning and significance of both familiar and unfamiliar pieces. At the completion of this program

students are will be prepared to take the IB exam.

DP French B Grades 11&12

From the IBO Guide: Language B is a serious foreign language learning course designed for

students with some previous experience of the language.(preferably 3 years of studying). It may be

studied at either higher level or standard level. The main focus of the course is on language

acquisition and development in the four primary language skills: listening, speaking, reading and

writing. These language skills should be developed through the study and use of a range of written

and spoken material. Such material will extend from everyday oral exchanges to literary texts, and

should be related to the culture(s) concerned. The material should be chosen to enable students to

develop mastery of language skills. It should not be intended solely for the study of specific subject

matter or content.

Although the nature of the language B course is the same for both higher level and standard level,

the two levels differ in the number of types of texts that students are expected to write and, more

generally, in the depth and breadth of the language used. These differences are reflected in the

objectives and the assessment criteria.

DP Mother Tongue Language A1, School-Supported/Self-Taught (SL) Grades 11&12

Students who would like to pursue their best academic language in the Diploma Program are

encouraged to do so in a school-supported independent study. Students are required to choose avariety of works from an IBO Prescribed Book List and the Prescribed World Literature list.

Families are responsible for locating and purchasing these required books. Students are taught

literature analysis skills in a school-based class, but read and write all works in their own language.

In addition, students should use the help of a community tutor to refine their written work.

The IB examination in the self-taught languages consists of an oral exam designed for the student

specifically by the IBO, a World Literature essay (two at Higher Level) and the same external exam

as all other A1 students in that language.

DP Spanish ab initio (Standard Level) Year 1 & Year 2 Grade 11&12

The ab initiocourses are designed as a two-year crash course of a language. Students choosing

this course must have no experience or less than a year of exposure to this foreign language.

Students will obtain a basic level of fluency, focusing on communication in everyday situations. This

is an online course offered by Pamoja Education Center, Oxford, UK that is accredited by the IB

to offer this online course. Students will be closely monitored by the site based coordinator at ISB.

The fees for the course are approximately 600 US Dollars for a 2 year course and our outside our

normal tuition fees and are paid by the family.

(For more information, please visit http://www.pamojaeducation.com/courses)
http://www.pamojaeducation.com/courseshttp://www.pamojaeducation.com/courses


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DP German ab initio (Standard Level) Year 1& 2 Grade11&12

This course provides an introduction to German language in all four skill areas via theme-based

units concentrating on basic vocabulary and grammar needed for communication in every-day

situations. Units cover such topics as friends and school, family and living, health and environment,and travel and leisure. The grammar objectives include present, future, and past tense of regular

and irregular verbs, adjectives and adverbs, direct and indirect pronouns and declensions of nouns.

By the end of the school year, students are expected to understand simple questions and

conversation and be able to communicate at an advanced beginner level in speaking and writing.

They will do short written assignments (100-150 words), tests/quizzes, and project work based

upon the themes studied.

The end aim of this course is to systematically develop all four language skills: listening, speaking,

reading and writing. The grammar objectives include present, future, imperative form, and past

tense of regular and irregular verbs, personal pronouns and adjectives, declension of nouns. By theend of the school year, students are expected to understand questions and conversation and be

able to do short written assignments, (200 words) tests, and projects based upon the themes

studied.


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IB MIDDLE YEARS PROGRAM (MYP)IB DIPLOMA

PROGRAM (DP)

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 & 12

Humanities

I

Humanities

II

Humanities

III

Humanities

IV

Humanities

V

History SL or HL

Psychology SL or HL

Business & Management

SL* (online)

Economics SL & HL *

(online)


Entrance to these courses does not depend on previous Humanities studies. Students should use

their future university goals as a guide in their selection.

Humanities IV Grade 9

Subtitled The Modern World: From the Renaissance and Protestant Reformation to the Industrial

Revolution and 19th Century Ideology, this course traces the systems and revolutions which

brought about modernity. Students will identify the causes and effects of: the Reformation, the

Scientific Revolution, the rise of Nation-States, the Enlightenment, Constitutionalism, the American

and French Revolutions, the Industrial Revolution, Nationalism, and the Age of Ideology. To do

this, we will utilize essential questions to address the three main MYP Grade 9 themes: Systems,

Revolutions, and Global Awareness.

Text: Brooman, Longman: 20th Century HistorySeries

Humanities V Grade 10

Subtitled 20thCentury History: From the End of Old Europe to the End of the Cold War, thiscourse uses essential questions to address the three main MYP Humanities Grade 10

themes: Conflicts/Alliances, Transformations, and Values. Specifically, we will look at: the Causes

of WWI, the Great War, the Paris Peace Treaties, Weimar Germany, the rise of Fascism, Hitlers

Germany, WWII, Stalin and the Soviet Union, Americas New Deal Economics, the Cold War, and

the age of Global Capitalism.

Text: Holt, World History: Continuity & Change

Group 3: Humanities Course Details and Progression


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DP History: Europe (Higher Level) Year 1 Grade 11

The course consists of the 20th Century World History Topics, covering causes, practices and

effects of wars; origins and development of authoritarian and single party states; democracy,

discrimination and dissent; the Cold War, and the IB Prescribed Subject: Peacemaking,

peacekeeping: international relations 1918-1935. Students will be taught to demonstrate historical

understanding through the acquisition, selection and effective use of knowledge, compare andcontrast issues across time and space, and evaluate different approaches to, and interpretations of

historical events and topics (DP History Guide).

Texts: A selection of primary sources is prepared by the instructor, and a variety of secondary

topic related sources published mainly by the Oxford University Press is provided for students; the

Questia database is available for students use.

DP History: Europe (Higher Level) Year 2 Grade 12

The course consists of the History of Europe and the Middle East (DP Option 5) in the period fromthe mid-18th century until the end of the 20thcentury: the French Revolution and Napoleon mid-18th

century to 1815; unification and consolidation of Germany and Italy 1815-1890; imperial decline

1853-1920: Tsarist Russia, Austria-Hungary; European diplomacy 1870-1923; inter-war

years/consolidation and cooperation 1919-1939; the Soviet Union and Eastern Europe 1917-1964.

To do this detailed study, students will be taught to present historical explanations using

arguments that are clear, coherent, relevant and well substantiated; undertake individual research

and present results using a formal plan or organization and presentation; and demonstrate in-depth

historical understanding of a period of regional history through the critical evaluation and synthesis

of appropriate knowledge and concepts (DP History Guide).

Texts: A selection of primary sources is prepared by the instructor, and a variety of secondary

topic related sources published mainly by the Oxford University Press is provided for students; the

Questia database is available for students use.

DP Psychology (Standard and Higher Level) Year 1 Grade 11

This course designed to help students gain insight into human mind and behavior. Phenomena such

as perception, emotion, personality, behavior and interpersonal relationships are explored. The

students will investigate learning and cognitive perspectives and their applications to understanding

human experiences and processes such as phobias, depression, attention and memory. Topicsinclude cognitive development, sensation, perception, gender roles and memory. Students will gain

insight into research methods used in psychology by designing and conducting their own

experiments and observations.

Texts:

Wade and Tavris, Psychology in Perspective Morris and Maisto, Understanding Psychology Rathus and Nevid, Psychology and the Changes of Life, Adjustments in the New Millennium Roger R. Hock, Forty Studies that Changed Psychology


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DP Psychology (Standard and Higher Level) Year 2 Grade 12

In the second year, students will continue to broaden their understanding of the nature and scope

of psychology. They will investigate the relationship between physiology and psychology by studying

the human brain. They will investigate humanistic perspective in psychology and its emphasis on

innate goodness of the individual as well as social psychological phenomena such as mob mentality

and how we form first impressions about people. Finally, the students will learn about thedysfunctional behavior disorders such as anxiety disorders and schizophrenia.

Texts:

Wade and Tavris, Psychology in Perspective Morris and Maisto, Understanding Psychology Rathus and Nevid, Psychology and the Changes of Life, Adjustments in the New Millennium Roger R. Hock, Forty Studies that Changed Psychology

Business & Management Standard Level Online Grade 11&12

The Diploma Programme Business and Management SL course is designed to develop students

understanding of business theory, as well as their ability to apply business principles, practices and

skills. The application of tools and techniques of analysis facilitates an appreciation of complex

business activities. The course considers the diverse range of business organizations and activities

and the cultural and economic context in which business operates. Emphasis is placed on strategic

decision-making and the day-to-day business functions of marketing, production, human resource

management and finance. Links between the topics are central to the course, and this integration

promotes a holistic overview of business activity.

This is an online course offered by Pamoja Education Center, Oxford, UK that is accredited by

the IB to offer this online course. Students will be closely monitored by the site based coordinator

at ISB. The fees for the course are approximately 600 US Dollars for a 2 year course and our

outside our normal tuition fees and are paid by the family.


Economics: Standard and High Level Online Grade 11&12

DP Economics from IB group 3 subjects Individuals and Societies, provide students with knowledge

of economics that incorporate elements of history, geography, psychology, sociology, and political

studies. It is concerned with the concept of scarcity and resource allocation.

Students will look into the ways of markets functioning and government policies regarding

unemployment, inflation and economic growth. They will study economic theory of

microeconomics, macroeconomics, international and developmental economics. The scientific

approach characterizes the standard methodology of economics, featuring a progression from

problem identification, through hypothesis formulation to arrive at conclusions.

This is an online course offered by Pamoja Education Center, Oxford, UK that is accredited by

the IB to offer this online course. Students will be closely monitored by the site based coordinator


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at ISB. The fees for the course are approximately 600 US Dollars for a 2 year course and our

outside our normal tuition fees and are paid by the family.



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Science I Science II Science III Science IV Science V

Physics SL or HL

Chemistry SL or HL

Biology SL or HL

Environmental Systems SL or HL


1. Physics (Standard Level or Higher Level): Intended for students planning on pursuingmath, math-based sciences, or engineering at the university level. Students taking Physics HL

must take Math SL or HL concurrently. This course is the preferred choice for students

who are more mathematically inclined, with sound problem solving skills. Please check

university course requirements in the UK.

2. Biology (Standard Level or Higher Level): Intended for students planning on pursuingmedicine, natural science or agricultural courses of study at university level. Students taking

Biology SL should have strong language and reading skills as this course involves a great deal

of new vocabulary and concepts. Students will develop strong skills at designing and

conducting experiments and writing lab reports.

3. Chemistry (Standard Level or Higher Level): Intended for students planning onpursuing education in natural sciences, medicine, pharmacology, and engineering at the

university level. Students taking Chemistry HL must take Math SL or HL concurrently and

should have strong problem solving skills. Major focuses of both SL and HL courses are

solving chemical algebra problems, understanding general chemical theory and designing

experiments to better understand the chemical properties of our environment

4. Environmental Systems (Standard Level or Higher Level): Intended for all studentspursuing an education in a liberal arts program or for those who are interested in the

environmental sciences. There are no prerequisites or requirements.

Science IV Grade 9

The Science IV course covers topics from biology, chemistry, and physics. The format will focus

heavily on designing experiments and collecting data to illuminate scientific laws or relationships.

Specific concepts studied include chemical reactions and stoichiometry, human body systems,genetics, physics, and electricity and magnetism. The second semester will focus on applied

Group 4: Science Course Details and Progression


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mathematics and physics. By the end of grade 9, each student will have solid math skills and

understand how these skills are used in the real world.

Assessments are based on the six MYP science criteria and include: research papers, presentations,

tests, lab experiments and skills, group work and daily homework assignments.

Text: Holt Science Spectrum: Physical Science (2008)

Science V Grade 10

Science V is an integrated science course, focusing primarily on physics and its applications in

astronomy during the first semester, and organic chemistry during the second semester. The

physics topics deal primarily with energy, how it manifests itself, and what laws govern its

movement, while the chemistry topics cover structures and reactions of organic molecules.

Additionally, there are sections on biology and engineering that last approximately one month each

during semester two. The course focuses on applied math during semester one, and

research/experimentation during semester two, giving ample opportunities to assess students on all

MYP criteria. At the conclusion of this course, students should be able to make a comfortable

choice between DP Physics or DP Biology based on the skills acquired during this year. A workingknowledge of basic algebra is a prerequisite for this course.

DP Biology (Standard & Higher Level) Year 1 Grade 11

DP Biology is designed to help students to acquire a limited body of facts and, at the same time,

develop a broad, general understanding of the principles of modern biology. There are four key

themes in DP Biology that will be studied through various topics: structure and function,

universality vs. diversity, equilibrium within systems, and evolution. In addition, students in DP

Biology will further their knowledge and application of scientific principles and methods of scientific

investigation. Students will design and conduct experiments, collect and analyze data, and form

conclusions that lead to a greater understanding of biological concepts. Specific concepts studied in

Year 1 include biochemistry, cells, metabolism, photosynthesis, genetics, and introductory

evolution. Students are assessed through a variety of written assignments, group projects, lab

reports, tests and quizzes.

Text: Campbell and Reece, Biology(7th edition)

DP Biology (Standard Level & Higher Level) Year 2 Grade 12

The second year of DP Biology continues the course of study from Year 1. Specific conceptsstudied in Year 2 include advanced genetics, ecology, evolution, human health and physiology, and

human reproduction. Assessments will include a variety of written assignments, group projects, lab

reports, tests and quizzes, and will focus on preparation for the IB exam. Lab reports are chosen

to address a variety of skills and are submitted to the IBO as the internal assessment portion (24%)

of students IB exam grade. By taking both years of DP Biology students should be prepared to

take the external IB Biology exam.

Text: Campbell and Reece, Biology(7th edition)


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DP Physics (Standard Level & Higher Level) Grades 11&12

This is a two-year Standard & Higher Level Diploma Program course designed to cover the

equivalent of two introductory semesters of college level physics. It promotes in-depth

investigation, the honing of applied math skills, and allows students the opportunity to work in small

groups while uncovering the finer details lying beneath the surface of classical physics. The topics

covered include kinematics, thermodynamics, electricity and magnetism, nuclear and atomic physics,quantum mechanics, astrophysics, and relativity. Students must have a solid math background, and

are required to take Math SL or HL concurrently with this course

Student work is internally assessed by the teacher and externally moderated by the IBO. The

performance during internal assessments is judged against IBO assessment criteria. Additionally,

tests given throughout the two year period will account for part of the ISB grade, while preparing

them for their externally assessed final exams.

DP Chemistry (Standard & Higher Level) Grade 11&12

DP Chemistry is a new two-year Standard & Higher level IB diploma program course that is

designed to help students develop a chemical literacy essential for everyday life and university level

science courses. The course is a continuation of chemical principles being taught throughout years

3-5 of the MYP program and offers a smooth transition for students entering the IB diploma

program. The content is split between developing a fundamental understanding of chemical

reactions and learning about current topics such as medicinal and environmental chemistry. Topics

of interest during the first year are stoichiometry, chemical structure and bonding, energetics of

chemical reactions, kinetics of chemical reactions and acid-base chemistry. The second year

students fine-tune their knowledge of chemical fundamentals by investigating electrochemical

reactions, organic reactions and by surveying topics in medicinal chemistry, food chemistry and

environmental chemistry. A major portion of DP chemistry involves practical work that focuses on

the development of hands-on laboratory skills and mathematical problem solving. Students are

expected to design and perform university level experiments by the end of the course.

Student work is internally assessed by the teacher and externally moderated by the IBO. The

performance during internal assessments is judged against IBO assessment criteria. Additionally,

tests given throughout the two year period will account for part of the ISB grade, while preparing

them for their externally assessed final exams.

Environmental Systems (Standard Level or Higher Level) Grade 11&12

Environmental systems and societies (ES&S) is an interdisciplinary group 3 and 4 course that is

offered at standard level (SL). Teaching for the course began in September 2008 with the first

examinations held in May 2010. The prime intent for the course is to provide students with a

coherent perspective of interrelationships between environmental systems and societies; one that

enables them to adopt an informed personal response to the wide range of pressing environmental

issues that will they will inevitably come to face. The teaching approach is such that students are

allowed to evaluate the scientific, ethical and socio-political aspects of issues.


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Grade

6

Grade

7

Grade 8Grade 9 Grade 10 Grade 11 & 12

Math

I

Math

II

Math

Standard III

Math

Standard IV

Math

Standard VMath Studies SL

Extended

Math III

Extended

Math IV

Extended

Math V

Math Standard Level

Math High Level


1. Math Studies (Standard Level): Intended for students who do not anticipate a need formathematics in their future university studies, but are interested in real world applications

of mathematics (in business or marketing, for example).

2. Mathematics (Standard Level): Intended for students whose future studies at universityneed a sound mathematical background as they prepare for subjects such as physics,

computer programming, economics, psychology and business administration. A grade of 4

or higher in Extended Mathematics V or a grade of 6 or higher in Mathematics Standard V,

and a teacher recommendation is required for all students.

3. Mathematics (Higher Level): Intended for students who expect to include mathematicsas a major component of their university studies, either as a subject in its own right or

within courses such as physics, engineering and technology. Students should have a strong

interest in mathematics and enjoy meeting its challenges and engaging with its problems. A

grade of 6 or above in Extended Mathematics V and a teacher recommendation is required

for all students who wish to enroll in this Higher Level course.

Note: The framework for MYP mathematics is organized so that students at the high school level

can work at two different levels of ability: Mathematics Standard and Mathematics Extended.

Mathematics IV Grade 9

Standard

Mathematics Standard IV is designed to further prepare students for the DP Mathematical Studies

SL course in grades 11 and 12. In this course, math concepts are presented and applied using real

life occurrences and situations. For the most part calculations are not complex, but instead require

a solid understanding of math concepts. A student must develop skills necessary to apply these

concepts to a wide variety of practical problems.

Each student is expected to own a Texas Instruments TI-83/84 series graphing calculator.

Group 5: Mathematics Course Details and Progression


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Prerequisite: A passing grade in Mathematics III

Text: Haese and Harris,Mathematics for the International Student MYP 4

Extended

Extended Mathematics 9 is designed to prepare students for the DP Mathematics SL and

Mathematics HL courses in grades 11 and 12. It caters to students who anticipate they will need a

strong mathematical background in preparation for future university studies, Students most likely to

select this course will be those who expect to go onto study in fields that have a significant

mathematical content, for example, engineering, computer programming, science, physics,

economics, psychology and business administration. Extended Mathematics 9 is a demanding course

and looks to challenge students who seek a deeper knowledge of mathematics. It is presumed that

students entering this course have a solid grounding in algebra.


Prerequisite: A grade of 5 or higher in Mathematics III and a teacher recommendation is

required for all students.

Text: Haese and Harris,Mathematics for the International Student MYP 4 - there may also be

other textbooks or handouts to supplement this course.

Mathematics V Grade 10

The fifth year of MYP mathematics offers ISB students an opportunity to reach their full potential

and at the same time, achieve a suitable level of knowledge necessary for future education,

especially in the Diploma Program.

Standard

Mathematics in grade 10 is very much a continuation of the work done in grade 9 and with a similar

approach to the discovery of the subject. There is an emphasis on preparing the students for entry

into the DP Mathematical Studies SL program offered in grades 11 and 12, designed for students

who do not anticipate a need for mathematics in their future studies.

Text: Haese and Harris,Mathematics for the International Student MYP 5

A Graphing Display Calculator is required for this course. The school recommends the TI 84 plus

or the TI 84 plus Silver Edition.

Extended

High-ability students who are likely to gain the highest grades in mathematics have the opportunity

to take Extended Mathematics. The aim is to make the students aware of the importance of

individual study in the form of investigations. Extended level implies a thorough grounding in the

concepts and skills of the mathematics with extensive use of the Graphical Display Calculator

through modeling and solving mathematically real life situations. Extended mathematics is thepresumed base for the DP Mathematics SL and HL courses in grades 11 and 12.


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Text: Haese and Harris,Mathematics for the International Student MYP 5 plus


or the TI 84 plus Silver Edition

DP Mathematical Studies (Standard Level) Grades 11&12

This course is designed to build confidence and encourage an appreciation of mathematics. In this

course, the skills needed to cope with the mathematical demands of a technological society are

developed. Emphasis is placed on the application of mathematics to real-life situations and a

research project for submission to the IBO is a requirement.

The two-year course is organized in eight topics: 1) Using technology in mathematical processes; 2)

Number and algebra; 3) Sets, logic and probability; 4) Functions; 5) Geometry and trigonometry; 6)Statistics; 7) Introductory differential calculus; 8) Financial mathematics.

The High School Mathematics course follows along with the eight topics but offers them with less

depth, focusing on the most useful concepts and skills in each unit. This is not an IB Diploma

course, and is not available for full Diploma students. It is taught simultaneously with the

Mathematical Studies course with differentiated instruction.

Text: Haese and Harris,Mathematics for the International Student Mathematical Studies SL.


or the TI 84 plus Silver Edition

DP Mathematics (Standard Level) Grades 11&12

Mathematics SL caters to students who already possess a strong knowledge of mathematics. This is

a demanding two-year course which focuses on math concepts through the development of correct

mathematical techniques and skills.

The course covers a broad range of core topics:

Algebra Functions and Equations Circular Functions and Trigonometry Matrices Vectors Statistics and Probability Calculus


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At the conclusion of this course, full-Diploma or Certificate candidates will sit external exams

which account for 80% of the total IB exam score for this course. For the remaining 20% (the

portfolio), students are expected to undertake work of an independent nature in the areas of

mathematical investigation and modeling. This collection of two chosen pieces of work is internally

assessed by the teacher and externally moderated by IBO examiners.


Text: Oxford,Mathematics Standard Level for the IB Diploma

DP Mathematics (Higher Level) Grades 11&12

Mathematics HL caters to students with a strong background in mathematics who are competent in

a range of analytical and technical skills. This course requires students to study a broad range of

mathematical topics through a number of different approaches and to a varying degree of depth.

Students wishing to study mathematics in a less rigorous environment should therefore opt for one

of the standard level courses.

The course covers a broad range of core topics under the following general headings:

Algebra Functions and Equations Circular Functions and Trigonometry Matrices Vectors Statistics and Probability Calculus. Further advanced studies in equations

At the conclusion of this course, IB Diploma or Certificate candidates will sit external exams which

account for 80% of the total IB score for this course. For the remaining 20% (the portfolio),

students are expected to undertake work of an independent nature in the areas of mathematical

investigation and modeling. This collection of two chosen pieces of work is internally assessed by

the teacher and externally moderated by IBO.


Text: Haese and Harris,Mathematics for the international studentMathematics HL


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1. Visual Arts (Standard Level, Option A): Intended for students who were successful inVisual Arts V. A basic knowledge of art history, a personal interest in visual arts, as well as

basic artistic skills are required.

2. Visual Arts (Higher Level): Intended for the strongest students in Visual Arts V.Thorough art history knowledge, strong personal interest in visual arts, as well as developedartistic skills is required.

3. Theatre (Standard or Higher Level): Students do not need previous stage experience;instead, they need curiosity, initiative, and a desire to explore theatre arts in many forms.

Students must be proficient writers, and an entry-level writing sample is required.

Visual Arts IV Grade 9

The focus of this course is on Art History and the aesthetic. Through theory as well as art

production students will study themes, styles, traditions, and purposes of art through the world and

over time from Pre-History until Modernism. They will also learn about individual artists and how

their artwork reflected or influenced ideas and beliefs of the time in which they were created.

Using art historical inquiry processes students learn to consider their own perceptions of artworks

along with contextual information and to propose historical explanations. Through reflection and

discussion students learn that ideas about art vary among individuals and cultures.

IB MIDDLE YEARS PROGRAM (MYP)IB DIPLOMA PROGRAM

(DP)

Grade 6 Grade 7 Grade 8 Grade 9 Grade10

Grade 11 & 12

Visual Arts

I

Visual Arts

II

Visual Arts

III

Visual

Arts IV

Visual

Arts V

Visual Arts HL (Option A)

Visual Arts SL (Option A)

Performing

Arts I

Performing

Arts II

Performing

Arts III

Drama

IV

Drama

VTheatre SL or HL

Group 6: Arts Course Details and Progression

Visual Arts Course Details


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Students studio work will be kept in Art Portfolios during the academic year. A part of the art

portfolio is the Developmental Workbook where each student takes notes, describes the

procedure, reflects on the process, and evaluates the quality of his/her work.

Text: Brommer, Discovering Art History

Visual Arts V Grade 10

The focus of this course is on art production and art criticism. The program includes many

opportunities for students to express their ideas and feelings by using a variety of art materials and

techniques through basic art subjects: still life, portrait, nature, abstraction and fantasy. As students

observe the world, recall and reflect upon past experiences and use imagination to engage

purposefully in the creation of their own artworks, they learn that reflection is an important part of

the art-making process. Through discussions and self-reflections, students consider the ways their

artworks reflect their ideas and feelings. They consider the decisions they make during the creative

process, their ways of using materials as well as their work habits. Students learn how to analyze

the structure and organisation and how to offer interpretations of artworks. They also learn howto judge the merit and significance of artworks, using standards from individual and socio-cultural

beliefs, values, purposes and traditions.

Throughout the year, students will work on art projects for the inclusion in their portfolios. They

are also required to have a Developmental Workbook to take notes and sketches, describe the

procedures, reflect on the art processes and evaluate the quality of their work.

Text: Hobbs, Salome, and Vieth, The visual experience

DP Visual Arts (Standard Level Option A or Higher Level) Year 1 Grade 11

This course serves as the first year of the DP Visual Arts course and consists of two linked

compulsory parts, with many activities integrating work in the studio with workbook research.

Studio work includes wide-ranging personal research (which should be of a more experimental

nature but also concerned with both form and content) and free choice of media and techniques

and themes in order to help students to discover their individual strengths. DP Year 1 Studio

Work focuses on the exploration of materials, media and equipment as well as on learning about

formal qualities of visual arts.

The Research Workbookshould contain visual and written information, including the students

own original works such as sketches and diagrams, and should function as a working journal. They

should reflect the students personal interests and may be a wide-ranging personal investigation into

many fields. During DP Year 1, research workbook assignments encourage students to focus on

personal art discoveries and media experiments.

Text: H.M. Sayre,A World of Art


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DP Visual Arts (Standard Level Option A or Higher Level) Year 2 Grade 12

This course serves as the second year of the DP Visual Arts course and consists of two linked

compulsory parts, with many activities integrating work in the studio with workbook research.

Studio work includes wide-ranging personal research (which should be of a more experimentalnature but also concerned with both form and content) and free choice of media and techniques

and themesin order to help students to discover their individual strengths. DP Year 2 Studio Work

focuses on learning about the aesthetic qualitiesof visual arts, the relationships between formand

meaningin visual arts and the socialand cultural functionsof visual arts.

Year 2 Research Workbook assignments encourage students personal research and discovery

which function interactively with work in the studio. During this year the workbooks focus on

interpretation. There should be a balance between analytical research and open-ended inquiry,

illustrating the creative processes of the student.

After a two-year course of study, the external IB exam in this course consists of a 20-30 minute

one-on-one interview with a visiting examiner from the IBO, about the students portfolio of work.

Text: H.M. Sayre,A World of Art

THEATRE

Drama IV Grade 9

Drama may be repeated in grades 9 & 10. This class is available as an MYP class or Elective.

This course is an ideal opportunity for inexperienced students in theatre to get theatre and

speaking experience without any after-school commitment to the co-curricular drama program,

while experienced students can broaden their skills with focused projects and studies. With an

integrated experience in improvisational and ensemble work, movement, basic stage terminology,

and technical theatre basics, the course is designed for those who enjoy collaborative and creative

problem solving, while combining many different skills. Students will work with different units

dealing with various theatre topics in a variety of projects. Through this process students will

become more confident and creative actors, speakers, critics, leaders, and collaborators.

Assessment will be conducted using many forms through the MYP Assessment Criteria for the

Arts.

Topics include: Stage conventions, improvisational acting, ensemble acting and drama exercises,

basic staging and direction, concepts of realistic acting, scene performance, original scriptwriting and

devised performance, script analysis, study of theatre genres. The course will culminate in a second

semester performance that will rehearse during the class time.

Performing Arts Course Details


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Drama V Grade 10

Drama may be repeated in grades 9 & 10. This class is available as an MYP class or Elective.

Drama 10 is open to students with or without previous drama experience. Those with experience

will be able to take on leadership roles in group ensemble work, while those without experience

will gain introductory and then more advanced work in theatre. Participation in after-school theatreactivities is not part of this course. Students will continue on with ensemble work, improvisational

theatre, and devised work, while exploring more in-depth character work, scripted theatre, and

stage conventions. Assessment will be made using the MYP Arts criteria. The course will culminate

in a second semester performance that will rehearse during class time.

DP Theatre I and II (Standard or Higher Level) Grades 11&12

DP Theatre is a two-year course intended for students who wish to study theatre arts and develop

a range of in-depth theatrical skills. Study includes:

Theatre in Performances Theatre in the World Theatre in the Making

These studies engage students in challenging, creative, and collaborative projects through reading,

writing, speaking, performance, and research. Active participation in a wide variety of activities and

assessments is a major expectation of students in the course. Students will also maintain a journal,

write critically and informatively, and devise original work. All students will present work in publicin some format through class performances and 24 Hour Theatre. (Participation in after-school

theatre activities is not mandatory for this course.) Students will be

engaged in acting, directing, technical theatre, and design work. Additionally, the DP syllabus

requires the development of a portfolio, a research investigation, an oral presentation at the end of

the course, and an individual project (started in Year 1, finished in Year 2). Requirements for HL

differ from SL in word length and depth of work.


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To complete graduation requirements at ISB all students mustfully take and/or participate in all three programs below:

1. Theory of Knowledge (TOK)TOK is a required course for all IB and ISB students. It is also required as an external

component for full IB Diploma candidates and is an option for an IB course certificate. It

challenges students to reflect critically on diverse ways of knowing and areas of knowledge,

and to consider the role which knowledge plays in a global society. It encourages students

to become aware of themselves as thinkers and to develop a fascination for the complexity

of knowledge. The TOK program is composed almost entirely of questions. Students will

develop a critical capacity to evaluate beliefs and knowledge claims and make

interdisciplinary connections. Students will become aware of the interpretative nature of

knowledge, including personal and ideological biases and consider that knowledge may place

responsibilities on the knower. This unique course incorporates philosophy and

epistemology, in addition to elements that make it completely its own entity.

Students will produce an essay and oral presentation which will be internally assessed and

then moderated by the IB. ISB students will only be internally assessed.

Along with the Extended Essay requirement, the TOK requirements can contribute to a

maximum of three (3) additional points towards earning the final IB Diploma.

2 A. Extended Essay- for Full IB Students

The extended essay is an in-depth study of a focused topic chosen from the list of approvedDiploma Programme subjectsnormally one of the students six chosen subjects for the IBdiploma. It is intended to promote high-level research and writing skills, intellectualdiscovery and creativity. It provides students with an opportunity to engage in personalresearch in a topic of their own choice, under the guidance of a supervisor (a teacher in the

school). This leads to a major piece of formally presented, structured writing, in which ideasand findings are communicated in a reasoned and coherent manner, appropriate to thesubject chosen. It is recommended that completion of the written essay is followed by ashort, concluding interview, or viva voce, with the supervisor.

The extended essay is assessed against common criteria, interpreted in ways appropriate toeach subject.

The extended essay is:

compulsory for all Diploma Programme students externally assessed and, in combination with the grade for theory of knowledge,

contributes up to three points to the total score for the IB diploma

Other DP & ISB Requirements Towards Graduation:Grade 11 & 12 Students


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a piece of independent research/investigation on a topic chosen by the student incooperation with a supervisor in the school

chosen from the list of approved Diploma Programme subjects, published in theHandbook of procedures for the Diploma Programme

presented as a formal piece of scholarship containing no more than 4,000 words the result of approximately 40 hours of work by the student

concluded with a short interview, or viva voce, with the supervising teacher(recommended).

In the Diploma Programme, the extended essay is the prime example of a piece of workwhere the student has the opportunity to show knowledge, understanding and enthusiasmabout a topic of his or her choice. In those countries where it is the norm for interviews tobe required prior to acceptance for employment or for a place at university, the extendedessay has often proved to be a valuable stimulus for discussion. Excerpt taken fromwww.occ.ibo.org

2 B. Senior Thesis: For all ISB and IB Certificate Students

The senior thesis is a requirement for graduation for all students at ISB who are not taking

the full IB diploma. The thesis is very similar to the Extended Essay and is an in-depth study

of a focused topic. The requirements for the senior thesis are similar to the extended essay

except it is shorter in length (up to 2000 words) and can be chosen from any discipline.

The other difference is that the thesis is on a modified time line and is internally assessed

according to the modified extended essay criteria.

3. Creativity, Action, Service (CAS)

There are 6 activities that need to be fulfilled before you can graduate from ISB. There is a

mandatory CAS class which is designed to help students out with completing their 6 activity

requirements. This class requirement is at least one semester in duration and is taken during

the two years of the Diploma Programmepreferably during year 1. The CAS class time is

used to guide students in the planning of their CAS activities, reflection and discussion.

Typically, during one semester of CAS class the students will have an opportunity to

complete 1-2 CAS activitiesmost frequently connected to Service.
http://www.occ.ibo.org/http://www.occ.ibo.org/


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IB MIDDLE YEARS PROGRAM (MYP) IB DIPLOMA

PROGRAM (DP)


Technology

I

Technology

II

Technology

III

Technology

IVTechnology V

Skills acquired in MYP 6-10

Technology are integrated and

reinforced in all IB Diploma

Program courses and Extended

Essay.

Technology IV Grade 9

The skills of this course are integrated into the other classrooms through collaboration of the ISB

Technology Coordinator working with the classroom teachers. The goal is to extend students

knowledge of computer software by learning a variety of multimedia applications and learning the

use of digital still-image and digital video cameras through a project based learning cycle. The course

emphasizes the process not the product through various intermediate evaluation steps throughout.

Students are required to keep a process journal and create an end-of-course portfolio. Students

will create various multimedia projects through the use of desktop publishing (Microsoft Office

Publisher), presentation software (Microsoft Power Point), photo editing (Adobe Photoshop), video

editing (Movie Maker), illustration (Adobe Illustrator), animations and other multimedia

applications.

Students are assessed through a variety of formative and summative tasks, and each summative

assessment includes one or more MYP Technology Criteria.

Technology V Grade 10

The skills of this course are integrated into the other classrooms through collaboration of the ISB

Technology Coordinator working with the classroom teachers. The aim is for students to master

their knowledge and understanding of design cycle and multimedia applications through individual

and group interdisciplinary projects. Students are required to keep a process journal and create anend-of-course portfolio. Students will create various multimedia projects through the use of a

variety of software such as: Adobe Photoshop, Adobe InDesign, Movie Maker, Ulead Video 8, and

Macromedia Dreamweaver. The multimedia applications are chosen based upon current trends,

software availability and school needs.

Students are assessed through a variety of formative and summative tasks, and each summative

assessment includes one or more MYP Technology Criteria.

Technology Course Details and Progression


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Physical Education IV/V Grades 9&10

At this development level, skills initiated at the lower grades are built on and expanded. Theemphasis is placed on the acquisition of higher levels of ability and knowledge in a great variety of

activities within each area. The level of students abilities is tested by the Physical Fitness Test.

Students will participate in the following units: Physical Fitness Test (once at the beginning, once at

the end of the school year), Team Handball, Volleyball, Fitness Unit, Gymnastics, Floor Hockey

(grade 9), Dance (grade 10), Aerobics, Basketball, Soccer and Track and Field.

Within these units a variety of assessment techniques will be applied, such as self-evaluation, peer

evaluation, teachers observation, written tests and unit extension projects. Active, regular

participation is an essential component of a students grade in this course.


Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11& 12

P.E. I P.E. II P.E. III P.E. IV P.E. VPhysical Education is not part of the IB

Diploma Program course offerings.

Physical Education Course Details and Progression


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Enrichment courses are outside of the framework of our MYP and Diploma programmes. They

serve a variety of purposes. They may focus on the affective domain of student development and

develop the traits in the IB Learner Profile (ex: Personal Fitness). Other electives may further

develop skills in a discipline (ex: Journalism), or give a different perspective to a discipline (ex:

Choir). They may also be used to develop Diploma programs in the MYP years in the form ofintroductory courses.

A positive aspect of enrichment courses is to give the opportunity for students of different ages to

work together. Enrichment courses provide mentoring opportunities of older students learning

alongside younger students. This benefits all students, not only in the academic realm, but in the

social realm as well.

All enrichment courses receive credit towards ISB High School graduation. Most classes are a

semester long while some are a year in length. The assessment criteria for these courses are

graded at a pass /fail level. The enrichment courses are considered the same as the core classes interms of importance towards fulfilling our IB program, and are taken into consideration when

considering academic probation, CEESA Extra-Curricular eligibility, Honor Roll, etc.

The number and variety of electives ISB can offer is limited and are determined by the facilities,

personnel work load, faculty expertise, and student needs and interest. Because of these practical

scheduling limitations, enrichment courses may only be offered at certain times, and not all students

may be able to register for all enrichment courses. The enrichment courses listed below are just

some of the possibilities that could be offered in a given year. These are subject to change.

NoteBecause of our small high school population (approximately 90 students) courses fromyear-to-year may not begin due to lack of student interest, class size, schedule parameters, etc. We

try our best to accommodate the needs of the greatest number of our students.

Current Affairs /Journalism

Students are at the center of our learning community at ISB and it is important that their voice beheard on our school web site. One forum for this is our High School newspaper, Blue & Gold. It

reflects the students perspective on global issues as well as ISB news and we are proud to

showcase it for the world to read. Students are encouraged to keep up to date with current affairs

and their significance and are required to make regular presentations to their peers. The main focus

in this course is, however, student involvement in newspaper production from the initial planning

stages all the way through to layout and distribution. They get the chance to hone their

interviewing, writing and designing skills along the way. Students are expected to take responsibility

for their story right through to the printing stage. Each issue of the Blue & Gold covers the topics

and stories that ISB students care about, with the hope of entertaining and informing its readers of

global issues as well as ISB news. The journalism class also produces an online edition and a

quarterly video newscast.

Enrichment Philosophy at ISB

Possible High School Enrichment Offerings


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Choir **

Choral music provides a context for developing vocal technique, performance skills (including

confidence), creativity (improvising and composing), and musical literacy and understanding. The

repertoire includes a variety of styles, and in-class rehearsals will culminate in end of semesterperformances held outside of class. This choir is not auditioned: all ISB students are welcome to

join. Assessment will be ongoing through daily class participation, through written tasks and

reflections, and through concert participation. Choir increases your confidence and poise, and

helps you with presentation skills and group dynamics. Your musical skills will naturally improve as

well. Students in Choir may audition for CEESA CHOIR which will be held in Moscow April 25-29

2012.

**Yearlong --students enrolled in Semester 1 must continue Semester 2, but others may join in

Girls Sport and Fitness

This course is designed to give girls the opportunity to learn fitness concepts and conditioning

techniques used for obtaining optimal physical fitness in a comfortable environment. Students will

benefit from cardiorespiratory and endurance activities. Students will learn the basic fundamentals

of strength training, aerobic training, and overall fitness training and conditioning. Girls will be

empowered to make wise choices, meet challenges, and develop positive behaviors in fitness,

wellness.

Personal Fitness

This course is a mixture of practical and theory lessons. Students will have an exciting opportunity

to improve and develop their practical skills and to develop an understanding of selected theoretical

aspects of physical education. There is an emphasis on attitudes and behaviors toward proper

nutrition and fitness activities. Students become proficient in activities that can be done over a

lifetime. The teacher guides students to make individual decisions about their personal fitness

program.

Academic English

You must qualify for this class. Academic English is a course designed for students who are not

fully proficient in English and need further support with reading and writing while working with a

range of grammatical structures and new vocabulary. The students are asked to read and respond

to different text. The course takes students form paragraph structuring to essay writing and

includes work on how to generate idea, organize material, draft, review and revise written work.


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Study Skills/ Structured Study Hall

This class is designed to improve your overall study skills. Possible topics to be covered include,

but are not limited to the following: Organization and extended planning, Time-Management Skills

and Strategies, Test Preparation, and Goal Setting. As a class, various strategies will be introduced,

explained and practiced; additionally, students will have the opportunity to work one-on-one with

me to develop effective study skills/habit.

Speech and Debate

Speech & Debate is a class meant to empower students in becoming effective communicators,

ethical individuals, critical thinkers, and future leaders. It is open to students with great talent and

experience in these areas, as well as those looking for tips to improve their oral communication

skill set at ISB. This class will teach various speech and debate techniques in a safe and creative

atmosphere as a means to develop a students essential life skills and professional and academic

abilities. We will explore classical and contemporary literature, ethical issues, and current events as

we prepare for future leadership in the global world. This class will also be a training ground forthose interested in the CEESA Speech & Debate tournament in the Fall. Note: This tournament is

optional and not a mandatory component of the course.

SAT Writing Course

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isb high school course catalog

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