stamford ib program

8/11/2019 Stamford Ib Program

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High School Grades 9-12

Secondary School Curriculum Guide


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Contents

Secondary School Overview................................................................................................................................................. 1

IB Learner Profiles................................................................................................................................................................ 2

Curriculum Overview ............................................................................................................................................................ 4

Language and Literature..................................................................................................................................................... 13

Mathematics...................................................................................................................................................................... 20

Science ............................................................................................................................................................................... 28

Biology............................................................................................................................................................................... 32

Humanities ........................................................................................................................................................................ 35

Language Acquisition......................................................................................................................................................... 42

English as an Additional Language (EAL)............................................................................................................................. 48

Technology ......................................................................................................................................................................... 51

Physical Education .............................................................................................................................................................. 54

Arts.................................................................................................................................................................................... 57

Advisory Program............................................................................................................................................................... 66

Camps - Outdoor Education................................................................................................................................................ 67

Additional Information....................................................................................................................................................... 70

Frequently Asked Questions............................................................................................................................................... 72


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InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry

and research and show independence in learning. They acvely enjoy learning and this

love of learning will be sustained throughout their lives.

KnowledgeableThey explore concepts, ideas and issues that have local and global signicance. In so

doing, they acquire in-depth knowledge and develop understanding across a broad and

balanced range of disciplines.

ThinkersThey exercise iniave in applying thinking skills crically and creavely to recognize and

approach complex problems and make reasoned, ethical decisions.

CommunicatorsThey understand and express ideas and informaon condently and creavely in more

than one language and in a variety of modes of communicaon. They work eecvely and

willingly in collaboraon with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, jusce and respect for

the dignity of the individual, groups and communies. They take responsibility for their

own acons and the consequences that accompany them.

Open-mindedThey understand and appreciate their own cultures and personal histories and are open

to the perspecves, values and tradions of other individuals and communies. They are

accustomed to seeking and evaluang a range of points of view, and are willing to grow

from the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings of others.

They have a personal commitment to service and act to make a posive dierence to thelives of others and to the environment.

Risk-takersThey approach unfamiliar situaons and uncertainty with courage and forethought and

have the independence of spirit to explore new roles, ideas and strategies. They are brave

and arculate in defending their beliefs.

BalancedThey understand the importance of intellectual, physical and emoonal balance to

achieve personal well-being for themselves and others.

ReecveThey give thoughul consideraon to their own learning and experience. They are able

to assess and understand their strengths and limitaons in order to support their learning

and personal development.

At the center of our school curriculum is the IB Learner Prole which details the qualies that all students are encouraged to

develop and demonstrate. These proles are also core to all three of the IB programs oered at Stamford: the Primary YearsProgram (PYP), the Middle Years Program (MYP) and the Diploma Program (DP).

IB Learner Proles


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American Educaon Reaches Out (AERO)Standards

Stamford aligns the AERO standards with the IB programs to ensure that students

receive the best of American and internaonal educaon. The AERO project is

supported by the U.S. State Departments Oce of Overseas Schools and the

Overseas Schools Advisory Council to assist schools in developing and implemenng

American standards-based school curricula. AERO provides a framework for

curriculum consistency from Kindergarten 2 to Grade 12 and for stability of

curriculum in overseas school. AEROs curriculum and resources are in alignment with

research based trends in the development of curriculum worldwide, and in parcular

with standards-based eorts in the U.S.

The AERO Curriculum Framework connects the process strands, which highlight ways

of acquiring and using content knowledge, with the content standards, which outline

the big concepts, to develop a coherent understanding. The relaonship betweenProcess and Content Standards is crical as students will not develop procient

understanding if either is taught in isolaon. The AERO projects primary goal is to

develop a framework of voluntary academic standards appropriate for American

schools overseas. The AERO standards used the Council for Basic Educaons

Standards for Excellence in Educaon as the base. Standards for Excellence in

Educaon is a condensed, edited version of the U.S. naonal standards, so there is a

strong relaonship between the U.S naonal standards and AERO.

Advanced Placement (AP) Program

Students with a strong academic background may pursue college level studies while

in Stamfords Secondary School through the American-based Advanced Placement

Program (AP). Students take AP examinaons in Grades 11 and 12 and based on their

performance, students can earn credit, advanced placement or both, for college.

The Advanced Placement examinaons are administered on set dates each May and

consist of:

Mulple-choice quesons

Free response (essay, problem-solving) quesons

Through the AP Scholar Program, introduced in 1991, students who earn grades of

3 or higher in three or more Advanced Placement examinaons are designated AP

Scholars. An AP Scholar with Honors indicates a student who has achieved 3 or

higher on 4 or more AP examinaons. An AP Scholar with Disncon has achieved a

grade of 3 or higher on 5 or more AP examinaons.

Stamford American Internaonal School oers two rigorous programs of learning: the Internaonal Baccalaureate (IB)

Program integrated with the American Educaon Reaches Out (AERO) standards. Stamford students get the best ofinternaonal and American educaon to prepare them to live, learn and work in our increasingly globalized world. The

curriculum is concept-based, building on students natural curiosity through formal content mixed with a broad range of

associated real-world experiences. This creates a solid plaorm for informaon and concepts which students will connue

to build on while at Stamford and for the rest of their lives.

Curriculum Overview


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IB Diploma Program (DP)

Stamford is an IB World School. IB World Schools share a common philosophy - a

commitment to high quality, challenging internaonal educaon that Stamford

believes is important for our students. The DP is a well-established two-year program

of study completed in Grade 11 and 12. The DP is currently oered by 2,188 member

schools and since 1968, more than half-a-million students in 138 countries have

parcipated in the program. The DP was originally developed to accommodate the

growing number of mobile internaonal students who belonged more to the world

than to any single country. It sought to provide students with a truly internaonal

educaon - an educaon that encouraged an understanding and appreciaon of

other cultures, languages and points of view.

The DP is a comprehensive and challenging pre-university course of study that

demands the best from movated students and teachers. The program culminates

in externally assessed examinaons and is widely recognized for its high academic

standards.

The two-year curriculum is rigorous and intellectually coherent, encouraging crical

thinking through the study of a wide range of subjects in the tradional academic

disciplines while encouraging an internaonal perspecve. Beyond compleng

college-level courses and examinaons, DP students are also required to engage in

community service, individual research, and an inquiry into the nature of knowledge.

The two-year course of study leads to nal examinaons in six subject areas and a

qualicaon widely recognized by the worlds leading colleges and universies.

The DP curriculum contains six subject groups together with a core made up of three

separate parts: extended essay, theory of knowledge and creavity, acon, service.

Students study six subjects selected from the subject groups. Normally three

subjects are studied at higher level (courses represenng 240 teaching hours), and

the remaining three subjects are studied at standard level (courses represenng 150

teaching hours). The dierence between HL and SL courses is normally one of breadth

rather than depth, in all subjects, except Group 2 (second language); the depth of the

course material is the same at HL and SL. In HL, there is more breadth i.e. more topics

studied. In Group 2, the dierent courses are hierarchical.


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All three parts of the core (extended essay, theory of knowledge and creavity,

acon, service) are compulsory and are central to the philosophy of the Diploma

Program.

Students must study one subject from each of Groups 1-5 (Group 1 is Language A and

Group 2 is Language B). The sixth subject may be selected from Group 6 or may be a

second subject from Groups 2-5. Subjects listed below are a sample of what will be

oered at Stamford.

Groups 1 & 2 Group 3 Group 4 Group 5 Group 6

English History BiologyMathemacs

SL/HLVisual Arts

Mandarin Economics ChemistryMathemacal

studies SLTheater Arts

SpanishBusiness &

ManagementPhysics Music

Student work is assessed both internally and externally. Internal assessments form

about 20% of the nal mark. In each IB examinaon, the student is graded on a scale

of 1 (minimum) to 7 (maximum). The award of the diploma requires students to

meet dened standards and condions. These include a minimum total of 24 points

and the sasfactory compleon of three compulsory core components: 1) Theory of

Knowledge (TOK); 2) Extended Essay; and 3) Creavity, Acon, Service (CAS). Thus the

program has the strengths of a tradional and broad curriculum, augmented by the

three requirements shown at the center of the program model above.

Worldwide, approximately 80% of students are awarded the diploma. A student who

does not sasfy the requirements of the full Diploma Program, or who has elected totake fewer than six subjects, is awarded a cercate for the examinaons completed.

Detailed informaon about all aspects of the IB Diploma Program is available on the

website of the Internaonal Baccalaureate Organizaon www.ibo.org/diploma.

Course Descripons

Students must take six subjects, one from each of the subject Groups below over

the course of Grade 11 and Grade 12, three at the Higher Level (HL) and three at

the Standard Level (SL). In addion, all students will take a Theory of Knowledge

course, complete the Creavity, Acon and Service (CAS) requirement and submit an

Extended Essay. Courses may be oered at both Higher and Standard Level according

to class size and student preference.

Theory of Knowledge (TOK)

TOK requirement is central to the educaonal philosophy of the Diploma Program. It

oers students and their teachers the opportunity to:

Reect crically on diverse ways of knowing and on areas of knowledge

Consider the role and nature of knowledge in their own culture, in the cultures of

others and in the wider world

In addion, it prompts students to:

Be aware of themselves as thinkers, encouraging them to become more acquainted

with the complexity of knowledge

Recognize the need to act responsibly in an increasingly interconnected but uncertain

world

As a thoughul and purposeful inquiry into dierent ways of knowing, and into

dierent kinds of knowledge, TOK is composed almost enrely of quesons. The

most central of these is How do we know? It is a stated aim of TOK that students

should become aware of the interpretave nature of knowledge, including personal

ideological biases, regardless of whether, ulmately, these biases are retained,revised or rejected. TOK also has an important role to play in providing coherence for

the student as it transcends and links academic subject areas, thus demonstrang the

ways in which they can apply their knowledge with greater awareness and credibility.


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Creavity, Acon, Service (CAS)

CAS is a fundamental part of the IB Diploma curriculum. The CAS requirement

takes seriously the importance of life outside the world of scholarship, providing a

counterbalance to the academic program. Parcipaon in theater producons, sports

and community service acvies encourages young people to share their energies

and special talents while developing awareness, concern and the ability to work

cooperavely with others.

Stamford provides many opportunies for students to get involved in a variety of

Creavity, Acon and Service acvies. Students are also encouraged to follow

their own interests and get involved in other acvies not sponsored by the school.

Students should thoughully align their acvies with the 8 learning objecves.

Reecon on student parcipaon is another important component of the CAS

program.

CreavityCreave acvies engage the arsc and aesthec development of the student.

Creave acvies must be acvely parcipated in by the student, and not merely

involve the student as a spectator. Creave hours may be sased (for example) by

acve involvement in dance, theater, music and art acvies outside the normal

curriculum.

This aspect of CAS is interpreted as imaginavely as possible to cover a wide range

of arts and other acvies beyond the normal curriculum which include creave

thinking in the design and carrying out of service projects. This could involve doing

dance, theater, music and art, for example.

Students should be engaged in group acvies, and especially in new roles, wherever

possible. Nevertheless, individual commitment to learning an art form is allowed,

where it respects the requirements for all CAS acvies: that goals are set and the

student reects on progress.

Acon

Acon-based acvies take place aer school hours and are not included in the

curriculum. Acon hours may include physical acvies such as playing on sports

teams, parcipang in aer school clubs, parcipang in civic organizaons, etc.

This aspect of CAS can include parcipaon in expedions, individual and teamsports, and physical acvies outside the normal curriculum; it also includes physical

acvity involved in carrying out creave and service projects. Acon may involve

parcipaon in sports or other acvies requiring physical exeronsuch as

expedions and camping trips, or digging trenches to lay water pipes to bring fresh

water to a village.

Students should be encouraged toward group and team acvies, and undertaking

new roles, but an individual commitment is acceptable where the general

requirements of CAS are met: goals are set and the student reects on progress.

Both creavity and acon can be enhanced by incorporang the service element.

Students involved in the arts and in physical acvies might consider coaching or

teaching young children, seniors in residenal homes, street children and so on.

ServiceService encourages students to experience the rewards of helping others in their

community and world. Service hours encompass meaningful interacons between

students and those that they help, including such acvies as volunteering for

peer-tutoring, vising residents of a rerement home, working at community food

or furniture banks, fundraising for emergency disaster relief, etc. Service acvies

should lead students to show respect for the dignity and self-respect of others.

Service projects and acvies are oen the most transforming element for theindividual student; they have the potenal to nurture and mold the global cizen.

Service involves interacon, such as the building of links with individuals or groups in

the community. The community may be the school, the local district, or it may exist

on naonal and internaonal levels (such as undertaking projects of assistance in a

developing country).


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Service acvies should not only involve doing things for others but also doing things

with others and developing a real commitment with them. The relaonship should

therefore show respect for the dignity and self-respect of others.

Extended Essay

IB students are required to write an extended essay of 4,000 words. They will engagein independent research through an in-depth study of a queson related to one of

the Diploma subjects they are studying. This academic endeavor oers students the

opportunity to learn the research, organizaon, and academic wring skills expected

at university.

High School Diploma Program

Students who require a less rigorous program, can devise a program in Grades 11 and

12 that has a mix of one of the DP cercate courses, i.e. just one subject, or an AP

course or just Honors courses, and MYP courses, especially if studying a language or a

Science at an achievable level.

Working with the Academic Dean, students can ensure fulllment of the graduaon

requirements. For a Regular Diploma, a student must earn a minimum of 20 Credits in

acceptable High School courses and must complete at least one senior year semester

at Stamford in order to be eligible for a Stamford diploma. The following are required

credits:

4 credits in English

6 credits in Social Studies and Foreign Languages*

6 credits in Mathemacs and Science**

1 credit in Arts (Art, Music and/or Drama)

2 credits in Physical Educaon***

1 elecve credit

* At least two credits in the same foreign language and three credits in Social Studies.

** At least two credits in each.

*** Students are required to take Physical Educaon in Grades 9-12.


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IB Middle Years Program (MYP)

Stamford is an IB World School authorized to oer the IB Middle Years Program

(MYP). IB World Schools share a common philosophy a commitment to high quality,

challenging, internaonal educaon that Stamford believes is important for our

students. The MYP is a course of study designed to meet the educaonal needs of

students in Grade 6 to Grade 10 (between the ages of 11 and 16) and is regarded

as ideal preparaon for the IB Diploma Program (DP). Students who take the MYP

are more likely to be successful with the DP, a program designed for university and

college entrance worldwide.

The MYP consists of eight subject groups integrated through give areas of interacon

that provide a framework for learning within and across the subjects. Students are

required to study English (Language A), a Second Language (Language B), Humanies,

Sciences, Arts, Mathemacs, Physical Educaon and Technology.

In the nal year of the MYP, students also engage in a personal project, which allows

them to demonstrate the understandings and skills they have developed throughout

the program. The personal objecve is a signicant piece of work representave

of the students own iniave and creavity. Each project must reect a personal

understanding of areas of interacon. Students are expected to choose their

project, which can take many forms, and take the process to compleon under the

supervision of a teacher in the school. This involves planning, research, and a high

degree of personal reecon.

Assessment is criterion-related, so students around the world are measured against

pre-specied criteria for each subject group. Teachers may modify these criteria

to be age-appropriate in the earlier years of the program. Teachers set assessment

tasks that are assessed internally in the school. External checks (either moderaonor monitoring of assessment by the IB examiners) are carried out on this internal

assessment to ensure worldwide consistency of standards.

The curriculum is illustrated with eight academic areas or subject groups surrounding

the ve areas of interacon. The emphasis is on the uidity of the curricular

framework and the interrelatedness of the subjects. Aspects of the areas of

interacon are addressed naturally through the disnct disciplines. In parcular, the

framework is exible enough to align with and enhance the American curriculum

standards.

The Middle Years Program denes ve areas of interacon. These areas of interacon

are an explicit expression of the common realies ahead by all subject areas and an

expression of the varied ways we impact the world through educaon. They are as

follows:

Approaches to Learning: Represents general and subject-specic learning skills that

the student will develop and apply during the program and beyond.

Community and Service:Considers how a student engages with his or her

immediate family, classmates and friends in the outside world as a member of these

communies.

Health and Social Educaon: Delves into the range of human issues that exist in

human sociees, such as social structures, relaonships and health. This area can

be used by students to nd out how these issues aect sociees, communies and

individuals, including students themselves.

Environment: Considers how humans interact with the world at large and the parts

we place in our environments. It extends into areas beyond human issues and asks

students to examine the interrelaonships of dierent environments.

Human ingenuity:Deals with the way human minds have inuenced the world, for

example, the way we are, think, interact with each other, create, nd soluons to and

cause problems, transform ideas and raonalize thought.


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The MYP places the current concept of areas of interacon

at the center of the curriculum model as it serves to

combine the learning in the various subject areas and

deliver authenc relevance to the learning.

Year-Long Courses

The subjects listed below are year-long courses and are oered at all ve levels. It is

important to note that Stamford oers daily foreign language lessons in Mandarin

and Spanish. Stamford also oers Language A Mandarin and Spanish during the

foreign language block for students that are capable of studying these languages at a

nave level.

Subject Hours Annually Subject Hours Annually

English 125 Visual Arts 50

Mathemacs 125 Music 50

Science 125 Drama 50

Humanies 125 Dance 25

Technology 125

Physical Educaon 100

Foreign Language 125 Elecves 50

Elecves Program

Elecve courses are one semester long. Elecve courses meet regularly for two

periods per week for a total of 25 hours per semester. The elecve courses give our

students an opportunity to augment their rigorous academic experience with a topic

or subject of their choosing. Examples of elecve course include: Music Recording,

ICT, Global Issues Network, Texles, and Community and Service. At the beginning

of each semester, students will have an opportunity to choose an elecve that bothappeals to them and complements their learning experience.


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Language is fundamental to learning, thinking and communicang, therefore it

permeates the whole curriculum. The power of language is best experienced through

quality literature. The study of language and literature enables students to become

highly procient in their understanding and use of their language(s). Students need

to develop an appreciaon of language and literature; the nature of it, the many

inuences on it and the power and beauty of it. They will be encouraged to recognize

that prociency in language is a valuable life skill, a powerful tool both in societal

communicaon and as a means of personal reecon. Learning that language and

literature are creave processes encourages the development of imaginaon and

creavity through self-expression. Language A is academically rigorous, and equips

students with linguisc, analycal and communicave skills that can also be used in

an interdisciplinary manner across all other subject groups. There are six skill areas:

listening, speaking, reading, wring, viewing and presenng, which develop as both

independent and interdependent skills. Students develop these skills through thestudy of both language and literature.

Language A is a core element of the MYP and builds on experiences in language

learning that students have gained during their me in the IB Primary Years Program

(PYP). Knowledge, conceptual understanding and skills will have been developed

through trans-disciplinary units of inquiry or independent language inquiry. Students

connuing on to the Diploma Program (DP) will have grounding in at least one

Language A that will enable them to undertake all the DP course opons. If students

become procient in two (or more) Language A courses in the MYP, they can achieve

a bilingual diploma in the DP.

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a

student may expect to experience and learn. These aims suggest how the student

may be changed by the learning experience.

The aims of MYP language and literature are to encourage and enable students to:

Use language as a vehicle for thought, creavity, reecon, learning, self-expression,

analysis and social interacon

Develop the skills involved in listening, speaking, reading, wring, viewing and

presenng in a variety of contexts

Develop crical, creave and personal approaches to studying and analyzing literary

and non-literary texts

Engage with text from dierent historical periods and a variety of cultures

Explore and analyze aspects of personal, host and other cultures through literary and

non-literary texts

Explore language through a variety of media and modes

Develop a lifelong interest in reading

Apply linguisc and literary concepts and skills in a variety of authenc contexts.

Assessment

All of the Language A English aims are assessed using a variety of formave and

summave assessment tasks including essays, creave wring, presentaons,

debates, research assignments, arcles, response to literature and performances.

Criterion A Analyzing Maximum 8

Criterion B Organizing Maximum 8

Criterion C Producing text Maximum 8

Criterion D Using Language Maximum 8

Language and Literature


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Language and literature assessment criteria:

Grade 9

Criterion A: AnalyzingMaximum: 8

At the end, students should be able to:

i. Idenfy and explain the content, context, language, structure, technique and style of

text(s) and the relaonships among texts

ii. Idenfy and explain the eects of the creators choices on an audience

iii. Jusfy opinions and ideas, using examples, explanaons and terminology

iv. Interpret similaries and dierences in features within and between genres and texts

Criterion B: Organizing

Maximum: 8


i. Employ organizaonal structures that serve the context and intenon

ii. Organize opinions and ideas in a coherent and logical manner

iii. Use referencing and formang tools to create a presentaon style suitable to the

context and intenon.

Criterion C: Producing text

Maximum: 8


i. Produce texts that demonstrate thought, imaginaon and sensivity, while exploring

and considering new perspecves and ideas arising from personal engagement with

the creave process

ii. Make stylisc choices in terms of linguisc, literary and visual devices, demonstrang

awareness of impact on an audience

iii. Select relevant details and examples to develop ideas

Criterion D: Using language

Maximum: 8


i. Use appropriate and varied vocabulary, sentence structures and forms of expressionii. Write and speak in an appropriate register and style

iii. Use correct grammar, syntax and punctuaon

iv. Spell (alphabec languages), write (character languages) and pronounce with

accuracy

v. Use appropriate non-verbal communicaon techniques

Language and literature assessment criteria:

Grade 10

Criterion A: AnalyzingMaximum: 8


i. Analyze the content, context, language, structure, technique and style of text(s) and

the relaonship among texts

ii. Analyze the eects of the creators choices on an audience

iii. Jusfy opinions and ideas, using examples, explanaons and terminology

iv. Evaluate similaries and dierences by connecng features across and within genres

and texts

Criterion B: OrganizingMaximum: 8


i. Employ organizaonal structures that serve the context and intenon

ii. Organize opinions and ideas in a sustained, coherent and logical manner

iii. Use referencing and formang tools to create a presentaon style suitable to the

context and intenon.


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Criterion C: Producing text

Maximum: 8


i. Produce texts that demonstrate insight, imaginaon and sensivity while exploringand reecng crically on new perspecves and ideas arising from personal

engagement with the creave process

ii. Make stylisc choices in terms of linguisc, literary and visual devices, demonstrang

awareness of impact on an audience

iii. Select relevant details and examples to develop ideas

Criterion D: Using language

Maximum: 8


i. Use appropriate and varied vocabulary, sentence structures and forms of expression

ii. Write and speak in a register and style that serve the context and intenon

iii. Use correct grammar, syntax and punctuaon

iv. Spell (alphabec languages), write (character languages) and pronounce with

accuracy

v. Use appropriate non-verbal communicaon techniques

Curriculum

Grade 9 Language A English

Grade 9 Literature is a diverse and balanced class that aims to develop students

skills of reading, wring, speaking, and viewing. Students are encouraged to see

literature as a means of understanding the growth processes all humans go through.

Students are also encouraged to see literature as a means of seeing into mes and

places dierent from our own and as a global human enterprise, an enduring product

of human ingenuity. In other words, their aenon is directed to the ways in which

authors use and build on each others works.

The course is structured into units which allow exibility in terms of choice of texts

and acvies devised. Key concepts under study include:

Reading

Key Ideas and Details: Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences drawn from the text

Cra and Structure:Determine the meaning of words and phrases as they are used

in the text, including the gurave and connotave meanings; analyze the cumulave

impact of a specic word choices on meaning and tone (e.g., how the language

evokes a sense of me and place; how it sets a formal or informal tone)

Integraon of Knowledge and Ideas: Analyze the representaon of a subject or a key

scene in two dierent arsc mediums, including what is emphasized or absent in

each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with

the Fall of Icarus)

Wring

Text Type and Purposes: Write arguments to support claims in an analysis of

substanve topics or texts, using valid reasoning and relevant and sucient evidence Producon and Distribuon or Wring: Produce clear and coherent wring in which

the development, organizaon, and style are appropriate to task, purpose, and

audience

Research to Build and Present Knowledge: Conduct short as well as more sustained

research project to answer a queson (including a self-generated queson) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize

mulple sources on the subject, demonstrang understanding of the subject under

invesgaon

Range of Wring: Write rounely over extended me frames (me for research,

reecon, and revision) and shorter me frames (a single sing or a day or two) for a

range of tasks, purposes and audiences

Speaking and Listening Standards

Comprehension and Collaboraon: Iniate and parcipate eecvely in a range

of collaborave discussions (one-on-one, in groups and teacher-led) with diverse

partners on Grade 9-10 topics, texts and issues, building on others ideas and

expressing their own clearly and persuasively

Presentaon of Knowledge and Ideas: Present informaon, ndings, and supporng

evidence clearly, concisely, and logically such that listeners can follow the line of


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reasoning and the organizaon, development, substance and style are appropriate to

purpose, audience, and task

Language Standards

Convenons of Standard English: Use various types of phrases (noun, verb, adjecval,

adverbial, parcipial, preposional, absolute) and clauses (independent, dependent;

noun, relave, adverbial) to convey specic meanings and add variety and interest to

wring or presentaons

Knowledge of Language: Apply knowledge of language to understand how language

funcons in dierent contexts, to make eecve choices for meaning or style, and to

comprehend more fully when reading or listening

Vocabulary Acquision and Use: Demonstrate understanding of gurave language,

word relaonships, and nuances in word meanings

Grade 10 Language A English

In the nal year of the Middle Years Program in Language A, students will connueto develop reading, wring, presentaon and analycal skills in response to a range

of text types, guiding quesons and Areas of interacon. Furthermore, the program

is designed to prepare the student for the IB Diploma course. Over the course of the

year students will interrogate a series of texts, asking themselves two major guiding

quesons:

What is the role of the individual in society?

What does it mean to be American?

The course is structured into units which allow exibility in terms of choice of texts

and acvies devised. Key concepts under study include:

Reading

Key Ideas and Details: Analyze how complex characters (e.g., those with mulple

or conicng movaons) develop over the course of a text, interact with other

characters, and advance the plot or develop the theme

Cra and Structure: Analyze how an authors choices concerning how to structure

a text, order events within it (e.g., parallel plots), and manipulate me (e.g., pacing,

ashbacks) create such eects as mystery, tension or surprise

Integraon of Knowledge and Ideas: Analyze how an author draws on and transforms

source material in a specic work (e.g., how Shakespeare treats a theme or topic from

Ovid or the Bible or how a later author draws on a play by Shakespeare)

Range of Reading and Level of Text Complexity: By the end of Grade 10, read and

comprehend literature, including stories, dramas, and poems, at the high end of the

Grades 9-10 text complexity band independently and prociently

Wring

Text types and purposes: Use words, phrases, and clauses to link the major secons

of the text, create cohesion, and clarify the relaonships between claims(s) and

reasons, between reasons and evidence, and between claims(s) and counterclaims;

write informave/explanatory texts to examine and convey complex ideas, concepts

and informaon clearly and accurately through the eecve selecon, organizaon

and analysis of content

Producon and Distribuon or Wring: Develop and strengthen wring as needed

by planning, revision, edion, rewring, or trying a new approach, focusing on

addressing what is most signicant for a specic purpose and audience

Research to Build Knowledge: Gather relevant informaon from mulple

authoritave print and digital sources, using advanced searches eecvely; assess the

usefulness of each source in answering the research queson; integrate informaon

into the text selecvely to maintain the ow of ideas, avoiding plagiarism and

following a standard format for citaon

Range of Wring: Write rounely over extended me frames (me for research,

reecon, and revision) and shorter me frames (a single sing or a day or two) for a

range of tasks, purposes, and audiences

Speaking and Listening

Comprehension and Collaboraon: Evaluate a speakers point of view, reasoning

and use of evidence and rhetoric, idenfying any faulty reasoning or exaggerated ordistorted evidence

Presentaon of Knowledge and Ideas: Adapt speech to a variety of contexts and

tasks, demonstrang command of formal English when indicated or appropriate

Language Standards

Convenons of Standard English: Demonstrate command of the convenons of

standard English capitalizaon, punctuaon, and spelling when wring


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- Use a semicolon (and perhaps and conjuncve adverb) to link two or more closely

related independent clauses

- Use a colon to introduce a list or quotaon

- Spell correctly

Knowledge of Language: Apply knowledge of language to understand how language

funcons in a dierent contexts, to make eecve choices for meaning or style, and to

comprehend more fully when reading or listening

Vocabulary Acquision: Acquire and use accurately, general academic and

domain specic words and phrases, sucient for reading, wring, speaking and

listening at the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase important to

comprehension or expression

Grade 11 and 12 Language and Literature

The Language A Literature course is built on the assumpon that literature is

concerned with our concepons, interpretaons and experiences of the world. The

study of literature can therefore be seen as an exploraon of the way it represents

the complex pursuits, anxiees, joys and fears to which human beings are exposed

in the daily business of living. It enables an exploraon of one of the more enduring

elds of human creavity, and provides opportunies for encouraging independent,

original, crical and clear thinking. It also promotes respect for the imaginaon and a

percepve approach to the understanding and interpretaon of literary works.

Through the study of a wide range of literature, the Language A Literature course

encourages students to appreciate the arstry of literature and to develop an ability

to reect crically on their reading. Works are studied in their literary and cultural

contexts, through close study of individual texts and passages, and by considering

a range of crical approaches. In view of the internaonal nature of the IB and itscommitment to intercultural understanding, the Language A Literature course does

not limit the study of works to the products of one culture or the cultures covered

by any one language. The study of works in translaon is especially important in

introducing students, through literature, to other cultural perspecves. The response

to the study of literature is through oral and wrien communicaon, thus enabling

students to develop and rene their command of language.

Language A - L iterature is a exible course that allows teachers to choose works from

prescribed lists of authors and to construct a course that suits the parcular needs

and interests of their students. It is divided into four parts, each with a parcular

focus.

Part 1: Works in Translaon

Part 2: Detailed Study

Part 3: Literary Genres

Part 4: Opons (in which works are freely chosen)

Group 1 AimsThe aims of Group 1 Languages taught at Standard Level (SL) and at Higher Level (HL)

are to:

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

and make relevant connecons

Develop the students powers of expression, both in oral and wrien communicaon

Encourage students to recognize the importance of the contexts in which texts are

wrien and received

Encourage, through the study of texts, an appreciaon of the dierent perspecves of

people from other cultures, and how these perspecves construct meaning

Encourage students to appreciate the formal, stylisc and aesthec qualies of texts

Promote in students an enjoyment of, and lifelong interest in, language and literature

In addion, the aims of the Language A Literature course taught at SL and at HL areto:

Develop in students an understanding of the techniques involved in literary cricism

Develop the students ability to form independent literary judgments and to support

those ideas


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Language A Literature Assessment Component (HL and SL) Weighng

External Assessment Assessed by the IB. 70%

Paper 1: Guided Literary Analysis 20%

Paper 2: Essay 25%

Wrien Assignment 25%Internal Assessment Assessment by the teacher and externally

moderated by the IB

30%

Individual Oral Commentary and Discussion 15%

Individual Oral Presentaon 15%

AP English Language and Composion

Knowledge Content

Students will:

Learn to read complex texts with greater understanding and develop a richness,

clarity, and complexity in their own reading and wring

Be oered an opportunity to sample a college level course, owing to its rigorous

curriculum

Receive an eecve understanding of language an ability to read crically, to evaluate

sources, and to cite sources

Learn to recognize and analyze a variety of rhetorical devices, strategies and modes

used in eecve wring

Skills Content

Upon compleng this course, students should be able to:

Analyze and interpret samples of good wring, idenfying and explaining an authors

use of rhetorical strategies and techniques

Apply eecve strategies and techniques to their own wring

Create and sustain arguments based on readings, research, and/or personal

experience

Synthesize various sources to cra an informed argument, properly documenng and

cing those sources using MLA standards

Demonstrate an understanding and mastery of standard wrien English as well as

stylisc maturity in their own wring

Write in a variety of genres and contexts, both formal and informal, employing

appropriate convenons

Produce expository and argumentave composions that introduce a complex central

idea and develop it with appropriate, specic evidence, cogent explanaons and clear

transions.

Move eecvely through the stages of the wring process, with careful aenon to

inquiry and research, draing, revising, eding and review

Analyze images as text

AP English Literature and Composion

Knowledge Content

Students will, through a careful reading of selected works from various genres andperiods, learn to crically analyze imaginave wring of recognized literary merit,

thus deepening their understanding of the ways writers use language to provide both

meaning and pleasure for their readers.

Skills Content

Upon compleng this course, students should be able to:

Consider structure, style and themes as well as the use of gurave language,

imagery, symbolism and tone in their literary analysis

Use expository, analycal and argumentave wring based on their reading of both

primary and secondary sources, placing emphasis on content, purpose and audience,which should guide the organizaon of their wring

Demonstrate, through the use of a wide range of vocabulary, stylisc maturity in their

own wring, paying careful aenon to the stages of the wring process inquiry and

research, draing, revising, eding and review


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Mathemacs plays an essenal role both within the school and in society. It promotes

a powerful universal language, analycal reasoning and problem-solving skills that

contribute to the development of logical, abstract and crical thinking. Moreover,

understanding and being able to use mathemacs with condence is not only an

advantage in school but also a skill for problem solving and decision-making in everyday

life. Therefore, Mathemacs should be accessible to and be studied by all students.

Mathemacs is well known as a foundaon for the study of sciences, engineering and

technology. However, it is also increasingly important in other areas of knowledge such

as economics and other social sciences. Mathemacs aims to equip all students with

the knowledge, understanding and intellectual capabilies to address further courses

in Mathemacs, as well as to prepare those students who will use Mathemacs in their

workplace and life in general.

In Mathemacs, four main objecves support the IB learner prole and promote the

development of students who are knowledgeable, inquirers, communicators and

reecve learners:

Knowledge and Understanding:Promotes learning Mathemacs with understanding,

allowing students to interpret results, make conjectures and use mathemacal

reasoning when solving problems in school and in real-world situaons

Invesgang Paerns:Supports inquiry-based learning; through the use of

invesgaons, teachers challenge students to experience mathemacal discovery,

recognize paerns and structures, describe these as relaonships or general rules,

and explain their reasoning using mathemacal juscaons and proofs

Communicaon in Mathemacs: Encourages students to use the language of

Mathemacs and its dierent forms of representaon, to communicate their ndings

and reasoning eecvely, both orally and in wring

Reecon in Mathemacs: Provides an opportunity for students to reect upon

their processes and evaluate the signicance of their ndings in connecon to real-

life contexts; reecon allows students to become aware of their strengths and the

challenges they face as learners

Overall, Stamford expects all students to appreciate the beauty and usefulness of

Mathemacs as a remarkable cultural and intellectual legacy of humankind, and as a

valuable instrument for social and economic change in society.

Aims


student may expect to experience and learn. These aims suggest how the student

may be changed by the learning experience.

The aims of MYP mathemacs are to encourage and enable students to:

Enjoy mathemacs, develop curiosity and begin to appreciate its elegance and power

Develop an understanding of the principles and nature of mathemacs

Communicate clearly and condently in a variety of contexts

Develop logical, crical and creave thinking

Develop condence, perseverance, and independence in mathemacal thinking and

problem solving

Develop powers of generalizaon and abstracon

Apply and transfer skills to a wide range of real-life situaons, other areas of

knowledge and future developments

Appreciate how developments in technology and mathemacs have inuenced each

other

Appreciate the moral, social and ethical implicaons arising from the work of

mathemacians and the applicaons of mathemacs Appreciate the internaonal dimension in mathemacs through an awareness of the

universality of mathemacs and its mulcultural and historical perspecves

Appreciate the contribuon of mathemacs to other areas of knowledge

Develop the knowledge, skills and atudes necessary to pursue further studies in

mathemacs

Develop the ability to reect crically upon their own work and the work of others.

Mathemacs


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Assessment

All of the Mathemacs aims are assessed using a variety of formave and summave

assessment tasks, including quizzes, tests, exams, research assignments, projects and

applicaon of Mathemacs to real-world situaons.

The following assessment criteria have been established by the IB for Mathemacs in

the MYP and are used to assess and report on the progress of all students.

Criterion A Knowing and understanding Maximum 8

Criterion B Invesgang paerns Maximum 8

Criterion C Communicang Maximum 8

Cri terion D Applying mathemacs in real -l ife

contexts

Maximum 8

Mathemacs assessment criteria: Grade 9Criterion A: Knowing and understandingMaximum: 8


i. Select appropriate mathemacs when solving problems

ii. Apply the selected mathemacs successfully when solving problems

iii. Solve problems correctly in both familiar and unfamiliar situaons in a variety of

contexts

Criterion B: Invesgang paerns

Maximum: 8


i. Select and apply mathemacal problem-solving techniques to discover complex

paerns

ii. Describe paerns as relaonships and/or general rules consistent with ndings

iii. Verify and jusfy relaonships and/or general rules

Criterion C: Communicang

Maximum: 8


i. Use appropriate mathemacal language (notaon, symbols and terminology) in bothoral and wrien explanaons

ii. Use dierent forms of mathemacal representaon to present informaon

iii. Move between dierent forms of mathemacal representaon

iv. Communicate complete and coherent mathemacal lines of reasoning

v. Organize informaon using a logical structure

Criterion D: Applying mathemacs in real-life contexts

Maximum: 8


i. Idenfy relevant elements of authenc real-life situaons

ii. Select appropriate mathemacal strategies when solving authenc real-life situaons

iii. Apply the selected mathemacal strategies successfully to reach a soluon

iv. Explain the degree of accuracy of a soluon

v. Explain whether a soluon makes sense in the context of the authenc real-life

situaon

Mathemacs assessment criteria: Grade 10

Criterion A: Knowing and understandingMaximum: 8


i. Select appropriate mathemacs when solving problems

ii. Apply the selected mathemacs successfully when solving problems

iii. Solve problems correctly in both familiar and unfamiliar situaons in a variety of

contexts


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Criterion B: Invesgang paerns

Maximum: 8


i. Select and apply mathemacal problem-solving techniques to discover complexpaerns

ii. Describe paerns as general rules consistent with ndings

iii. Prove, or verify and jusfy, general rules

Criterion C: Communicang

Maximum: 8


i. Use appropriate mathemacal language (notaon, symbols and terminology) in both

oral and wrien explanaons

ii. Use appropriate forms of mathemacal representaon to present informaon

iii. Move between dierent forms of mathemacal representaon

iv. Communicate complete, coherent and concise mathemacal lines of reasoning

v. Organize informaon using a logical structure

Criterion D: Applying mathemacs in real-life contexts

Maximum: 8


i. Idenfy relevant elements of authenc real-life situaons

ii. Select appropriate mathemacal strategies when solving authenc real-life situaonsiii. Apply the selected mathemacal strategies successfully to reach a soluon

iv. Jusfy the degree of accuracy of a soluon

v. Jusfy whether a soluon makes sense in the context of the authenc real-life

situaon.

Curriculum

Grade 9 Mathemacs

Grade 9 Mathemacs connues developing the students understanding and

applicaon of algebra, geometry and trigonometry, extending this knowledge to a

more advanced level in preparaon for pre-calculus studies in Grade 10. The course is

organized to encourage students to become aware of the links between Mathemacs

and other subjects; to emphasize dierent methods of communicang soluons and

to allow students to explore their own ideas mathemacally.

The course is structured into the following units which allow teachers exibility to the

ming and pacing of concepts. Students will:

Number Work with number concepts; rao, proporon and percentage; range, esmaon and

rounding; conversion, scaling and units; scienc notaon

Algebra

Work with algebraic expressions, fracons and expansions; linear equaons,

inequalies, formulae, graphing and problem solving; simultaneous equaons;

absolute value; indices/exponents; quadrac expressions, equaons, factoring,

graphing and problem solving, funcons; radicals (surds)

Geometry

Review basic geometric concepts points, lines, angles, planes; interior and exterior

angles of polygons; parallel and perpendicular lines; congruent and similar

Trigonometry

Work with basic trigonometric raos SOH, CAH and TOA; bearings and XY system

trigonometry; 3-dimensional trigonometry; sine and cosine rule for non-right-angled

triangles; introducon of the unit circle and concepts of trigonometry for angles

greater than 90 degrees


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Discrete Mathemacs

Study Networks and Topology (honors level class) which gives the students a rst

experience of the language and notaon of graph theory; it focuses on analyzing

networks to nd the shortest path; discovering opmal soluons to real-world

problems and classifying and describing topological objects

Grade 10 Mathemacs

In Grade 10 Mathemacs students will gain the knowledge and understanding of

prerequisite skills for IB Diploma Math. They will learn to apply these skills and to

develop problem solving strategies. They will be required to communicate in the

language of Mathemacs.


ming and pacing of concepts. Students will:

Number Review number concepts; exponents, including radical form (surds); be introduced to

logarithms and complex numbers

Algebra Extend previous algebra skills with further exploraon into funcons and equaons,

sequences and series, inequalies and matrix algebra

Geometry and Trigonometry Study geometry and trigonometry which enhances spaal awareness and provides

tools for analyzing, measuring and transforming geometric quanes in two and three

dimensions; coordinate geometry, solving triangles, construcons and loci, vectors,

and similarity and congruence theorems

Stascs and Probability Work with guiding quesons for stascs including: How to collect data? How to

display data? How to interpret data? How to use data to make decisions? How to

manipulate univariate data? Probability topics include compound events and normal

distribuons

Discrete Mathemacs

Work with sets, Venn diagrams and logic; topology and directed networks

Grade 11 and 12 Mathemacs

Group 5 AimsThe aims of all mathemacs courses in Group 5 are to enable students to:

Enjoy mathemacs, and develop an appreciaon of the elegance and power of

mathemacs

Develop an understanding of the principles and nature of mathemacs

Communicate clearly and condently in a variety of contexts

Develop logical, crical and creave thinking, and paence and persistence in

problem-solving

Employ and rene their powers of abstracon and generalizaon

Apply and transfer skills to alternave situaons, to other areas of knowledge and to

future developments Appreciate how developments in technology and mathemacs have inuenced each

other

Appreciate the moral, social and ethical implicaons arising from the work of

mathemacians and the applicaons of mathemacs

Appreciate the internaonal dimension in mathemacs through an awareness of the

universality of mathemacs and its mulcultural and historical perspecves

Appreciate the contribuon of mathemacs to other disciplines, and as a parcular

area of knowledge in the Theory of Knowledge course.

Assessment Objecves

Problem-solving is central to learning mathemacs and involves the acquision ofmathemacal skills and concepts in a wide range of situaons, including non-roune,

open-ended and real-world problems. Having followed a DP Mathemacal Studies SL

course, students will be expected to demonstrate the following:

Knowledge and Understanding: Recall, select and use their knowledge of

mathemacal facts, concepts and techniques in a variety of familiar and unfamiliar

contexts

Problem-Solving: Recall, select and use their knowledge of mathemacal skills, results

and models in both real and abstract contexts to solve problems


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Communicaon and Interpretaon: Transform common realisc contexts into

mathemacs; comment on the context; sketch or draw mathemacal diagrams,

graphs or construcons both on paper and using technology; record methods,

soluons and conclusions using standardized notaon

Technology: Use technology, accurately, appropriately and eciently both to explore

new ideas and to solve problems

Reasoning: Construct mathemacal arguments through use of precise statements,

logical deducon and inference, and by the manipulaon of mathemacal expressions

Inquiry Approaches: Invesgate unfamiliar situaons, both abstract and real-world,

involving organizing and analyzing informaon, making conjectures, drawing

conclusions and tesng their validity

Mathemacal Studies SL

This course is available only at standard level, and is equivalent in status to

Mathemacs SL, but addresses dierent needs. It has an emphasis on applicaons

of mathemacs, and the largest secon is on stascal techniques. It is designedfor students with varied mathemacal backgrounds and abilies. It oers

students opportunies to learn important concepts and techniques and to gain an

understanding of a wide variety of mathemacal topics. It prepares students to

be able to solve problems in a variety of sengs, to develop more sophiscated

mathemacal reasoning and to enhance their crical thinking. The individual project

is an extended piece of work based on personal research involving the collecon,

analysis and evaluaon of data. Students taking this course are well prepared for a

career in social sciences, humanies, languages or arts. These students may need

to ulize the stascs and logical reasoning that they have learned as part of the

Mathemacal Studies SL course in their future studies. Topics covered include the

following:

Numbers and Algebra

Descripve Stascs

Logic, Sets and Probability

Stascal Applicaons

Geometry and Trigonometry

Mathemacal Models

Introducon to Dierenal Calculus

The Mathemacal Studies course syllabus focuses on important mathemacal topics

that are interconnected. The syllabus is organized and structured with the following

tenets in mind: placing more emphasis on student understanding of fundamental

concepts than on symbolic manipulaon and complex manipulave skills; giving

greater emphasis to developing students mathemacal reasoning rather than

performing roune operaons; solving mathemacal problems embedded in a wide

range of contexts; using the calculator eecvely.

The course includes project work, a feature unique to Mathemacal Studies SL

within Group 5. Each student completes a project, based on their own research;

this is guided and supervised by the teacher. The project provides an opportunity

for students to carry out a mathemacal study of their choice using their own

experience, knowledge and skills acquired during the course. This process allows

students to take sole responsibility for a part of their studies in mathemacs.

The students most likely to select this course are those whose main interests lie

outside the eld of mathemacs, and for many students this course will be their

nal experience of being taught formal mathemacs. All parts of the syllabushave therefore been carefully selected to ensure that an approach starng

from rst 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 mathemacs for the achievement

of further qualicaons should be advised to consider an alternave Mathemacs

course.

Owing to the nature of Mathemacal S tudies SL, teachers may nd that tradional

methods of teaching are inappropriate and that less formal, shared learning

techniques can be more smulang and rewarding for students. Lessons that use

an inquiry-based approach, starng with praccal invesgaons where possible,

followed by analysis of results, leading to the understanding of a mathemacal

principle and its formulaon into mathemacal language, are oen most successful

in engaging the interest of students. Furthermore, this type of approach is likely to

assist students in their understanding of mathemacs by providing a meaningful

context and by leading them to understand more fully how to structure their work for

the project.


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Mathemacal Studies SL Assessment Component Weighng

External Assessment Assessed by the IB 80%

Paper 1: Short-response quesons 40%

Paper 2: Extended-response quesons 40%

Internal Assessment Assessed by the teacher and externallymoderated by the IB. Project: Collecon of informaon/

measurements, analysis and evaluaon

20%

Mathemacs SL

This course caters for students who already possess knowledge of basic mathemacal

concepts, and who are equipped with the skills needed to apply simple mathemacal

techniques correctly. The majority of these students will need a sound mathemacal

background as they prepare for future studies in subjects such as chemistry,

economics, psychology and business administraon.

This course focuses on introducing important mathemacal concepts through the

development of mathemacal techniques. The intenon is to introduce students to

these concepts in a comprehensible and coherent way, rather than insisng on the

mathemacal rigor required for Mathemacs HL. Students should, wherever possible,

apply the mathemacal knowledge they have acquired to solve realisc problems set

in an appropriate context.

The internally assessed component, the exploraon, oers students the opportunity

for developing independence in their mathemacal learning. Students are

encouraged to take a considered approach to various mathemacal acvies and to

explore dierent mathemacal ideas. The exploraon also allows students to workwithout the me constraints of a wrien examinaon and to develop the skills they

need for communicang mathemacal ideas.

This course does not have the depth found in the Mathemacs HL courses. Students

wishing to study subjects with a high degree of mathemacal content should

therefore opt for a Mathemacs HL course rather than a Mathemacs SL course.

Mathemacal Studies SL Assessment Component Weighng

Mathemacs SL Assessment Component Weighng

External Assessment 80%

Paper 1: Short and extended response quesons 40%

Paper 2 40%Internal Assessment 20%

Mathemacs HL

This course caters for students with a good background in mathemacs who are

competent in a range of analycal and technical skills. The majority of these students

will be expecng to include mathemacs 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 mathemacs and enjoy meeng its challenges and engaging with itsproblems. Topics covered include the following:

Algebra

Funcons and Equaons

Circular Funcons and Trigonometry

Vectors

Stascs and Probability

Calculus

Sets, Relaons and Groups

Discrete Mathemacs


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Mathemacs HL Assessment Component Weighng

External Assessment Assessed by the IB 80%



Paper 3: Extended response quesons 20%Internal Assessment Assessed by the teacher and externally

moderated by the IB. Project: Collecon of informaon/measures,

analysis and evaluaon

20%

AP Calculus AB

This college-level course closely follows the syllabus of the College Entrance

Examinaon Board for Advanced Placement AB Calculus and is primarily concerned

with developing the students understanding of calculus and providing experiences

with its methods and applicaons. The course emphasizes a mul-representaonal

approach to calculus with concepts, results and problems being expressedgeometrically, numerically, analycally and verbally.

The major topics covered in the course include: funcons, graphs, limits, and

connuity; derivaves and their applicaon; integrals and their applicaon. The TI-

Nspire graphing calculator is used extensively throughout the course to analyze and

graph funcons, their derivaves, and their integrals, as well as to compute numerical

values for a range of funcons and their approximaons.

Knowledge Content

Students will study the following topics:

Analysis of graphs

Limits of funcons

Asymptoc and unbounded behavior

Connuity

Concept and denion of derivaves

Derivave at a point

Derivave as a funcon

Second derivave

Computaon and applicaons of derivaves

Integrals

Interpretaons and properes of denite integrals

Fundamental Theorem of Calculus

Techniques of anderivaves

Applicaons of anderivaves

Numerical approximaons to denite integrals

Skills ContentUpon compleng this course, students should be able to:

Work with funcons represented in a variety of ways and understand their

connecons

Understand the meaning of the derivave in terms of a rate of change

Use derivaves to solve a variety of problems

Understand the meaning of the denite integral and use integrals to solve problems

Idenfy the relaonship between the derivave and the denite integral as expressed

in both parts of the Fundamental Theorem of Calculus

Communicate mathemacs both orally and wrien, and explain soluons to problems

Model a wrien descripon of a physical situaon with a funcon, a dierenal

equaon, or an integral

Use technology to help solve problems, experiment, interpret results, and verify

conclusions

Determine the reasonableness of soluons, including sign, size, relave accuracy, and

units of measurement

AP Stascs and Probability

This college-level course closely follows the syllabus of the College Board for

Advanced Placement Stascs. At the compleon of this course, students will be

prepared to sit the AP Stascs Examinaon in May should they choose. Students are

introduced to the major tools for collecng, analyzing, and drawing conclusions from

data, culminang with making inferences on populaon parameters and extensively

using hypothesis tests to explore the validity of claims. The use of technology,

computers and a graphing calculator is essenal to this process.


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Science

Science and its methods of invesgaon oer a way of learning that contributes to

the development of an analycal and crical way of thinking. Inquiry is at the heart of

Stamfords Science Program and aims to support students understanding of Sciences by

providing them with opportunies to independently invesgate relevant issues through

both research and experimentaon.

Following the MYP, Stamfords Science Program aims to provide students with the

opportunity to show their understanding of the main concepts and processes of Science,

by applying these to solve problems in familiar and unfamiliar situaons.

Students should demonstrate crical-thinking skills to analyze and evaluate informaon

in order to make informed judgments in a variety of contexts. Science and its methods

of invesgaon oer a way of learning that contributes to the development of an

analycal and crical way of thinking. Inquiry is at the heart of MYP Science at Stamford

and aims to support students understanding of general Science by providing them

with opportunies to independently invesgate relevant issues through both research

and experimentaon. Learning Science relies on understanding and using the language

of Science, which involves more than simply learning technical scienc terminology.

Science at Stamford aims for students to become competent and condent when

accessing, using and communicang scienc informaon. Students are expected to use

scienc language correctly and select appropriate communicaon formats for oral and

wrien communicaon.

Aims


student may expect to experience and learn. These aims suggest how the student may be

changed by the learning experience.

The aims of MYP sciences are to encourage and enable students to:

Understand and appreciate science and its implicaons

Consider science as a human endeavor with benets and limitaons

Culvate analycal, inquiring and exible minds that pose quesons, solve problems,

construct explanaons and judge arguments

Develop skills to design and perform invesgaons, evaluate evidence and reach

conclusions

Build an awareness of the need to eecvely collaborate and communicate

Apply language skills and knowledge in a variety of real-life contexts

Develop sensivity towards the living and non-living environments

Reect on learning experiences and make informed choices

Assessment

All of the Science aims are assessed using a variety of formave and summave

assessment tasks, including quizzes, tests, exams, experiments, essays, research

assignments, projects and applicaon of Science to real-world situaons.

The following assessment criteria have been established by the IB for Science in the MYP

and are used to assess and report on the progress of all students.

Criterion A Knowing and understanding Maximum 8

Criterion B Inquiring and designing Maximum 8

Criterion C Processing and evaluang Maximum 8

Criterion D Reecng on the impacts of science Maximum 8

Sciences assessment criteria: Grade 9



i. Describe scienc knowledge

ii. Apply scienc knowledge and understanding to solve problems set in familiar and

unfamiliar situaons

iii. Analyze informaon to make sciencally supported judgments


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Criterion B: Inquiring and designing

Maximum: 8


i. Describe a problem or queson to be tested by a scienc invesgaon

ii. Outline a testable hypothesis and explain it using scienc reasoning

iii. Describe how to manipulate the variables, and describe how data will be collected

iv. Design scienc invesgaons

Criterion C: Processing and evaluang

Maximum: 8


i. Present collected and transformed data

ii. Interpret data and describe results using scienc reasoning

iii. Discuss the validity of a hypothesis based on the outcome of the scienc

invesgaon

iv. Discuss the validity of the method

v. Describe improvements or extensions to the method

Criterion D: Reecng on the impacts of science

Maximum: 8


i. Describe the ways in which science is applied and used to address a specic problem

or issueii. Discuss and analyze the various implicaons of using science and its applicaon in

solving a specic problem or issue

iii. Apply communicaon modes eecvely

iv. Document the work of others and sources of informaon used

Sciences criteria: Grade 10



i. Explain scienc knowledge

ii. Apply scienc knowledge and understanding to solve problems set in familiar and

unfamiliar situaons

iii. Analyze and evaluate informaon to make sciencally supported judgments

Criterion B: Inquiring and designing

Maximum: 8


i. Explain a problem or queson to be tested by a scienc invesgaonii. Formulate a testable hypothesis and explain it using scienc reasoning

iii. Explain how to manipulate the variables, and explain how data will be collected

iv. Design scienc invesgaons

Criterion C: Processing and evaluang

Maximum: 8


i. Present collected and transformed data

ii. Interpret data and explain results using scienc reasoningiii. Evaluate the validity of a hypothesis based on the outcome of the scienc

invesgaon

iv. Evaluate the validity of the method

v. Explain improvements or extensions to the method


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Criterion D: Reecng on the impacts of science

Maximum: 8


i. Explain the ways in which science is applied and used to address a specic problem or

issue

ii. Discuss and evaluate the various implicaons of using science and its applicaon to

solve a specic problem or issue

iii. Apply communicaon modes eecvely

iv. Document the work of others and sources of informaon used

Curriculum

Grade 9 Science

The Experimental Sciences course in Stamford in Grade 9 consists of laboratoryinvesgaons and classroom instrucon, divided equally among Chemistry and Physics.

Emphasis is placed on the drawing of conclusions from observaons, and the applicaon

of these conclusions, as well as related concepts and theories, to the process of solving

problems.


ming and pacing of concepts:

Chemistry General Chemistry

Reacon energy

Kinecs

Chemical equilibrium

Redox processes

Acids and bases

Environmental week

Organic Chemistry

Biochemistry

Physics

General Physics

Light and sight

Energy

Medical Physics

Earth and space

Grade 10 Science

The Experimental Sciences course in Stamford in Grade 10 consists of laboratory

invesgaons and classroom instrucon, divided between Biology, Chemistry and Physics

with the major focus on Biology. Emphasis is placed on the drawing of conclusions from

observaons, and the applicaon of these conclusions, as well as of introduced concepts

and theories, to the process of solving problems.


ming and pacing of concepts:

Knowledge Content

General Biology

Cells

Nutrion and digeson

Skeletal and muscular system

Environmental week

Reproducon

Diseases

Animal behavior

Ecology

Chemistry General Chemistry

Reacon energy

Kinecs

Chemical equilibrium

Redox processes


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Acids and bases

Environmental week

Organic Chemistry

Biochemistry

Grade 11 and 12 ScienceThrough studying any of the Group 4 subjects, students should become aware of how

sciensts work and communicate with each other. While the scienc method may

take on a wide variety of forms, it is the emphasis on a praccal approach through

experimental work that disnguishes the Group 4 subjects from other disciplines and

characterizes each of the subjects within Group 4.

Group 4 AimsIt is in this context that all the Diploma Program experimental science courses should aim

to:

Provide opportunies for scienc study and creavity within a global context that

will smulate and challenge students

Provide a body of knowledge, methods and techniques that characterize science and

technology

Enable students to apply and use a body of knowledge, methods and techniques that

characterize science and technology

Develop an ability to analyze, evaluate and synthesize scienc informaon

Engender an awareness of the need for, and the value of, eecve collaboraon and

communicaon during scienc acvies

Develop experimental and invesgave scienc skills

Develop and apply the students informaon and communicaon technology skills in

the study of science Raise awareness of the moral, ethical, social, economic and environmental

implicaons of using science and technology

Develop an appreciaon of the possibilies and limitaons associated with science

and sciensts

Encourage an understanding of the relaonships between scienc disciplines and

the overarching nature of the scienc method

Assessment Objecves

The objecves for all Group 4 subjects reect those parts of the aims that will be

assessed. Wherever appropriate, the assessment will draw upon environmental and

technological contexts and idenfy the social, moral and economic eects of science.

It is the intenon of all the Diploma Program experimental science courses that studentsachieve the following objecves:

Demonstrate an understanding of:

Scienc facts and concepts

Scienc methods and techniques

Scienc terminology

Methods of presenng scienc informaon

Apply and use:

Scienc facts and concepts Scienc methods and techniques

Scienc terminology to communicate eecvely

Appropriate methods to present scienc informaon

Construct, analyze and evaluate:

Hypotheses, research quesons and predicons

Scienc methods and techniques

Scienc explanaons

Demonstrate the personal skills of cooperaon, perseverance and responsibility

appropriate for eecve scienc invesgaon and problem solving

Demonstrate the manipulave skills necessary to carry out scienc invesgaons

with precision and safety


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Biology

Biologists have accumulated huge amounts of informaon about living organisms,

and it would be easy to confuse students by teaching large numbers of seemingly

unrelated facts. In the Diploma Program Biology course, it is hoped that studentswill acquire a limited body of facts and, at the same me, develop a broad, general

understanding of the principles of the subject.

Although the Diploma Program Biology course taught at SL and HL has been wrien

as a series of discrete statements (for assessment purposes), there are four basic

biological concepts that run throughout:

Structure and FunconThis relaonship is probably one of the most important in a study of Biology and

operates at all levels of complexity. Students should appreciate that structures permit

some funcons while, at the same me, liming others.

Universality Versus Diversity

At the factual level, it soon becomes obvious to students that some molecules (for

example, enzymes, amino acids, nucleic acids and ATP) are ubiquitous, and so are

processes and structures. However, these universal features exist in a biological world

of enormous diversity. Species exist in a range of habitats and show adaptaons

that relate structure to funcon. At another level, students can grasp the idea of a

living world in which universality means that a diverse range of organisms (including

ourselves) are connected and interdependent.

Equilibrium within Systems

Checks and balances exist both within living organisms and within ecosystems. The

state of dynamic equilibrium is essenal for the connuity of life.

Evoluon

The concept of evoluon draws together the other t hemes. It can be regarded

as change leading to diversity within constraints, and this leads to adaptaons of

structure and funcon. These four concepts serve as themes that unify the various

topics that make up the three secons of the course: the core, the addional higher

level (AHL) material and the opons. The order in which the syllabus is arranged

is not the order in which it should be taught, and it is up to individual teachers to

decide on an arrangement that suits t heir circumstances. Opon material may be

taught within the core or the AHL material, if desired.

Assessment Component (HL and SL) Weighng

Paper 1: Mulple-Choice Queson 20%

Paper 2: Data-Based Quesons and Extended Response Quesons 36%

Paper 3: Short-Answer Quesons 20%

Praccal Work 24%

Chemistry

Chemistry is an experimental science that combines academic study with the

acquision of praccal and invesgaonal skills. It is called the central science,

as chemical principles underpin both the physical environment in which we live

and all biological systems. Apart from being a subject worthy of study in its own

right, Chemistry is a prerequisite for many other courses in higher educaon, suchas medicine, biological science and environmental science, and serves as useful

preparaon for employment.


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The Diploma Program Chemistry course includes the essenal principles of the

subject but also, through selecon of opons, allows teachers some exibility to

tailor the course to meet the needs of their students. The course is available at both

standard level (SL) and higher

stamford ib program

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