FrenchAmericanSchoolofNewYork9thGradeChemistryInternationalProgram

2trimesters,5hoursperweek(120hours)

CourseOverview:

ThiscoursewillpreparestudentsfortheIBChemistryDiplomaProgram.

CourseObjectives:

• Toencourageawiderinterestinchemistryasascienceandpromotetheunderstandingandrelevanceofthatscienceinourdailylives

• Todevelopthestudent’sabilitytoproperlyusedifferentexperimentaltechniquesthathelpobserve,analyzeandinterpretchemicalreactionsinthelaboratory

• Toequipourstudentswiththenecessaryknowledgeandskillsthatwillhelpthemsucceedintheirfuturestudies

CourseContent:

• Measurementanddataprocessing:Usingtheappropriateapparatustomeasuretime,temperature,pH,massandvolumeincludingunitsanduncertainties.

• Theparticulatenatureofmatter:Distinguishingthepropertiesofsolidsliquidsandgasesintermsofparticlearrangementandtypeofmotion.

• AtomicstructureandthePeriodicTable:Describethedifferencebetweenelements,compoundsandmixture.Studythestructureofanatomandrelateittoitsclassificationintheperiodictable.

• Stoichiometry:Useelementssymbolstointerpretandbalancesimplechemicalequations• Chemicalreactionsrates:understandtheeffectofconcentration,particlesize,catalystsand

temperatureontherateofareaction.• Redox:Introductionofoxidationandreductioninchemicalreactionsandelectrochemistry.• Acids,basesandsalts:Characteristicpropertiesofacidsandbasesandpreparationofsalts• Organicchemistry:Introductiontothehomologousseriesofalkanes,alkenesandalkynes.

Assessment:

• Homework• Quizzes• Labreports• Tests• Projectpresentations• Personalengagement

FrenchAmericanSchoolofNewYork9th-10thGradeBiologyInternationalProgram

2trimesters,5hoursperweek(120hours)CourseOverview:

Thisisanintroductorybiologycoursetaughtovertwosemestersinaspanoftwoyears,9th&10thgrade.

Thecoursefocusesondevelopingabroadgeneralunderstandingofbiologybyexpandingstudents’understandingofhowscienceworksandisappliedtoacquireknowledgeaboutthenaturalworld.

ThecoursewillpreparestudentsfortheIBBiologyDiplomaProgram.

Objectives:

§ Acquireanddemonstrateknowledgeandunderstandingofscientificfacts,concepts,andtechniques.§ Developscientificinvestigationskillsthroughinquiry-basedlaboratorywork.§ Analyzeandevaluatedata,techniques,andscientificexplanations.§ Communicateeffectivelythroughthelanguageofscience.§ Developawarenessforaccuracy,precision,objectivity,andintegrity.§ Recognizetheutility,ethicalconsiderations,andlimitationsofscience.§

Coursecontent:

§ ScientificInquiryandlabskills:Microscopes,labsafety,scientificmethod,interpretinggraphs)§ Organizationoflife:characteristicsoflife,biochemistry,cellstructureandfunction,photosynthesis,

cellularrespiration,singleandmulti-cellularorganisms.§ Reproductionanddevelopment:typesofreproduction,celldivision,technologyofreproduction.§ Genetics:Heredity,structureofDNAandRNA,proteinsynthesis,biotechnologyandgenetic

engineering.§ Evolution:Theory,mechanisms,andpatternsofevolution.§ Homeostasisinorganisms:feedback,humanbodysystems,disease,humanreproduction.§ Ecology:Biodiversity,organismsintheirenvironment,structureofecosystems,energyflowin

ecosystems.§ Humanimpactontheenvironment:positiveandnegativeeffectsofhumansontheenvironment.

Assessment:

§ Homeworkassignments.§ Quizzes§ Tests§ Labreports§ Interdisciplinaryprojectwherestudentswillusetheirskillsinscientificinquiry,mathematicalanalysis,

andengineeringdesign,asappropriatetoanswerafocusedresearchquestionoftheirown.Theprojectwillenablestudentstounderstandrelationshipsandconceptsthatconnectscience,mathematics,andtechnology.ThiswillalsopreparestudentsfortheIBgroupIVinterdisciplinaryprojectandtheIAinvestigation.

FrenchAmericanSchoolofNewYork10thGradePhysics

InternationalProgram2trimesters,5hoursperweek(120hours)CourseObjectives:●AcquireafoundationofknowledgeandskillstoprepareforsuccessinIBPhysics●Developscientificinvestigationskillsthroughhand-onpracticalwork●Learntoanalyzedataandpresentiteffectively●RecognizetheusefulnessandlimitationsofscienceinsocietyandeverydaylifeCourseContent:

• Measurement:Unitsofmeasurement;sourcesofuncertainty;datacollection;useofaveragingtoreduceuncertainty

• MotionandForces:Speedandacceleration,massandweight,effectsofforces,introductiontoNewton’sLaws

• Work,Energy,andPower:Understanding“Work”asatransferofenergy;kineticenergy;potentialenergy;conservationofenergy;energyresources

• ThermalPhysics:kinetictheory;temperature;thermometricpropertiesofmatter;conduction,convection,andthermalradiation

• Waves:waveproperties;reflectionandrefraction;lightasanelectromagneticwave;sound• Electricchargeandcircuits:propertiesofcharge;current;potentialdifference;resistanceand

Ohm’sLaw;electromotiveforce;seriesandparallelresistancecircuits;electricalenergy;dangersofelectricityAssessment:Combinationofhomework,quizzes,unitexams,andpracticalwork

FrenchAmericanSchoolofNewYork9thGradeCoding

InternationalProgram

2hoursperweek(70hours)

CourseDescription:WewillreviewPythonusingtheWebSite:introtopython.org.Thestudentswillfollowthelessonsonthatsite.Ouronlineeditorisreplt.it

Oncetheybecomemoreproficient,studentswillworkinteamstobuildarobotandprogramit.Thisactivitywillbebothchallengingandfunandwillhaveculminateincompetitionswithintheclass.EachteamwillbuildaRobotusingassignedrolesoveronetrimester

Theremaineroftheyearwillbespentcompleting“Unplugged”taskstolearnthebasicsofComputerSciencewherestudentswilldotaskbyhandusingpencil&paper.

PossibleExtensionstime-allowing:

GoogleDocs-FunctionsandGraphicalRepresentations.

GoogleSketchUp–aDesignTool

TurtleGraphics

Assessment:

Quizzes&Checklists

Resources:

UsefulWebsites:Stackoverflow.org–postquestions–GitHub.org–Forpostingandexchangingprogramsyouwrite

FrenchAmericanSchoolofNewYork9thGradeMathematicsInternationalProgram

5hoursperweek(180hours)

CourseOverview:

ThiscoursewillwillpreparestudentsfortheIBMathematicsHigherLevelandStandardLevelDiplomaProgram.

Objectives:

• Toencouragethedevelopmentofmathematicalknowledgeasakeylifeskill,andasastrongbasisformoreadvancedstudy.

• Tobuildlearners'confidencebyhelpingthemtodevelopcompetenceandfluencywithmathematicalconcepts,methodsandskills,aswellasafeelfornumbers,patternsandrelationships.

• Toplaceastrongemphasisonsolvingproblemsandpresentingandinterpretingresults.• Togainanunderstandingofhowtocommunicateandreasonusingmathematicalconcepts.

Content:

InGrade9,thefocusisontheconceptsofNumber,Algebra,andCoordinateGeometryatthecoreandextendedlevels.

Numbers: • NaturaltoRealNumbers • Expressdirectandinverseproportionsinalgebraicterms• Sets • Simplefunctions,inverseandcomposite• Roots • Interpretgraphsinpracticalsituations;• NumbersonpracticalSituations • Tablesofvaluesforlinearfunctions,quadraticanda/x.• Fractionsandpercentages • Estimatesgradientofcurvesbydrawingtangents;• Orderquantities • Derivatives,gradients,turningpoints,maxandmin• Applyrulesforcalculation CoordinateGeometry:• Estimation • CartesianCoordinates• Upperandlowerbounds • Gradientofstraightline• RatiosandProportions • Midpoint• Percentageincreaseanddecrease • Findandinterprety=mx+b• Moneyandcurrencies • Equationofparallelline• PersonalFinance • Gradientofparallelandperpendicularlines• ExponentialGrowthandDecay • Geometricalterms

Algebra: • Linesandangles• Lettersinformulae • Scaledrawings• Manipulatedirectednumbers • Congruentshapes• Manipulatealgebraicfunctions • Rotationalandlinesymmetry• Interpretindices • Calculateangles• Deriveandsolvesimplelinearequation

withoneunknown

• Solvelinearinequalities • Representinequalitiesgraphically • Continueanumbersequence

Assessment:Homework,Quizzes,Tests,Projectacrosscurriculumanddisciplines.Personalengagement

FrenchAmericanSchoolofNewYork9thGradeEnglish

5hoursperweek(180hours)CourseObjectivesandOutcomes:Inthiscourse,studentswillstudyawiderangeoftextsandgenreswithinAmericanLiteraturefromthe17thcenturytothepresent,coveringfiction,poetry,drama,nonfictionandfilm.Studentswillhavemanyopportunitiestoimprovetheirwritingthroughdiverseexpository(analytical)andnarrative(creative)formats.Therewillalsobemanyopportunitiestopracticespeakingcompetentlyaboutliteraturethroughdiverseoralpresentations,rangingfromdebatetodramaticmonologues!Finally,studentswillengageinearlypreparationforthePSATexamthroughtheuseofvocabularydevelopment(WordlyWise)andregularattentiontogrammarthroughveryfrequentwritingpractice.Assessment:Gradesforthiscoursewillbedeterminedonthebasisofthefollowing:participation,quizzes&exams,essays,homeworkassignments,andoralpresentations.Studentsareexpectedtoapplytheirpriorknowledgeofbothgrammarandvocabularyintheiressaysandotherwritingassignments.ThemesandWorksStudiedSummerReading&Postmodernism

Slaughterhouse5-KurtVonnegutHypocrisy&Tolerance

Puritanism:Bradford&HawthorneTheCatcherintheRye-J.D.Salinger

TheAmericanDreamFederalism:Jefferson&Wheatley

TheGreatGatsby-FScottFitzgerald

Romanticism&IndividualismEmerson,Thoreau&Whitman

IntotheWild-JonKrakauer

PoetryoftheHarlemRenaissanceMcKay,Toomer,Hughes

ARaisinintheSun-LorraineHansberry

SocietalAlienationinthe20thCenturyAConfederacyofDunces-JohnKennedyToole

FrenchAmericanSchoolofNewYork9thGradeFrench/SpanishLanguageAcquisition

InternationalProgram4hoursperweek(140hours)CourseObjectivesandOverview:Inthiscourse,studentswillbeintroducedtothestudyofeithertheFrenchorSpanishlanguagewithinaculturalcontext;theemphasiswillbeonthedevelopmentofallfourcommunicationskillsofreading,writing,speaking,andlisteningthroughthelearningoflanguagemechanics.Theone-yearcoursewillbearticulatedaroundglobalthemessuchas:

• Individualsandsociety–Dailyroutines;education;foodanddrink;personaldetails;appearanceandcharacterphysicalhealth;relationships;shopping.

• Leisureandwork–Employment;entertainment;holidays;media;sport;technology;transport.• Urbanandruralenvironment–Environmentalconcerns;globalissues;neighborhood;physical

geography;townandservices;weather.

AssessmentGradesforthiscoursewillbedeterminedbyclassparticipationandoralpresentations,writtenquizzesandexams,homeworkassignments,andreadingofavarietyofdocuments,includingvisuals.CommonEuropeanFrameworkofReference[CEFR]TheCEFRdefineslevelsofproficiencywhichallowlearners'progresstobemeasuredateachstageoflearningandonalife-longbasis.Itdescribesinacomprehensivewaywhatlanguagelearnershavetolearninordertousealanguageforcommunicationandwhatknowledgeandskillstheyhavetodevelopsoastobeabletocommunicateeffectively.Thedescriptionalsocoverstheculturalcontextinwhichlanguageisset.TheFrameworkalsodefineslevelsofproficiencywhichallowlearners'progresstobemeasuredateachstageoflearningandonalife-longbasis.A1:Beginner B1:Intermediate C1:Advanced

A2:Elementary B2:Upperintermediate C2:Mastery

Attheendof9thgrade,studentsshouldreachtheA2level.

FrenchAmericanSchoolofNewYork9thGradeFrench

InternationalProgram5heuresparsemaine(180heures)

Lenouveauprogrammede3èmeenfrançaiss’organiseautourde4grandesthématiquessuiviesd’unquestionnementcomplémentaire.

➢ Seraconter,sereprésenter➢ Dénoncerlestraversdelasociété➢ Agirdanslacité:individuetpouvoir➢ Visionspoétiquesdumonde➢ Questionnementcomplémentaire:Progrèsetrêvesscientifiques

Séquence1–Lareprésentationdesoi(septembre-octobre)Thématique:Seraconter,sereprésenterLecture:Stupeursettremblements,AmélieNothomb,1999.LepacteautobiographiqueGroupementdetextesdediversgenressurl’autobiographieEcriture:Récitd’uneanecdotevécueàtraversleregarddel’étranger(miseenscènedesoi)Langue:NarrateuretpointdevueLestempsdurécit,lesclassesgrammaticales,lelexiquedel’introspectionSéquence2–Persepolis,duromangraphiqueaufilm(octobre)Thématique:Seraconter,sereprésenterLecture:Persepolis,MarjaneSatrapi,2000etLeJournald’AnneFrank,1947Film:Persepolis,VincentParonnaudetMarjaneSatrapiImage:portraits.Langue:LestempsdudiscoursLesoutilsdeladescription:fonctiondesadjectifs,expansionsdunom,propositionsubordonnéerelativeetsubordonnéeinterrogativeindirecteLesparolesrapportées,levocabulaireduportrait

Séquence3–Jeuxdepouvoirsurscène(Novembre-décembre)Thématique:Agirdanslacité:individuetpouvoirLecture:Antigone,JeanAnouilh,1944Langue:Lesfonctionsautourduverbe,lesdifférentsmodesL’expressiondel’ordreetdeladéfensePropositionsubordonnéeconjonctivecomplétive,lesemploisdusubjonctifLevocabulairedupouvoiretdelapolitiqueLecturecursive:L’Iledesesclaves,Marivaux,1725

Séquence4–Écrireentempsdeguerre(janvier)Thématique:DénoncerlestraversdelasociétéLecture:LaPeste,AlbertCamus,1947LeSilencedelamer,Vercors,1942Langue:Typesetformesdephrase,lespropositionssubordonnéescirconstanciellesExpressiondudouteetdelacertitudeLesaccordsduparticipepasséetleschaînesd’accord

Lecturecursive:Parsviteetrevienstard,FredVargas(lectureestivale)

Séquence5–Lepoète,créateurdemondesnouveaux(février)Thématique:VisionspoétiquesLecture:Anthologiedelapoésiefrançaise,LeLivredePoche,coll.LibrettiLangue:Lesfiguresdestyle,laversificationLesmouvementslittérairesLaformationetl’étymologiedesmots,levocabulairedelanatureSéquence6–Lecombatdesécrivains(mars)Thématique:DénoncerlestraversdelasociétéLecture:LeDernierjourd’uncondamné,VictorHugo,1829+adaptationcinématographiqueLangue:LastructureargumentativedutexteLesconnecteurslogiquesLatransformationpassive,lespropositionssubordonnées(synthèse)Levocabulairedel’engagementLecturecursive:Poésieengagée,BelinGallimard,coll.ClassicocollègeSéquence7-L’utopiepourinterrogerlemondecontemporain(avril-mai)Thématique:ProgrèsetrêvesscientifiquesLecture:Globalia,Jean-ChristopheRufin,2004Langue:Leconditionnel,lesemploisdestempscomposés,lesemploisdusubjonctif(révision)Levocabulairedel’avenirLecturecursive:Ravage,RenéBarjavel,1943

Modalitésd’évaluation-Letravaildesélèvesestévaluégrâceà:

1) destestsdelecturesurleslivresauprogramme.2) desdevoirsmaisonécritsoudesexposésorauxpermettantd´évaluerlacapacitéderecherche.3) destestenclassepermettantd´évaluerlesconnaissancesentempslimitéetsansdocument.4) desrédactionspersonnellesoucollectivesévaluantlacapacitédecréationguidéepardescritéres.5) desentrainementstypeaubrevet(questionsdecompréhension,réécritures,dictée,rédaction)sur2h.6) Participationorale7) desdevoirstypebrevet

FrenchAmericanSchoolofNewYork9thGradeWorldHistoryInternationalProgram

4hoursperweek(140hours)

CourseObjectives:

FASNY’s9thgradeWorldHistorycoursewillprovidethefoundationfortheIBDiplomaProgramhistorycourse,and,with10thGradeU.S.History,willofferstudentstheskillsandcontenttheyneedtocarrythemintotheirpost-secondarystudies.Thecurriculumisdesignedtoincreasestudents’understandingofthemselvesandofcontemporarysocietybyencouraginganinformedandbalancedreflectiononthepast.Inthis,thecoursefosterstheinternational-mindednesscentraltoFASNY’seducationalmissionandtheIBphilosophy.Overview

ThecourseillustratesandexploresthesixkeyconceptsofhistoryintheIB:change,continuity,causation,consequence,significance,andperspective.Contentisorganizedthematicallyandchronologically,emphasizingthepatternsandconnectionsofhumaninteractionacrossculturesfromtheearlymodernperiodtotoday.Casestudiesfromdifferentregionsencouragestudentstoviewtopicsfrommultipleperspectives.Forexample,theywillstudytheorigins,development,andimpactoftheIndustrialRevolutioninBritain,aswellasthedevelopmentofindustrializationinJapan,andthemineralrevolutioninSouthandsouthernAfrica.Theywillthusunderstandboththedevelopmentofsocietiesoveragivenperiod,andhowdifferentgroupsexperiencedtechnological,socialandpoliticaldevelopmentsthroughinter-regionalconnection.Content:

• EmergenceofNewWorldPatterns(1500-1800)IntroductoryUnit

Background:TheWorldsofthe15thCentury(Paleolithic,agriculturalandpastoralsocieties;ComparingChinaandEurope;TheIslamicWorld;TheAmericas.)

TrimesterI:EmergencyofNewWorldPatterns(1500–1800)

TrimesterIIModernPatterns(1800-1945)

UnitI-TheMuslimEmpires UnitIVBeginningsofModernization TheRiseandExpansionoftheOttomanEmpire

IndustrializationandMassSociety

TheSafavids ReactionandReform:TheAgeof‘isms’TheMughals NationalisminEuropeandtheBalkans,theAmericasUnitIITheEastAsianWorld UnitVTheHighTideofImperialism China’sApexandTransformation ColonialRule:MotivesandTacticsTokugawaJapan FromIndiatoSoutheastAsiaKoreaandVietnam ScrambleforAfricaUnitIIINewEconomic,Political,andCulturalRealities UnitVICollapseoftheCenter:War,DepressionandChallengesto

Democracy CreationofaWorldMarket WorldWarIanditsAftermath ReformandStateBuilding Anxiety,TenuousPeaceandtheRiseofAuthoritarianRegimes IntellectualandPoliticalRevolution WorldWarIIanditsAftermath

TrimesterIIIFromBipolartoaMultipolar:TheWorldSince1945

UnitVIIIGlobalizationandItsDiscontents

UnitVIIStability,Prosperity,Conformity? ChinaRisingandIndiaNextANewGlobalEconomicOrder:TheU.S.,EuropeandJapan Post-colonialAfricaTheColdWar:GlobalPerspectives WhatAboutthePlanet?OldandNewConflictsintheMiddleEast

Texts:Core-WorldHistory,Duiker,Spielvogel(8thedition)

SourcesforPatternsofWorldHistory,Perry(2ndedition)Supplemental-

Sapiens:ABriefHistoryofHumankind,YuvalNoahHaririThingsFallApart,ChinuaAchebeVermeer’sHat:The17thCenturyandtheDawnoftheGlobalWorld,TimothyBrook

Assessments:

Chapterquizzes:primarilycontentbasedUnittests:contentquestions,shortanalyticalquestions,documentanalyses,andshort-essaypromptsIn-classandtake-homeessays(Writingskillswillbereinforcedduringformativeworkshops)

Researchpaper

FrenchAmericanSchoolofNewYork9thGradePhysicalEducation

InternationalProgram

2trimesters,5hoursperweek(120hours)

CourseOverviewandObjectives:

Thestudentswillhavetheopportunitytobecomeknowledgeableandparticipateinavarietyofactivitiessuchasbasketball,footballorswimming.Theywilllearntheskillsnecessarytobecomelifelongparticipantsinphysicalactivity.

Content:

• AmericanFootballprograminwhichstudentswilllearnbasicfootball:Throwing,catching,offenseanddefense.Studentswilllearntoblock,passrushandplayzoneorman-to-mandefense.Studentsmustplayeverypositionandlearnthebasicrulesofthegame.

• Basketball.Studentswilllearnindividualskillsanddevelopteamstrategies.Skillsincludedribbling(control,crossover,reverse,andspin),layups,jumpshots,passing,screens,anddefenses.Theywillthenbeplacedonteamsoftheirskilllevelandcompete.

• AmericanRedCrossLifesavingcourse:Duringthethreewintermonths,studentswillgotoSUNYPurchasepooltotaketheAmericanRedCrossLifesavingcourse.

• Volleyball,Badminton,Pickleball,FitnessandTeamHandball.

• UltimateFrisbee,TrackandField,LacrosseandSoftball.

Assessment:

Evaluationwillbebasedoneffort,understandingandachievement.

FrenchAmericanSchoolofNewYork9thGradeMusic

InternationalProgram

1hoursperweek(36hours)

CourseOverviewandObjectives:

ThefocusofthiscourseisMusicHistory,moreparticularlymusicofthe20thand21stCentury.

Coursecontent:

Studentwillstudymodern“classical”music,jazz,andpopularformssuchasrockandroll.Theywillbelearningthroughlisteningexamples,soundrecordings,andresearchofprominentfiguresandcompositionsfromeachperiod.

Apopularandstand-outportionofourSpringConcerthasbeenthe9thGrademash-upofMusicFromtheDecades.Thispieceiscreatedbytheclassthemselves,andisthoroughlyresearched,arrangedandperformedbythe9thGradeMusicstudentsforouraudienceattheSpringConcert.The9thgradeMusicclasseswillalsoparticipateintheFASNYSpringConcert.Allstudentsarerequiredtoattendandparticipate.

Assessment:

• Opus:Bydefinitionanopusisacreativework,especiallyanumberedmusicalcomposition.Eachtrimesterwillculminatewithafinalprojectwecallour‘opus.’Dependingontheassignment,anopusmaybecompletedindividuallyorinsmallgroups.

• ClassParticipation• Quizzes/Assignments• Aural/WrittenAssessments-Studentswillperiodicallyhaveauralassessmentswhichmaybe

doneindividuallyoringroups.• Studentswillalsobeaskedtocomplete“Self-EvaluatingProgressReports”basedontheir

proficiencyinanyorallofthefollowingareas:classparticipation,attitude,conduct,andmusicalliteracy(tonal/rhythmic).

FrenchAmericanSchoolofNewYork9thGradeVisualArtsInternationalProgram

1hourperweek(36hours)CourseOverview:

EveryArtprojectisdesignedtoincorporateTheElementsofArtandThePrinciplesofDesignintoathoughtfulcomposition.TheElementsarethevisualcomponents:line,shape,form,value,color,texture,space.ThePrinciplesdescribethewaythatartistsusetheelementsofartinaworkofart:balance,contrast,unity,emphasis,movement,pattern,andrhythm.Studentsaretaughttoincorporatethesefoundationalbuildingblocksintotheirartwhenvisuallycommunicatingathemeoridea.Studentsareabletoverballycommunicatehowtheyisolatedanddefinedanycomponentintotheirwork.CourseContent:•DrawingtheSphericalForm,theCube,Cone,Pyramid,andEllipsesarereinforced.•Creatingtheillusionofdepthwithlinearperspective.•Observationaldrawing.•ColorTheoryisexplainedanddemonstrated•Proportionsoftheface•Howtousegraphite,charcoal,pastels,inks,watercolor,gouache,acrylic.•Howtomakeloosethumbnailsketches,asoneconsiderslayout&composition;howtoworkupanidea;howtobringanartworktocompletion;theProcessofArt.•Howtousesymbolsandmetaphortocreatemeaning.•StudioHabitsofMind:Developcraft,engage&persist,envision,express,observe,reflect,stretch&explore,understandArtsCommunityAttentionisalsogiventoArtHistory,famousartists,museums,famousworks,culturalcontexts,aswellasavarietyoftopicstaughtacrossthecurriculumasMath,scienceclassesforexampleoftenworktogethertocreateanartprojectsostudentsmayseetheartconnectionstootherfields.Inadditiontotheseskills,studentsareencouragedtoapplycriticalthinkingtotheirwork.Topicsmaybechosenbasedonstudentindividualinterests,withintheframeworkofthetheme.Themesmayinclude:StillLife,Landscape,Nautical,Figurative,andSelfPortrait.Assessment:Bothstudioworkandthecreativeprocesswillbeassessed.