cheshire academy curriculum guide

2014-2015 Curriculum Guide and Course Descriptions

Mission Statement

Founded in 1794, Cheshire Academy is a college-preparatory school that challenges its students, who come from all over the world and enroll in grades 8 through postgraduate, to maximize their potential for academic achievement, to discover and hone their unique talents outside the classroom, to become culturally sensitive and internationally minded, and to develop the critical thinking skills, confidence and character that enable them to succeed in college and as citizens of a global society.

RESPONSIBILITYCultivate “the ability to respond,” which is the action side of respect. If we respect people, we value them. If we value them, we respond to the needs of others and feel a measure of responsibility for their welfare.

RESPECTBe courteous, polite, tolerant, appreciative, and accepting of individual differences. Don’t abuse, demean, or mistreat anyone, including yourself. Don’t manipulate or take advantage of others. Respect the right of individuals to make decisions about their own lives.

CARINGShow you care about others through consideration, compassion, kindness, and sharing. Live by the Golden Rule. Help others. Be sensitive to others’ feelings. Be charitable and giving of yourself.

CIVILITYBehave courteously in everything you do. Express an appreciation for community values through appropriate behavior. Acknowledge the worth of others by acting respectfully and responsibly toward them.

CITIZENSHIPPlay by the rules. Obey laws. Do your share. Respect authority. Stay informed. Participate in your community. Protect those around you. Volunteer your service. Protect the environment by conserving natural resources.

MORALITYBe aware of the fundamental values of good and bad. Acknowledge your conscience, self-control, empathy, and sense of humility. Make decisions based on positive values, not desires.

FAIRNESSTreat all people fairly. Be open-minded. Listen to others and try to understand what they are saying and feeling. Make decisions that benefit everyone equally. Think win-win. Take only your fair share.

TRUSTWORTHINESSTell the truth. Be sincere. Don’t deceive or mislead. Don’t betray a trust. In relationships of trust, share important information. Walk your talk by being your best self and by showing commitment, courage, and self-discipline.

The 8 Pillars of Bowden

Meeting students where they are, and taking

them beyond where they imagined possible.

The Student-Centered School

Academic Requirements The Honor Code 2

The Academic Calendar 2

The Curriculum (overview) 2

Grade Point Average (GPA) and Effort 2

Report Cards and Comments 3

Examinations 3

Academic Honors 3

Honors and AP Offerings 3

International Baccalaureate® 3

Roxbury Academic Support 3

Departments and Courses English 4

History 7

Math 10

Science 14

Language 16

Fine and Performing Arts 21

International Baccalaureate Diploma Programme What is the Diploma Programme? 24

The Curriculum 25

The Diploma Programme Core Requirements 25

The Diploma Programme Subject Groups 25

Assessment 25

Table of Contents

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Academic RequirementsThe Honor Code

The Honor Code is the basis of student life at the Academy. It places in the hands of each student the responsibility for honorable conduct as a way of life. It is founded on the basic principles that a student’s word is his or her bond, that a student respects the integrity of personal property, that a student models academic honesty, and that a student’s conduct is based on courtesy and concern for others.

The Academic Calendar

The Academic Calendar is organized on a semester system; most students in grades nine to PG take five or six courses each semester. With a rotating schedule, each class meets approximately four times per week for an average of 190 minutes. In addition to the academic schedule, students are required to participate in the Afternoon Program during each athletic season.

The Curriculum

A minimum of 20 academic credits will be required for graduation; of these credits, five must be earned in the senior year, including one in English. In addition, seniors and postgraduate students must pass all courses, both semester and year long, and all courses during the final quarter in order to qualify for either a diploma or certificate.

Grade Point Average (GPA) and Effort

Grade Point Average ScaleGrade Point Averages are based on all academic credits earned at Cheshire Academy. IB HL classes receive an additional .75 weight. AP courses, International Baccalaureate® (IB) Standard Level, IB Math Studies, IB Theory of Knowledge, and IB ab initio language courses all receive an additional .5 weight. Honors courses receive an additional .25 weight.

GPA ScaleA+ 4.33 100-97.0 B+ 3.33 89.9-87.0 C+ 2.33 79.9-77.0 D+ 1.33 69.9-67.0 P Pass

A 4.00 96.9-93.0 B 3.00 86.9-83.0 C 2.00 76.9-73.0 D 1.00 66.9-63.0 INC Incomplete

A- 3.67 92.9-90.0 B- 2.67 82.9-80.0 C- 1.67 72.9-70.0 D- 0.67 62.9-60.0 WD Withdrawn

F 0.00 59.9-0

Academic Effort Scale

Attendance Preparedness Assignments Class Behavior Work Ethic

Leader 5

comes early and helps others to do so

comes prepared and helps others to do so

does extra and helps others to do so

has a positive influences and helps

others to do so

models a quality worth ethic and helps

others to do so

Contributor4

always in class and prompt

always prepared and has all necessary

materials

always completes assignments on time

always has a positive influence on class

always models a quality work ethic

Participant3

generally in class and prompt

generally prepared and with materials

generally completes assignments on time

generally has a positive influence on

class

generally demonstrates a

quality work ethic

Observer 2

inconsistent attendance and

promptness

inconsistently prepared and without

materials

inconsistently completes

assignments on time

has a positive influence on class

inconsistently

models a quality work ethic

inconsistently

Detractor1

misses or is late to class regularly

regularly unprepared and without

materials

regularly has missing or late assignments

regularly has a negative influence on

class

regularly has a negative regard for

quality work

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Report Cards and Comments

Cheshire Academy’s academic year is divided into two semesters; each semester is further divided into quarters. Grades are reported by the faculty to theAcademic Office at the end of each quarter. As soon as all grades are recorded and verified, and averages are determined, report cards are available through the portal. Parents of students whose grades change significantly during the marking period will receive an email, phone call, or written comment from the teacher of that course.

Examinations

Students sit for formal examinations at the end of the year. Examinations are weighted according to department policy, but will count no more than 15%of the year’s grade. Students in AP courses who have taken the AP exam may be exempt from the exam at the discretion of the teacher.

Academic Honors

Academic Honor Roll: An Academic Honor Roll is published after each quarter and at the conclusion of each semester for students who have attained First or Second Honors. Students earn First Honors by recording a GPA of at least 3.67 (A-) with no grade below a 3.0 (B). Students earn Second Honors by recording a GPA of at least 3.33 (B+) with no grade below 2.33 (C+). A student receiving an “Incomplete” in any course at the end of a marking period will not be eligible for academic honors unless the incomplete was due to illness or extenuating circumstances and is approved by the Academic Office.

Effort Honor Roll: The Effort Honor Roll is designed to recognize those students who are consistently doing their best to maximize their educational opportunities and taking responsibility for their personal growth so that they reach their full potential. The criterion for the Effort Honor Roll is that the student must have all 4 and 5 effort grades. Those students on Effort Honor Roll will be granted the same privileges as those on the Second Honor Roll.

Academic Prizes: The Academy recognizes outstanding effort and achievement by naming recipients of various academic prizes for excellence in academic fields of study at the end of the year. Awards and prizes fall into three categories: major school prizes, named academic awards, and book prizes.

Honors and AP Offerings

Cheshire Academy students, with the permission of the Department Chair and Academic Dean, may elect Honors, Advanced Placement (AP), or International Baccalaureate (IB) courses. All AP students must complete the AP exam.

International Baccalaureate®

Students who elect the IB Diploma Programme choose subjects in languages, social studies, the experimental sciences, mathematics, and the arts. They also fulfill three requirements: the Extended Essay, “Theory of Knowledge,” and “Creativity, Action, Service.” Participation is based on inquiries from students and recommendation by Department Chairs. Read more about the IB Diploma Programme on page 24.

1:1 iPad Program

Cheshire Academy is moving forward to integrate iPad technology into the learning experience through a 1:1 iPad program beginning in September 2014. Each Cheshire Academy student will be required to have a personal iPad for use in the classroom. Faculty members will be using iPad minis as part of their instructional methods and will take advantage of e-books that are available for the courses they teach. To insure a single platform across students and faculty members, students are required to have an iPad 2 with IOS 7 or newer model.

Roxbury Academic Support Program

The Roxbury Academic Support Program offers a range of services dedicated to enhancing student performance. This fee-based service includes: incorporating individualized education plans based on student strengths and weaknesses, providing one-on-one direct student support, and recommending specific subject area tutoring services. Roxbury instructors partner with parents, classroom teachers, health services, and outside professionals to support students in all their academic endeavors, and serve as advocates for students. Using an individualized educational program based upon testing and observation, these trained professionals focus on the strengths and needs of their students, working with them to establish reachable short and long-term goals. Students are taught time management and organizational skills, as well as listening and note-taking strategies. Improved reading comprehension, test-taking strategies and use of assistive technology are all components of the Roxbury Program. In the role of advocate and academic coach, Roxbury instructors assist classroom teachers with appropriate classroom strategies for each student involved in the Roxbury Academic Support Program. Parents are updated regularly on their children’s progress.


English8th Grade EnglishInto Thin Air: “Adventure and Survival Literature” - In this class, students will journey to polar ice caps, sled the Iditarod, scale the peaks of Mt. Everest and Kilimanjaro, hike the Appalachian Trail and trek into the Outback. The stories, novels and plays studied will all involve the unknown—the expected and the unexpected —and explore the nature of challenge. What does it take to face a challenge—luck, special knowledge, or a bit of both? What defines success? Students will explore true-life adventures in literature and film, and then prepare to imaginatively enter fictional world and even create adventures of their own which are physical and cerebral.

American Literature The American Literature course focuses on the fundamentals of literature—reading closely and actively, writing analytically, thinking deeply beyond the simple or obvious, and discussing the texts of study in class conversations. The course curriculum takes the major texts of American Literature to practice these skills, reading novels, short fiction, poetry, drama, and non-fiction from America’s literary history. Assessments in the American Literature course will focus on the traditional writing of literary analysis. Students will have the opportunity to master the basics of strong analytical writing, from crafting and defending a strong central claim in writing to the basic mechanics of grammar. All of these tools will be mastered with an eye toward more effective and efficient written communication. Students will also practice more creative writing assignments as well as oral presentations in response to the literary works they study. Overlapping the reading and writing skills are the essential questions defining American Literature: What makes a literary voice uniquely American? How have generations of American writers influenced each other? How does American literature reflect American culture? How is the American dream reflected in American literature? Freshman Course

American Literature (Honors)The American Literature Honors course, offered to freshmen with an appropriate recommendation, focuses on the fundamental practices of critical

reading and oral and written literary analysis through the lens of American Literature. Students will survey the genres, literary movements, and themes that dominate American Literature. They will read novels, short fiction, poetry, drama, and non-fiction of the Colonial, Romantic, Realist, Modern, and Post-Modern periods, representing the themes of the American Dream, freedom and independence, westward expansion, war and conflict, justice, religion, immigration, and race relations, among others. Assessments in the American Literature course will include the traditional writing of literary analysis, but will also call on students to think about their texts more creatively, producing writing in which they might adopt the voice of a literary character, or reproduce a part of a text in the author’s voice, or superimpose one literary genre over another. As the English department values the skills of both written and oral communication, students will also participate in a variety of oral presentations, including formal debates, organized interviews, prepared TED-talk style lectures, and teaching their own lessons. Students use these assessments to make meaning of the texts they study and to grapple with the essential questions of American literature: What makes a literary voice uniquely American? How have generations of American writers influenced each other? How does American literature reflect American culture? How is the American Dream reflected in American literature? Freshman course

English I (IS)English I for International Students is designed to bridge the gap between a student who has studied the English language and literature to a student who uses English fluently in the process of critically examining literature at the ninth grade level. Students acquire new vocabulary, discuss key points of literature in class, write essays and creative pieces, and create interactive projects to promote a deeper understanding of the subject matter. Students examine the theme of “survival” throughout the year. They begin with selected short stories, move on to a short novel, explore poetry forms in a novel format, and finish the year with two more novels. The genre varies from non-fiction to sci-fi/fantasy, but ‘survival’ features prominently in all of the works. Students take weekly quizzes on vocabulary and the text, and students perform on tests associated

with each unit. Students create and perform their own poetry, and they learn the basic format of the essay. After students finish the short stories, they write one of their own. As students read “My Side of the Mountain,” they choose a skill which they will study, research, perform, and report. Freshman course

World LiteratureWorld Literature introduces sophomores to a range of literary genres from various time periods and regions of the world. Students explore the universality of themes such as war, national identity, and coming-of-age journeys that have fascinated writers of poetry, novels, short fiction, and drama for centuries. While giving time and attention to many classic writers from Shakespeare to Sartre, students in World Literature will recognize the value of more contemporary writers and texts as well. Students will use these texts as vehicles for the important work of close readings, identifying and understanding literary devices and their effect on a written work. Students will develop their skills for analytical reading and writing, always searching for and creating deeper symbolic meaning and contextualizing that meaning within their own worlds. In concert with their active reading skills, students will work toward clear and effective communication of their ideas —including those of their literary analyses —in their own writing, preparing them for their futures as upperclassmen at Cheshire Academy and beyond. Sophomore course

World Literature HonorsHonors World Literature is a challenging course for the motivated student of literature. This course focuses on texts written by international authors on subjects of international significance. Students learn about writing and the world around them by examining the texts read for their mechanics of storytelling as well as for their cultural-historical contexts. Active discussion leadership is required of students in this class. Students complete critical expository essays and creative narratives, both fiction and non-fiction, including their own historical-fiction narrative based on independent research completed at Yale University. Sophomore course


English II (IS)English II for International Students is designed to bridge the gap between a student who has studied the English language and literature, to a student who uses English fluently in the process of critically examining literature at the tenth grade level. Students acquire new vocabulary, discuss key points of literature in class, write essays and creative pieces, and create interactive projects to promote a deeper understanding of the subject matter. Students examine the theme of “belonging” throughout the year. They begin with selected short stories, move on to a short novel, explore poetry forms in “Poetry 180,” and finish the year with two more novels. The genre varies from non-fiction to fantasy, but ‘belonging’ features prominently in all of the works. Students take weekly quizzes on vocabulary and the text, and students perform on tests associated with each unit. Students create and perform their own poetry, and they learn the basic format of the essay. After students finish the short stories, they write one of their own. As students read, “The Curious Incident of the Dog In the Night-Time,” they formulate their own mysteries and tempt others to solve them. Sophomore course

International Baccalaureate English Language and Literature HL1/HL2 & SL1/SL2The IB English Language and Literature course aims to draw students’ focus to a critical study of language in all of its many forms and the cultural contexts that produce and consume it. In the first year of the two-year course, students study non-fiction texts—including essays, speeches, journalism, and advertising—and examine the impact that evolving cultures have on the uses of language as a means of communication within and among those cultures. In their senior year, students incorporate fiction literary works into their curriculum, studying novels, short stories, poetry, and drama from a wide array of regions and time periods, allowing them to closely examine the relationship between a literary text and its cultural context. Students complete assessments required by the IB programme, including written tasks, oral presentations, and two course-culminating exams; the preparation for these assessments begins in the fall of their junior year and continues throughout the rest

of the course, in the practice of close reading analyses, reading responses, formal literary criticism, oral presentations, and other creative projects. The rigor and discipline of the IB English course challenges and serves the students who take it, preparing them with the content and the skills they will need and use in the future. Junior/Senior course

Lang & Lit: Non-Fiction/Lang & Lit: Non-Fiction (ADV)The Language & Literature course aims to draw students’ focus to a critical study of language in all of its many forms and the cultural contexts that produce and consume it. In the first year of the two-year course, students study non-fiction texts—including essays, speeches, journalism, and advertising—and examine the impact that evolving cultures have on the uses of language as a means of communication within and among those cultures. In their senior year, students incorporate fiction literary works into their curriculum, studying novels, short stories, poetry, and drama from a wide array of regions and time periods, allowing them to closely examine the relationship between a literary text and its cultural context. Junior/Senior course

Lang & Lit: Fiction/ Lang & Lit: Fiction (ADV)The Language & Literature course aims to draw students’ focus to a critical study of language in all of its many forms and the cultural contexts that produce and consume it. In one year of the two-year course, students study non-fiction texts—including essays, speeches, journalism, and advertising—and examine the impact that evolving cultures have on the uses of language as a means of communication within and among those cultures. In their senior year, students incorporate fiction literary works into their curriculum, studying novels, short stories, poetry, and drama from a wide array of regions and time periods, allowing them to closely examine the relationship between a literary text and its cultural context. Junior/Senior course

AP English: Language & CompositionThe Advanced Placement English Language and Composition course adheres to the requirements established by College Board’s AP English Course Description and is equivalent to an introductory year of college composition. In AP Language, students study primarily non-fiction works of many genres, including memoirs, biographies, essays, letters, journalism, and speeches, along with materials from the College Board in preparation for the AP exam taken in May. Students examine how writers craft their arguments, making use of rhetorical tools for greater efficacy, and learn to implement these tools in their own writing as well. With an eye toward the culminating exam, on which students have the opportunity to gain college credit, this writing takes on the form, purpose, and style of the essays that will appear on the exam, including argument, rhetorical analysis, and synthesis. Students have extensive practice throughout the school year on these types of writing, among others, to gain experience in clear, controlled, and effective written communication, informed by their systematic study of other great writers of rhetoric. Senior course

College EnglishCollege English is designed for postgraduate students who seek to increase and refine their communication skills. Over the course of the term, students will plan, draft, and complete written compositions in response to readings and oral discourse. They will edit their papers for clarity, engaging language, and the correct use of the conventions and the mechanics of written English, with the goal of producing engaging, error-free final drafts. The students are expected to read critically, think analytically, and communicate clearly in both writing and speech. They will respond to the readings with the appropriate lexicon as they interpret the possible influences of historical and social context on literary works. PG course


Creative Writing I & II (Fall & Spring)The students who undertake this Creative Writing elective prepare to immerse themselves in the written and spoken word, to develop their skills as writers, and produce a cohesive body of written work. The stories that students produce are highly original—they are grounded in imagination or based upon personal experience. Self-examination, reflection and observation are essential to the craft of writing. Through journaling (even seemingly mundane events) students will remain in touch with their own thoughts and feelings. While the self is essential for writing, it is the sharing of the self that allows stories to impact others. Workshopping stories facilitate feedback on work as students improve and enjoy the words of others. Finally, we seek to move beyond ourselves, our workshop—even our classroom—and engage with the community. We hold open readings and open classes, visit coffee shops, and enjoy working in public spaces that are rich with observable interactions. Creative Writing students publish a literary magazine and invite members of the community to contribute. They travel to hear authors read their work, hear publishers speak about their trade, and engage in a constant flow of listening and sharing. Junior/Senior elective

Literature and Film Studies I & II (Fall & Spring)This course in literature and film analysis explores the complex interrelationship between textual and visual art. Students will analyze works of fiction and drama for plot structure, theme, point of view, style, character and setting, and then will apply that critical framework to film. They will look critically at film adaptations of literary works, while learning the terminology of film analysis specific to visual arts such as lighting, montage, special effects, cinematography, performance values, etc. Students will study film technology, cinema classics, and ground-breaking directors. In addition to looking at film images, students will delve into the popularity of blockbusters, examine the widespread interest in independent films, explore the power of documentaries, and

ponder the differences between American and international films. Learning the vocabulary of cinema and developing an eye for the elements of film will spark discussions on how cinematic traditions have influenced modern art and literature. Students will learn what goes into pre-production, production, and post-production. Junior/Senior elective

Public Speaking (Fall & Spring)Public Speaking is a course designed for students interested in developing skills in oral communication and presentation. Students learn how to research, outline, organize and deliver various types of formal speeches including informative, persuasive, and special occasion. Additional presentations include impromptu speeches, oral interpretations of poetry and prose, and debates. The goal of this course is for students to become more confident, knowledgeable, and organized oral communicators. Elective open to Freshman-PG

International Baccalaureate Theory of KnowledgeTheory of Knowledge is a discussion-based course in critical thinking. Our design is to meet twice a week over a two-year period. There is a visual representation of the course; the TOK diagram, which has the “knower” in the center surrounded by the eight mental processes by which we construct knowledge—imagination, intuition, emotion, language, reason, and so on—and then an outer level, presenting the academic disciplines—history, the arts, natural and human sciences, mathematics and ethics. We explore material related to all of these categories with an emphasis on how we justify and explain what we, as individuals and groups, believe to be authentic knowledge. For homework there is a moderate amount of reading, blog writing, and occasional short essay writing. The major assessments of the course are a ten-minute presentation, which is graded by the teacher, and an essay of about 1600 words based on an IB prescribed title, which is graded externally. Junior/Senior elective

ELL: Writing and Composition ICheshire Academy’s Program of Study in Writing and Composition is a three year program designed for the Academy’s English Language Learners. Based on research into best practices of writing instruction to non-native speakers of English, and catered to the specific needs of Cheshire Academy’s international population, this sequence of courses engages students in intensive workshop environments, provides the basics of English grammar, mechanics, vocabulary and syntax, and focuses on writing as a process involving multiple steps and multiple drafts. Freshman/Sophomore course

ELL: Writing and Composition IICheshire Academy’s Program of Study in Writing and Composition is a three year program designed for the Academy’s English Language Learners. Based on research into best practices of writing instruction to non-native speakers of English, and catered to the specific needs of the Academy’s international population, this sequence of courses engages students in intensive workshop environments, provides the basics of English grammar, mechanics, vocabulary and syntax, and focuses on writing as a process involving multiple steps and multiple drafts. Freshman-Junior course

ELL: Writing and Composition IIICheshire Academy’s Program of Study in Writing and Composition is a three year program designed for the Academy’s English Language Learners. Based on research into best practices of writing instruction to non-native speakers of English, and catered to the specific needs of the Academy’s international population, this sequence of courses engages students in intensive workshop environments, provides the basics of English grammar, mechanics, vocabulary and syntax, and focuses on writing as a process involving multiple steps and multiple drafts. Freshman-Senior course


History8th Grade HistoryInto Thin Air: “Great Explorations”In this class students will examine what are considered some of the landmark explorations of the modern world and the legacy of those remarkable feats. Various explorations will cross the globe, from mountaintop to sea floor bed. How did the climbers scale Everest? How did Darwin prepare for his years on The Beagle? What does Kon Tiki show us about early navigation? Is there more to explore in the Marina’s Trench or the South Pole? Students will read primary and secondary sources, as well as investigate the impetus for the exploration, the immediate results, and the long-term implications of these quests.

History of the Ancient WorldWorld humanities is the story of human experience: how people, ideas, and goods spread across the earth creating our past and our present. To help the students better understand this experience, the course is divided into smaller units of study. Within each unit, the students will be presented with primary sources, cause and effect outlines, biographies, graphs, charts, maps, political cartoons, and graphic organizers to reinforce the essential questions outlined above. Students will be evaluated on their successful completion of these activities, in addition to a historical research paper, section quizzes, and chapter tests. Not only will the students be studying the actions of major historical figures, but will also look at how common people lived and acted. The students will compare the different experiences of various ethnic, religious, and racial groups, social classes, and women. This curriculum provides the students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables the students to investigate issues and themes from multiple perspectives that lead to in depth understanding of the human element. The intent of this course is to introduce the concepts, materials, and tools employed in the discipline of history, and to help develop writing and other skills used in the study of history. By the end of the course the students should have developed their ability to think clearly and critically, to ask and research significant questions, to read historical materials intelligently, and to express their ideas in a logical, concise manner. Freshman course

History of the Ancient World (H)World humanities are the story of human experience. It is a story of how people, ideas, and goods spread across the earth creating our past and our present. To help the students better understand this experience, the course is divided into smaller units of study. Within each unit, the students will be presented with primary sources, cause and effect outlines, biographies, graphs, charts, maps, political cartoons, and graphic organizers to reinforce these essential questions. Students will be evaluated on their successful completion of the activities in addition to a historical research paper, section quizzes, and chapter tests. Not only will the students be studying the actions of major historical figures, but will also look at how common people lived and acted. The students will compare the different experiences of various ethnic, religious, and racial groups, social classes, and women. This curriculum provides the students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables the students to investigate issues and themes from multiple perspectives that lead to in depth understanding of the human element. The intent of this course is to introduce the concepts, materials, and tools employed in the discipline of history, and to help develop writing and other skills used in the study of history. By the end of the course the students should have developed their ability to think clearly and critically, to ask and research significant questions, to read historical materials intelligently, and to express their ideas in a logical, concise manner. Freshman course

World Cultures IWorld Cultures I is designed to acclimatize international students into an English-speaking history classroom. The course will emphasize active learning, particularly in the form of student discussions and group work. We will use a textbook as a base to inform our communication about human cultures and their histories, but we will also use outside materials to inform a more well-rounded understanding of the world around us. Topics will range throughout ancient world history, including the Middle East, Africa, Asia, and the Americas. Participation and frequent writing are integral to success in the course. Freshman course

World Cultures IIWorld Cultures II builds on the work done in World Cultures I. The course also provides a stepping stone for international students who are new to the school but have some training in English. In both cases, the course is meant to prepare students to take a U.S. History course in the following year. To accomplish this, students study the history of the world from the birth of the renaissance to present times. This study serves as vehicle to help students improve their reading, writing, and speaking skills in the English language. Additionally, students will look at current events and other studies that give them an opportunity to increase their English skills by interacting with a number of mediums. In addition to regular quizzes and tests, students will also write two papers each semester, and prepare a number of oral presentations that will assess the growth of their language and history skills. Sophomore course

Modern World HistoryStudents will survey modern world history from the Renaissance to the present day while focusing on various aspects of politics, economics, society, and culture. The primary objective of the course is to develop basic study skills such as time management, organizational skills, and personal responsibility. Moreover, the course aims to strengthen analytical and interpretive skills. In addition to regular chapter quizzes and tests, students will devise periodic PowerPoint presentations and write an essay paper. Sophomore course

Modern World History (H)Students will survey world history from the end of the Medieval Period to the Modern Age, with a focus on the interactions, culture, and identities of humans and civilizations. The course takes a “non-Western” approach, giving students a global perspective on the issues of politics, religion, empire, and war. Students will develop advanced critical thinking skills through regular writing assignments, primary source readings, and student-driven discussion. They will also have opportunities to study current events and their relevance not only to the present, but also to their connections with the past and the future.


Modern World History (Honors) fully prepares students for the rigors of the IB program as well as university-level social sciences and humanities work. Sophomore course

U.S. HistoryStudents learn about the social, political, economic, foreign relations, and sectional transformations that the United States has experienced throughout its history, from the pre-Columbian period to the current era during this two-semester course. Students use the study of American history to further develop their reading, writing, analytical, and discussion skills. When possible, the course makes use of primary source documents that will further enhance students’ understanding of the events and people that have shaped this nation. Students are assessed through a number of means including: quizzes, tests, writing assignments, and classroom participation. Students will write approximately two papers each semester. The writing program emphasizes student development of analytical skills needed to write a sound argumentative essay that is well-grounded in logic and supported by facts. Junior course

U.S. History (IS)Students learn about the social, political, economic, foreign relations, and sectional transformations experienced by the United States throughout its history, from the pre-Columbian period to the present day, during this two semester seminar style course. Students use the study of American history to further develop their reading, writing, analytical, and discussion skills through a variety of teaching/learning styles. Students are encouraged to draw connections to the material through their personal experiences and knowledge of the United States from a global perspective further strengthening their understanding of the material and adding to the depth of the class discussions. Students make use of primary source documents, videos, art, Internet, and media resources that further enhances the students’ understanding of the events and people that have shaped this nation. Students are assessed through a number of means to include: homework, current events, quizzes, tests, writing assignments, and classroom participation. Students write one research paper during the second semester. The writing program emphasizes the development of properly formatted paper that is supported by good research and cited properly. Students spend several weeks working through the writing

process before submitting the final draft of the paper. The final product will demonstrate their understanding of the writing process and the analytical skills needed to write a sound argumentative essay that is supported by facts. Junior course

AP U.S. HistoryStudents are provided with critical thinking skills and the necessary factual knowledge to effectively analyze problems and materials in U.S. History. This program will also prepare students for intermediate and advanced college courses, and will be rigorous and demanding in the process. Students will learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. This course will satisfy students’ American History requirement for graduation. A high score on the AP Exam (generally a 4 or a 5) has the potential to earn college credit or advanced placement into a higher level undergraduate college history course. The course will also continue to build upon the skills obtained from previous history courses, including how the world has changed, why certain events are occurring today, and predict what may happen in the future. The course will also be helpful in the future development of critical thinking skills, especially in terms or written analysis. After the AP exam in May, students will be assigned a literary analysis paper that connects a work of fiction to a pertinent issue in U.S. History. Junior/Senior elective with departmental permission

AP PsychologyAP Psychology is a full-year course designed to introduce students to the systematic and scientific study of the behavior and mental process of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The aim of the course is to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses. The major content areas covered by the A.P. Psychology exam are history and approaches, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders, and social

psychology. Students receive both academic and effort grades each marking period. The academic grade is based on performance on tests, study guides, projects and other assessments. Tests are weighted especially heavily, as they mimic the multiple choice and free response questions of the A.P. exam. The effort grade is more qualitative in nature and is based on attendance, class participation, and self-assessments. Junior/Senior/PG elective with departmental permission

AP American Government This course looks at the major institutions of the American government as well as the country’s political system and political culture. In the course students will:

1. Know important facts, concepts, and theories pertaining to U.S. government and politics

2. Understand typical patterns of political process and behavior and their consequences

3. Be able to analyze and interpret basic data relevant to U.S. government and politics

4. Be able to critically analyze relevant theories and concepts, and apply them

The assessments are approximately every 10 days with the format mixed between essay and multiple choice. Junior-PG elective with departmental permission

IB History of Americas HLIB History of the Americas follows a rigorous curriculum that stimulates awareness and a critical understanding of the history of the United States, as well as Canada and various countries in Latin and South America. The program will also prepare students for intermediate and advanced college courses. In addition to analyzing a series of historical documents, the course will foster an open dialogue where students will take personal ownership of our past as well as understand a wide variety of social perspectives on how the past shapes the present. Consistent with “Theory of Knowledge,” students will begin to grapple with how we can know something that they cannot directly observe, such as events from 150 years ago. Perhaps more important, students will begin to address the question of how and why events from 150 years ago define who we are. The U.S. Civil War will serve as a launching pad to move from an exclusively national examination to an international perspective, including European and South American influences and implications. In this unit as in others, consistent with the Learner Profile, students will assume


responsibility for selection and examination of primary sources, attempting to reconcile apparent contradictions and competing theories en route to developing personal responses to guiding questions, some of which will lead to testing of hypotheses in class discussions and others of which will be answered in persuasive essays. This course will satisfy students’ American history requirement for graduation. At the end of year two, students will be assessed with a series of papers that are graded by professional IB readers outside of the Academy. A score in a high percentile has the potential to earn college credit in certain undergraduate universities. Junior/Senior two year course

IB Economics SLIB Economics SL is a two year course forming part of the International Baccalaureate Diploma Program hexagon’s group three: individuals and societies. Although students earn Cheshire Academy academic and effort grades, ultimate success in this class is determined by performance on the IB’s internal assessment commentaries written over the two years and the external assessment papers written in May of the second year. Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation, and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

IB Economics SL emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms, and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments, and societies. IB Economics SL also encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national, and international level. Junior/Senior two year course

Economics (Fall & Spring)In this class, students learn how to “think like an economist” and see the importance of economics not only in sectors of business and government, but also in their day-to-day lives. Students will be introduced to major economic concepts, examine the many interconnected components of the economy, and study some

of the major economists and their theories. Some topics covered include scarcity, choice, opportunity cost, supply, demand, investing, and much more. Students are assessed via quizzes, which are administered every several weeks, as well as comprehensive mid-term and final exams. Lastly, students also partake in two independent projects, one pertaining to a less developed country and the other pertaining to a stock market simulator, which is always a favorite amongst the class. Junior-PG elective

Military History from 1800s (Fall)Students will study military history starting with the wars of Napoleon and working through the Cold War Era. Students learn about warfare around the world, how societies have approached warfare, and how those approaches to warfare have interacted with one another when nations make war on each other. Students will focus on reading and writing skills that they will use in university-level history courses. In addition to quizzes and tests, students will use a formalized writing process that requires them to prepare tentative bibliographies, outlines, rough drafts, and final drafts for two multi-page papers during the semester. Students will also work together to prepare a group presentation of a modern battle in which individuals will examine the battle from unique perspectives and use those perspectives to team teach each other. Junior-PG elective

African American History (Spring)This course will study key concepts in African American history from 1700 to present day America. The topics will include the Atlantic slave trade; origins of slavery and racism in the United States; life under slavery in the North and South; as well as religion, family, culture, and resistance. Additional topics include the emancipation to the rise of Jim Crow; strategies of protest; and migration and urbanization; the Civil Rights movement and the present day African American experience. Junior-PG elective

Philosophy (Spring)The study of thought represents the purest form of inquiry in the Social Sciences. Students will delve into a salient world of logic, morality, and politics, encountering ancient classics like Plato’s Republic as well as post-modern revolutionaries like Foucault and Fanon. Students will have the opportunity to bridge the gap between East and

West, and discover the classics of Islamic and Confucian philosophy. Philosophical texts and student-centered discussions will be accompanied by lectures, critical and interpretive writings, literature, and film. Students will learn the fundamentals of critical philosophical writing, and have the chance to research and present on a philosophical topic of their own choosing. Introduction to World Philosophy gives students the chance to find their own answers to Paul Gauguin’s three universal questions: “Who are we? Where do we come from? Where are we going?” Junior-PG elective

Psychology I (Fall)Psychology I is a one-semester introductory course designed to give students the opportunity to explore major topics of interest in psychology, the science of behavior and mental processes. As psychology is a vast field, it is only possible to sample some of the material addressed by it in one semester. However, students interested in broader exposure may elect to take Psychology II as well. Specific topics covered in Psychology I include: Introduction to the History and Science of Psychology; The Biology of Mind; Consciousness and the Two-Track Mind; Nature, Nurture, and Human Diversity; Developing Through the Life Span; and Sensation and Perception. Junior-PG elective

Psychology I & II (Spring)Psychology II is a one-semester introductory course designed to give students the opportunity to explore major topics of interest in psychology, the science of behavior and mental processes. As psychology is a vast field, it is only possible to sample some of the material addressed by it in one semester. However, students interested in broader exposure may elect to take Psychology I as well. Specific topics covered in Psychology II include: Learning; Memory; Thinking, Language, and Intelligence; Motivation; Emotions, Stress, and Health; Personality; Psychological Disorders; Therapy; and Social Psychology. Junior-PG elective

Women’s Studies (Spring)Students will explore the history of women’s experience in American society. Students will develop analytical and critical thinking skills by analyzing texts, primary source documents, and films in discussion and writing. Students will investigate how notions of gender, race, ethnicity


and class have shaped women’s lives throughout history. We will examine whether these notions have contradicted the reality of women’s lives and how knowledge of the histories of women have contributed to an understanding of what is conceived of as an American identity over time. Students will discover the women missing from the pages of history books and strive to understand their experiences. The semester will conclude with an exploration of the significance of gender and culture in our society. In addition,

we will call upon our rich cultural diversity and international student population to compare the role of women in America with women around the world. Women’s Studies is a course designed for both female and male students. Junior-PG elective

PG SeminarThe PG Seminar course offered to our post-graduate students covers a variety of topics

throughout the school year in preparation for college enrollment. Some topics covered are: study skills and self-analysis of learning styles, college preparation, public speaking, and presentation skills. The public speaking and presentation skills components will call upon diverse, relevant themes including current events, ethical questions, and social decisions. All post-graduate students will be expected to serve as active participants in every aspect of the seminar. PG course

Mathematics8th Grade MathStudents are introduced to variables, expressions,

order of operations and basic problem-solving skills. Students build on this fundamental knowledge and learn to solve multi-step

equations and inequalities, and the more complex algebraic functions that accompany them. Students study fractions, decimals,

percents, positive and negative integers, and rational numbers. As the course progresses, students become more proficient in using ratios, proportions and solving algebraic equations. Students will develop and expand problem-solving skills (creatively and analytically) in order to solve word problems. They will contribute to group work, complete homework for each class, and complete tests and quizzes regularly. Students are graded for class participation. Students take a final exam at the end of the year. A scientific calculator iPad app or handheld is required.

8th Grade Algebra 1Students learn to manipulate effectively variable expressions, sketch graphs of linear and quadratic functions, and express understanding of function theory. Students apply the properties of real numbers and order of operations to simplify expressions or equations involving integers, fractions or decimals. Students learn to model mathematically verbal expressions and equations, solve multi-step equations and inequalities, understand the applications of basic number theory, solve equations involving percentages and proportions, solve quadratic equations, and represent data in charts and graphs. Students contribute to group work, complete homework for each class, and complete tests and quizzes regularly. Students are graded for class participation and take a final exam at the end of the year. The TI Nspire CAS graphing calculator iPad app or handheld is required.

Algebra IStudents learn to manipulate effectively variable expressions, sketch graphs of linear and quadratic functions, and express understanding of function theory. Students apply the properties of real numbers and order of operations to simplify expressions or equations involving integers, fractions or decimals. Students learn to model mathematically verbal expressions and equations, solve multi-step equations and inequalities, understand the applications of basic number theory, solve equations involving percentages and proportions, solve quadratic equations, and represent data in charts and graphs. Students contribute to group work, complete homework for each class, and complete tests and quizzes regularly. Students are graded for class participation. Students take a final exam at the end of the year. The TI Nspire CAS graphing calculator APP or handheld is required. Freshman course

Algebra IIAlgebra II is a continuation of building algebraic skills learned in Algebra I for those students whose fundamental algebra skills may need reinforcement. Course topics include solving systems of linear equations and inequalities, a study of quadratics, a study of logarithmic and exponential functions, polynomials and polynomial functions, rational equations and functions and number sequences and series. Students will use a varied approach to investigate and solve problems (algebraic, geometric, graphical and numeric.) This course is intended to prepare the student to take a functions,

statistics and trigonometry, or statistics course upon its completion. Students are expected to contribute to group work and to complete homework daily. Quizzes are given approximately once a week and tests generally after each chapter. Students are expected to keep a well-organized notebook, which is assessed periodically. They are also graded for class participation and a final exam is given at the end of the year. The TI Nspire CAS graphing calculator iPad app or handheld is required. Sophomore/Junior course

Algebra II/Intro to TrigAlgebra II with an introduction to Trigonometry is a continuation of building algebraic skills learned in Algebra I with an emphasis on functions and graphs. Course topics also include solving systems of linear equations and inequalities, an in-depth study of quadratics, a study of logarithmic and exponential functions, polynomials and polynomial functions, rational equations and functions, matrices, trigonometric ratios, functions and graphs and number sequences and series. Students will use a varied approach to investigate, model and solve problems (algebraic, geometric, graphical and numeric) Students are expected to contribute to group work and to complete homework daily. Quizzes are given approximately once a week and tests generally after each chapter. Students are expected to keep a well-organized notebook, which is assessed periodically. They are also graded for class participation. A final exam is given at the end of the second semester. The TI Nspire CAS graphing calculator iPad app or handheld is required. Sophomore/Junior course

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Algebra II/Intro to Trig (H)Algebra II/Intro to Trig (Honors) is a fast-paced advanced algebra course which requires that students have an excellent grasp of the skills learned in Algebra I. As an honors course, the depth of material is greater and the pace more accelerated than in a standard Algebra II/Intro to Trig course. Students study systems of linear equations and inequalities, quadratics, logarithmic and exponential functions, polynomial functions, rational equations and functions, number sequences and series, and an introduction to trigonometric ratios and functions. Students utilize various methods for investigating and solving problems (algebraic, geometric, graphical and numeric) and become familiar with technology that can be used to solve more complex problems. Students are required to maintain a well-organized binder and complete daily homework assignments. Additionally, students are assessed through periodic quizzes, tests at the end of each chapter, and challenging extension assignments that develop students’ modeling capabilities. A final exam is given at the end of the second semester. The TI Nspire CAS graphing calculator iPad app or handheld is required. Sophomore/Junior course

Integrated Geometry/ Algebra IIIntegrated Algebra II will extend and apply many of the algebraic topics studied previously and will introduce higher-level topics in geometry and algebra that will prepare students for future courses in mathematics. The approach of the course is intended to relate familiar and new topics of study to real world examples and practice the mechanics of math through individual and small group problem solving. Topics include Euclidian geometry, quadratic, exponential and logarithmic functions and beginning trigonometry. Coordinate and transformational geometry topics emphasize algebraic problem solving. The TI Nspire CAS graphing calculator iPad app or handheld is required. Sophomore/Junior course

Integrated Geometry/ Algebra II HonorsIntegrated Algebra II Honors is a fast-paced course which requires that students have an excellent grasp of the skills learned in Algebra I. As an honors course, the depth of material

is greater and the pace more accelerated than Integrated Algebra II. The course will extend and apply many of the algebraic topics studied previously and will introduce higher-level topics in geometry and algebra that will prepare students for future courses in mathematics. The approach of the course is intended to relate familiar and new topics of study to real world examples and practice the mechanics of math through individual and small group problem solving. Topics include Euclidian geometry, quadratic, exponential and logarithmic functions and beginning trigonometry. Coordinate and transformational geometry topics emphasize algebraic problem solving. The TI Nspire CAS graphing calculator iPad app or handheld is required. Sophomore/Junior course

Discrete MathDiscrete Math will provide students with an introduction to discrete concepts such as logic, number systems, counting methods, probability theory, introductory statistics and financial math. The abilities to think mathematically and reason quantitatively are major goals of this full year course. Problem solving and critical thinking are emphasized in each topic. The course plan also includes SAT practice during the first semester and a unit of Algebra II and Geometry review. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior-PG course

Function AnalysisThis course covers a wide range of topics and brings together in a cohesive manner the mathematical topics students have previously studied. The course concentrates on deepening students’ understanding of the “library” of functions including linear, quadratic, exponential, polynomial, and logarithmic functions. It also provides thorough coverage of the trigonometric functions needed for the future study of calculus. Problem solving and critical thinking skills are emphasized and technology is fully utilized throughout the course. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior-PG course

StatisticsThis active participation course introduces students to descriptive and inferential statistics and probability theory. Students will learn how statistical studies and applications are used in many different fields. Topics include descriptive statistics and exploratory data analysis, design of

surveys and experiments, sampling distributions and estimation, inference and decision making and fitting models to data. Students learn to think carefully about the background of data, the design of the studies that produce the data, the possible effect of outlying observations on conclusions from data, the question of causation and the reasoning that lies behind the standard methods of inference. They will be exposed to applications from business, medicine, natural and social sciences, policy making and sports. Students will become proficient in the statistical functions available on their graphing calculators and in fathom statistical software. Students are expected to contribute to group work and to complete homework daily. Quizzes are generally given weekly and tests at the end of each chapter. A final exam is given at the end of the second semester. The TI Nspire CAS graphing calculator APP or handheld is required. Junior-PG course

AP StatisticsThe AP Statistics course is designed for students to complete studies equivalent to a non-calculus based college course in statistics. Like the college course, the purpose of the AP course is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data drawn from a variety of disciplines. The course has two major themes: describing and displaying data, and using probability models to develop the tools in statistical inference. A solid background in Algebra II and the recommendation of the math department as well as good critical reading skills are prerequisites. In addition to mastery of specific statistical techniques, students will learn to think about the background of the data, the design of the studies that produce the data, the possible effect of outlying observations on conclusions from the data, the question of causation and the reasoning that lies behind the standard methods of inference. Students will become proficient in the statistical functions on their TI Nspire graphing calculators (or apps_, in the statistical software, Fathom, as well as be able to interpret other computer output such as that of Minitab and Excel. Students are expected to contribute to group work and to complete homework daily. Take home quizzes based on prior years’ AP test questions will be assigned periodically. Chapter tests are generally given weekly. After the AP exam, students complete and present a project which investigates an advanced topic of their choice. The TI Nspire CAS graphing calculator iPad app or handheld is required. Senior/PG course


Pre-CalculusThis extensive course covers material that is intended to round out a student’s understanding of mathematics in new subject areas while building on material covered in previous courses. Topics covered include number sets, functional analysis, sequence and series, exponential and logarithmic functions, trigonometry, vectors, and an introduction to limits and differential calculus. Students are introduced to several methods for analysis that are central to IB or AP courses. Students will become fluent in recognizing functions from their equations and be able to sketch them without a graphing calculator. They learn to set up and solve complex word problems and to describe their methods in writing. Student assessment includes chapter tests, quizzes, independent mathematical investigations, class presentations, and group work. Where appropriate, students will make extensive use of technology to increase the range of problems they can solve. The TI Nspire CAS graphing calculator APP or handheld is required. Junior/Senior course

Pre-Calculus HonorsPrecalculus Honors is a fast-paced course which requires that students have an excellent grasp of the skills learned in Integrated Algebra II. As an honors course, the depth of material is greater and the pace more accelerated than Precalculus. It covers material that is intended to round out a student’s understanding of mathematics in new subject areas while building on material covered in previous courses. Topics covered include number sets, functional analysis, sequence and series, exponential and logarithmic functions, trigonometry, vectors, and an introduction to limits and differential calculus. Students are introduced to several methods for analysis that are central to IB or AP courses. Students will become fluent in recognizing functions from their equations and be able to sketch them without a graphing calculator. They learn to set up and solve complex word problems and to describe their methods in writing. Student assessment includes chapter tests, quizzes, independent mathematical investigations, class presentations, and group work. Where appropriate, students will make extensive use of technology to increase the range of problems they can solve. The TI Nspire CAS graphing calculator APP or handheld is required. Junior/Senior course

CalculusThis course explores the basics of calculus with an emphasis on solving real world problems. The first half of the course will focus on finding the slope of curves using the concept of the derivative. Students will discover the relationship between position, velocity, and acceleration through our study of the derivative. They will also explore economic applications of the derivative such as marginal cost and marginal revenue. The second half of the course will focus on integration which helps us find the area underneath a curve. Applications of integrals include force, work, pressure, and probability. Calculus is explored through the interpretation of graphs and tables as well as analytic methods (multiple representations of functions). The graphing calculator is used extensively as students learn to solve problems algebraically, numerically and graphically. Assessment is based on class participation, tests, quizzes and problem sets. A final exam is given at the end of the second semester. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior-PG course

AP Calculus ABThis is a fast paced, college level course in single variable calculus. The primary objective is to prepare students to do well on the May exam and in their future math courses. Calculus is explored through the interpretation of graphs and tables as well as analytic methods. The primary topics are limits, derivatives and integrals. The TI Nspire graphing calculator is used extensively as students learn to work with functions presented numerically, algebraically and graphically and to discuss the connections among these representations. Student are expected to contribute to class discussions and group work and to complete homework daily. Take home quizzes based on prior years’ AP test questions will be assigned periodically. Chapter tests are generally given weekly. Several weeks, beginning in mid-April, are devoted to review and preparation for the AP examination. After the AP exam, students complete and present a project which investigates an advanced topic of their choice. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior-PG course

Advanced Topics in MathThis course extends and expands the topics introduced in AP Calculus AB. Topics include work, force, and pressure, sequences, infinite series and convergence, parametric and polar functions, complex numbers, and an introduction to vector calculus and vector geometry in two and three dimensions. Problem situations are modeled with integrals and differential equations are also used to model problems. The graphing calculator is used extensively as students learn to solve problems algebraically, numerically and graphically. Students will explore applications of work and force in the physical world. They will make an exploration of the mathematical relationships that can be discovered in an infinite series, especially ratios of infinite series, and error estimation. The students will also be able to use parametric functions to find the length of curves, slope, and concavity and be able use vectors and polar functions to model motion and area on the plane. The TI Nspire CAS graphing calculator iPad app or handheld is required. Senior/PG course

IB Math Studies 1IB Mathematical Studies 1 is the first year of a two-year course designed for students with varied backgrounds and abilities in mathematics. In the first year, students begin by studying number properties, number sets and methods for measurement and approximation. Students go on to develop a deeper understanding of the library of functions including linear, quadratic, exponential, polynomial, and logarithmic functions and how these can be used to model algebraic word problems. Students master the use of trigonometric ratios and analysis of trigonometric functions needed for the future study of calculus. In addition, students review methods for displaying data and learn more advanced statistics for the analysis of data. Students are expected to analyze problems using the appropriate notation, terminology, techniques, and graphical representations. In addition to graphing functions, evaluating trigonometric ratios and performing statistical analysis by hand, students should also expect to use graphing calculators on a daily basis. Students are required to maintain a well-organized binder and complete daily homework assignments. Additionally, students are assessed through periodic quizzes and tests at the end of each unit. Take-home cumulative extension assignments consisting primarily of word problems are also assigned at the end of each


unit to develop students’ problem-solving and math modeling capabilities. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior course

IB Math Studies 2IB Mathematical Studies 2 is the second year of a two-year International Baccalaureate course designed for students with varied backgrounds and abilities in mathematics. In the second year, students review functions, including quadratic and exponential functions, sequences and series, and financial math, probability and introductory statistics. They also study more advanced statistics, and are introduced to calculus. Students are expected to analyze problems using the appropriate notation, terminology, techniques and graphical representations. Students are required to complete homework on a daily basis, and are assessed through periodic tests and quizzes. In addition, students are required to complete a project that demonstrates an understanding of the practical applications of mathematics. The project requires students to organize and present information and data in tabular or graphical form and is the culmination of the statistics portion of the course. In May, students sit for the IB Math Studies Examination, which consists of two written papers given over two days. The TI Nspire CAS graphing calculator iPad app or handheld is required. Senior course

IB Math HL 1The IB Math HL 1 course is co-seated with AP Calculus AB which is a fast-paced, college-level course in single variable calculus. The primary objective is to prepare students to do well on the May exam and in their future math courses. Calculus is explored through the interpretation of graphs and tables as well as analytic methods. The primary topics are limits, derivatives and integrals. The TI Nspire graphing calculator (or app) is used extensively as students learn to work with functions presented numerically, algebraically and graphically and see the connections among these representations. Student are expected to contribute to class discussions and group work and to complete homework daily. Take home quizzes based on prior years’ AP test questions will be assigned periodically. Chapter tests are generally given weekly. Students take the AP Calculus AB exam in May. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior course

IB Math HL 2In this second year of this course, offered senior year, students finish their study of the topics of the IB High Level curriculum, complete their portfolios, and review for the late spring IB Examination. The new topics studied are: sequence and series, complex numbers, matrices, vector geometry in two and three dimensions and descriptive and inferential statistics (the probability and statistics option content.) The connections between these new areas of study and the calculus studied junior year are explored. The TI Nspire (non CAS) graphing calculator is used extensively. Students will tackle examinations set in previous years and use these as a basis for review of the topics of the course. Grading is based on homework, tests and quizzes, and the internal assessment which involves completion of a portfolio containing two examples of extended assignments, one involving mathematical modeling and the other an open- ended investigation. The portfolio is graded by their teacher and samples are sent to IB for moderation. In May, students sit for the IB High Level Examination, which consists of two written papers given over two days. The TI Nspire CAS graphing calculator iPad app or handheld is required. Senior course

IB Math SL Math 1This course is co-seated with Pre-Calculus and covers material that is intended to round out a student’s understanding of mathematics in new subject areas while building on material covered in previous courses. Topics covered include number sets, functional analysis, sequence and series, exponential and logarithmic functions, trigonometry, vectors, and an introduction to limits and differential calculus. Students are introduced to several methods for analysis that are central to IB or AP courses. Students will become fluent in recognizing functions from their equations and be able to sketch them without a graphing calculator. They learn to set up and solve complex word problems and to describe their methods in writing. Student assessment includes chapter tests, quizzes, independent mathematical investigations, class presentations, and group work. Where appropriate, students will make extensive use of technology to increase the range of problems they can solve. The TI Nspire CAS graphing calculator iPad app or handheld is required. Junior course

IB Math SL Math 2 This course completes the IB Standard Level Mathematics curriculum which expands the differential and integral calculus sequence previously covered in the year one course, and covers the statistics, probability, and probability distributions core content areas. To satisfy the Internal Assessment component of the IB curriculum, students will complete a portfolio of work including an in-depth mathematical exploration of a topic of their choice. The portfolio allows students to work without the time constraints of a written examination and to develop the skills they need for communicating their mathematical ideas. Student assessment includes chapter tests, quizzes, other independent mathematical investigations, class presentations and group work. Where appropriate, students will make extensive use of technology to increase the range of problems they can tackle. In May, students sit for the IB Standard Level Examination, which consists of two written papers given over two days. The TI Nspire CAS graphing calculator iPad app or handheld is required. Senior course


Science8th Grade In 8th grade science, students discover the branches of science known as chemistry and physics and gain an appreciation for the development of scientific principles and the people who developed them. Course topics in chemistry include matter, energy, atomic structure, chemical bonds, chemical reactions, solutions and organic chemistry. Course topics in physics include motion, force, waves, sound, electricity, circuits and electronics. Students gain an appreciation for the application of important scientific principles in the real world using a hands-on learning methodology. The problem-solving skills developed in this course are applicable for any career path a student might choose. Students are assessed based upon homework completion, lab work, participation, quizzes and tests.

BiologyBiology is devoted to the study of living things and their processes. Students develop critical thinking, questioning, and problem solving skills that will lay a foundation for the continued study of the sciences. Students explore biological science as a process, cell structure and function, genetics and heredity. These concepts will be developed in relationship to evolution and classification, diversity of living organisms and their ecological roles, and an introduction to animal structure and function. The goal of this course is to develop a better understanding of the students’ world, their role as global citizens and the interconnectedness of all life on earth through the process of critical thinking. Students are assessed through engagement in productive class work and discussion, homework, lab work and written reports, and tests. Freshman/Sophomore course

Biology (H)The honors biology course covers course topics in more detail and at a higher conceptual level. In addition to the conceptual topics, a significant emphasis is placed on practical lab skills, knowledge of fundamental lab techniques, and inquiry-based lab investigations. Students are assessed through daily homework assignments, periodic summative examinations, written lab reports, and periodic projects. The vocabulary

demands of this course are more significant than in the biology course. A higher level writing proficiency is recommended for students taking this course. Freshman/Sophomore course

ChemistryChemistry is the study of matter and its chemical and physical interactions. Students survey the fundamental topics of an introductory inorganic chemistry course: matter, nomenclature, the mole concept, balancing and identifying chemical reactions, introductory quantitative skills, atomic theory and molecular structure, gas laws, and an introduction to acids and bases. In addition to the conceptual topics, a significant emphasis is placed on practical lab skills, knowledge of fundamental lab techniques, and inquiry-based lab investigations. Students are assessed through daily homework assignments, periodic summative examinations, written lab reports, and periodic projects. Students must have successfully completed Algebra I to enroll in this course. Sophomore/Junior course

Chemistry (H)The honors chemistry course is a more quantitatively demanding course and a high level of algebraic competence is expected. In addition, this course will include several more advanced topics including equilibrium, weak acids, electrochemistry, and organic nomenclature. As concepts receive even more emphasis than calculations, high level written and oral language skills are desirable. Written lab reports will be expected to analyze results and evaluate error sources thoroughly. Students must have completed Algebra I with a grade of B or better to enroll in this course. Sophomore/Junior course

PhysicsPhysics students investigate topics including an introduction to physics, an in-depth look into mechanics, materials, waves, electricity, magnetism, and an introduction to modern physics and learn to appreciate the development of scientific principles and the people who developed them. Whether or not the student taking this course is planning on pursuing a career in physics, the problem-solving skills

developed in this course can be used for tackling any type of problem. Assessments include homework problems, lab work and reports, participation, quizzes and tests. Students wishing to further their education in the sciences are provided a foundation to continue their study of physics and to develop an understanding of related science disciplines. The student must have completed Algebra II/Trigonometry or Integrated Algebra II with a grade of B or better to enroll in the course. Junior-PG course

AP ChemistryThis course follows the curriculum established and updated annually by The College Board. The course is equivalent to a first-year course in college-level chemistry. Extensive laboratory work supplements the topics covered in discussion, and problem-solving skills are emphasized throughout the year. As this is a second-year course, it is assumed that the students have a familiarity with mole relationships, reaction types and stoichiometry, atomic structure, bonding, gas laws, and solutions (concentration, solubility, acid-base). Students will review these topics briefly, but will quickly move on to the more advanced topics of equilibrium, thermodynamics, kinetics, and electrochemistry. Students are assessed via positive class participation, written assessments, homework completion, and laboratory performance and reports. All students are required to take the AP exam in May. Junior-PG course

Physics (Advanced) The physics (advanced) course gives students the opportunity to further their studies in Physics in this year-long college-level course. The class focuses on students investigating both teacher and student presented questions. Course content includes kinematics, Newton’s laws of motion, torque, rotational motion and angular momentum, gravitation and circular motion, work, energy, power, linear momentum, oscillations, mechanical waves and sound, fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams, electrostatics, electric circuits, magnetic fields, electromagnetism, physical and geometric optics, and topics in modern physics. The students taking this course are expected to


enter the classroom having already developed an understanding of physical principles from a first year high school-level physics course. Senior/PG course

IB Biology SLThis course develops globally minded students who understand and appreciate the world’s biodiversity and interconnectedness by explaining and discussing all aspects of life. Students become independent thinkers possessing the ability to design their own experiments to test aspects of their world and knowledge to empower decision-making. Students explore how molecular and biochemical components of life are essential to proper functioning of cells, which ultimately determines success of organisms in evolution and communities. Furthermore, human health and physiology, as well as plant science, will be incorporated to illustrate interconnectedness within biological systems. Assessments include tests, lab reports, and writing exercises. Junior course

IB Biology HLThis two-year course empowers students to investigate their world through a hands-on, experiment-based approach, by providing them with the knowledge and skills needed for scientific inquiry. The course content will have students exploring life from the molecular level, through organismal evolution and its ecological role. Much of this course is dedicated to the internal assessment where students must design their own experiments, follow through with the experiment, and share the results in a detailed report. The HL course includes additional units of study in human health and physiology, genetics, plant science, and photosynthesis. The HL course will also meet additional hours to perform laboratory experiments. Assessments include homework assignments, lab reports, and tests. Upon completion of the course, students are prepared to sit for the IB papers. Junior/Senior two-year course

IB Chemistry SLThis course follows the curriculum established by The International Baccalaureate. Topics include standard inorganic concepts as well as an introduction to organic nomenclature and fundamental organic chemical reactions. In addition, the class investigates two optional topics chosen from the following—Analytical

Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicine and Drugs, Environmental Chemistry, and Food Chemistry. Extensive laboratory work, including a 10-hour group project, supplements the topics covered in discussion, and problem-solving skills are emphasized throughout the year. Assessments include tests, lab reports, and writing exercises. Upon completion of the course, students are prepared to sit for the IB papers in May. Junior course

IB Chemistry HLThis two-year course follows the curriculum established by The International Baccalaureate and is representative of a first-year course in college-level chemistry. Topics include standard inorganic concepts as well as an introduction to organic nomenclature and fundamental organic chemical reactions. In addition, the class investigates two optional topics chosen from the following—Analytical Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicine and Drugs, Environmental Chemistry, and Food Chemistry. Extensive laboratory work, including a 10 hour group project, supplements the topics covered in discussion, and problem-solving skills are emphasized throughout the year. Assessments include tests, lab reports, and writing exercises. Upon completion of the course, students are prepared to sit for the IB papers in May. Junior/Senior two year course

Environmental Science (Fall or Spring)Environmental Science is a semester elective course focusing on the study of Earth, its atmosphere and environment and the impact of the human population. Students explore Earth/environmental systems and global change, energy sources and sustainability, human health and population growth, with an emphasis throughout the course on biodiversity and resource conservation. Students develop improved awareness and problem solving and critical thinking skills through a focus on group work and project-based learning. Topics in this course will be presented using connections to real-world issues and current event data. Students are assessed using a variety of techniques, with an emphasis on research, debate and extended inquiry projects. Students develop a greater understanding of our Earth and environment, with a focus on the impact of the human

population and what we as humans can do to preserve our planet and decrease our negative impact. Junior/Senior/PG elective

Anatomy & Physiology (Fall or Spring)Anatomy & Physiology is a semester course that focuses on the many structures of the human body, how they function, and the relationships of those structures to each other. The main focus of the course will be directed toward the systems of the body, including but not limited to the integumentary system, digestive system, cardiovascular system, muscular system, and skeletal system. Students examine everything related to these systems from the macroscopic to the microscopic and focus on discussion, laboratory assignments, activities/projects, and a paper. Students’ knowledge will be assessed through quizzes, exams, and laboratory practical quizzes. Students gain an in-depth understanding of the human body and many of the different structures within us, and how these structures relate to each other while working together to provide a living organism. Junior/Senior/PG elective

Earth Systems (Fall or Spring)This course allows students to investigate assorted advanced topics in Earth Science. Topics may include biogeochemical cycles, climate and weather, energy transfer in the Earth system, tectonics, the history of the Earth, and a study of objects in the solar system and the universe. Students will perform labs related to these topics, collect and analyze data, evaluate data from external sources such as databases, and observe simulations of phenomena on Earth. Assessments will include tests and quizzes based on class notes and reading assignments, writing exercises, lab reports, class discussions and presentations. Junior/Senior/PG elective

Engineering (Fall or Spring) This semester-long course is designed to introduce students to technology and engineering. Students will have the opportunity to see science, mathematics and engineering through the real-world connections made in the classroom. They will see how these disciplines play a major role in their everyday world and the importance of being scientifically and technologically literate. The course focuses on the design process and its application. Through


hands on projects the students will learn to apply engineering standards and document their work. Topics include mechanisms, energy, statics, materials and kinematics. Students will develop problem-solving skills and apply their knowledge in research and design as they create solutions to different challenges, and then document their work and communicate their solutions to their peers. Junior-PG elective

Experimental Design (Fall or Spring)The objective of this course is to promote understanding of and proficiency in applying the scientific method. Students will apply background knowledge to experimental situations. Early course topics will illustrate the nature of variables, the creation of a reasonable hypothesis, designing a procedure that accomplishes a particular objective,

evaluating results and drawing a reasonable conclusion. Once these skills are established, the student will choose an area of interest and design an experiment of their choice to answer a scientific question. The course allows a student to pursue an area of their own interest once the foundations of the experimental method have been established. Assessments include tests on introductory concepts, quizzes, checks of daily preparation for lab, written reports on experimental work, and a final paper and presentation on all original research. Junior-PG elective

Science of Nutrition (Fall or Spring)This course utilizes the student’s background knowledge in biology and chemistry to examine the function, digestion and chemical makeup of carbohydrates, proteins, fats, vitamins and

minerals. Students enrolled in this elective will calculate caloric needs, explore nutrition requirements throughout the lifespan and investigate how dietary guidelines apply to various populations including children, adults and athletes. Students will be engaged through class discussion, guest lecturers, practical application labs, and evidence-based research in an effort to gain an understanding of the functions of essential nutrients. Students will also gain awareness about reading food labels, current events, and trends in nutritional supplementation. Assessment techniques include written exams, homework assignments, laboratory investigations and a food diary project. Junior-PG elective

Language

Mandarin IStudents in Mandarin I, an introductory language acquisition course that is co-seated with IB Mandarin Language B ab initio, focus on three themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Mandarin, understand and use an appropriate range of vocabulary. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests, and a final exam. Freshman-PG course

Mandarin IIStudents in Mandarin II, an introductory language acquisition course that is co-seated with IB Mandarin Language B ab initio, focus on three themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Mandarin, understand and use an appropriate range of vocabulary. By the end of the course students are able to recognize 300 new characters and write 150 characters. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests, and a final exam. Freshman-PG course

Mandarin III Students in Mandarin III, an intermediate-level language acquisition course, continue to focus on oral communication and more advanced writing and reading than at the introductory levels. Students enrolled in this course must have previously completed two years of Chinese instruction or its equivalent. Students first begin by reviewing key points of pronunciation, writing and grammar. Students learn to recognize 500 new characters and write 200 characters. In addition to textbooks, a variety of authentic resources is utilized to engage the students to interact, receive, and produce original language in culturally meaningful ways. In addition to weekly quizzes on each lesson, students complete two minor projects prior to a final exam. The final assessment challenges the students to integrate their Mandarin reading, writing, speaking and listening skills. Junior-PG course

Mandarin IV Students in Mandarin IV, an advanced-level language acquisition course, continue to focus on oral communication and more advanced writing and reading than at the introductory and intermediate levels. Following an initial review of key points of pronunciation, writing and grammar, students may begin practicing for the


Chinese SAT II and/or the AP Chinese Exams. Students continue to learn a significant number of new characters. In addition to textbooks, a variety of authentic resources is utilized to engage the students to interact, receive, and produce original language in culturally meaningful ways. In addition to weekly quizzes on each lesson, students complete two minor projects prior to a final exam. The final assessment challenges the students to integrate their Mandarin reading, writing, speaking and listening skills. Junior-PG course

International Baccalaureate Mandarin Language B ab InitioStudents in International Baccalaureate Mandarin Language B ab initio, a two-year introductory language acquisition course that is co-seated with Mandarin I and Mandarin II, focus on three themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Mandarin, understand and use an appropriate range of vocabulary. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, quizzes, unit tests and a final exam. Ab initio students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

International Baccalaureate Mandarin Chinese Language B Standard Level (SL)International Baccalaureate Mandarin Chinese Language B Standard Level (SL) is a two-year intermediate-to-advanced language course that is co-seated with Mandarin III and IV. This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well

as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. SL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in Mandarin Chinese. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. IB SL students complete the IB Internal and External Assessments during the second year of the course.

French I Students in French I, an introductory language acquisition course that is co-seated with International Baccalaureate French Language B ab initio, focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of French, understand and use an appropriate range of vocabulary, use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests and a final exam. Freshman-PG course

French II Students in French II, an introductory language acquisition course that is co-seated with International Baccalaureate French Language B

ab initio, focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of French, understand and use an appropriate range of vocabulary, use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests and a final exam. Freshman-PG course

French IIIFrench III is an intermediate language course that is co-seated with International Baccalaureate French Language B Standard Level (SL). This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Junior-PG course


French IV/French IV HonorsFrench IV and French IV Honors are intermediate language courses that are co-seated with International Baccalaureate French Language B. This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Junior-PG course

French VFrench V is an advanced language course that is co-seated with International Baccalaureate French Language B High Level (HL). This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Students study at least two works of literature during the course; samples include works by St-Exupéry, Camus, Sartre, Schmidt, and Maupassant. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts,

understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Senior-PG course

International Baccalaureate French Language B ab InitioStudents in International Baccalaureate French Language B ab initio, a two-year introductory language acquisition course that is co-seated with French I and French II, focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of French, understand and use an appropriate range of vocabulary, use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests and semester exams. Ab initio students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

International Baccalaureate French Language B Standard LevelInternational Baccalaureate French Language B Standard Level (SL) is a two-year intermediate-to-advanced language course that is co-seated with French III and French IV. This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural

diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. SL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. IB SL students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

International Baccalaureate French Language B High LevelInternational Baccalaureate French Language B High Level (HL) is a two-year advanced language course that is co-seated with French IV and French V. This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Students study at least two works of literature during the course; samples include works by St-Exupéry, Camus, Sartre, Schmidt, and Maupassant. HL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language


to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. IB SL students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

Spanish I Students in Spanish I, an introductory language-acquisition course that is co-seated with International Baccalaureate Spanish Language B ab initio, focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Spanish, understand and use an appropriate range of vocabulary, use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests and a final exam. Freshman-PG course

Spanish II & Spanish II HonorsSpanish II and Spanish II Honors are introductory language-acquisition courses that are co-seated with International Baccalaureate® Spanish Language B ab initio. Students focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and

understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Spanish, understand and use an appropriate range of vocabulary, use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, quizzes, unit tests and a final exam. Freshman-PG course

Spanish III & Spanish III HonorsSpanish III and Spanish III Honors are intermediate language courses that are co-seated with International Baccalaureate® Spanish Language B Standard Level (SL). This course is organized around three common core topics: communication and media, global issues, social relationships; and two of five options: cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in Spanish. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Sophomore-PG course

Spanish IV & Spanish IV HonorsSpanish IV and Spanish IV Honors are intermediate language courses that are co-seated with International Baccalaureate Spanish Language B. This course is organized around

three common core topics: communication and media, global issues, social relationships; and two of five options: cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in Spanish. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Junior-PG course

Spanish VSpanish V is an advanced language course that is co-seated with International Baccalaureate® Spanish Language B High Level (HL). This course is organized around three common core topics: communication and media, global issues, social relationships; and two of five options: cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Students study at least two works of literature during the course; samples include works by García Lorca, Matute, Unamuno, Quiroga, Cortázar, and García Márquez. The objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of

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written and spoken sources, and understand and use written texts and works of literature written in Spanish. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. Senior/PG course

International Baccalaureate Spanish Language B ab InitioStudents in International Baccalaureate Spanish Language B ab initio, a two-year introductory language-acquisition course that is co-seated with Spanish I and Spanish II, focus on three main themes: individual and society, leisure and work, and urban and rural environment, in which students practice and explore the language as they develop intercultural understanding. Students learn the fundamental lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Assessment objectives for this course include the following: demonstrate an awareness and understanding of the intercultural elements related to the topics studied, communicate clearly and effectively in a range of situations, understand and use accurately the basic structures of Spanish, understand and use an appropriate range of vocabulary, and use a register that is appropriate to the situation. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, and advertisement), reading comprehension tasks, quizzes, unit tests and semester exams. Ab initio students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

International Baccalaureate Spanish Language B Standard LevelInternational Baccalaureate Spanish Language B Standard Level (SL) is a two-year intermediate-to-advanced language course that is co-seated with Spanish III and Spanish IV. This course is organized around three common core topics: communication and media, global issues, social relationships; and two of five options: cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and

to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. SL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in Spanish. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. IB SL students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

International Baccalaureate Spanish Language B High LevelInternational Baccalaureate Spanish Language B High Level (HL) is a two-year advanced language course that is co-seated with Spanish IV and Spanish V. This course is organized around three common core topics - communication and media, global issues, social relationships - and two of five options - cultural diversity, customs and traditions, health, leisure, science and technology. Each topic provides the students with opportunities to practice and to explore the language as well as to develop intercultural understanding. Students learn the advanced lexicon and grammar necessary to communicate through speaking, listening, reading, and writing. Students study at least two works of literature during the course; samples include works by García Lorca, Matute, Unamuno, Quiroga, Cortázar, and García Márquez, HL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of

written and spoken sources, and understand and use written texts and works of literature written in Spanish. Sample assessment activities include oral response to visual stimuli, oral presentations, role playing, writing tasks (email, blog, news article, creative story, advertisement), reading comprehension tasks, formal compositions, quizzes, unit tests, and a final exam. IB SL students complete the IB Internal and External Assessments during the second year of the course. Junior and Senior two year course

ELL: Understanding American Culture I and II (Fall/Spring) The Language Department ELL curriculum is a language and culture course focusing on oral and visual communication and interpretation. It gives students a structured experience, avoids redundancy with other IS courses, and complements the ELL Writing & Composition courses with the two levels based on the IB MYP and IB DP language B curricula. This approach to language learning is theme-based and the concepts and critical thinking skills gained in these levels can be effectively extended to IB Language A or Language B courses in the future. Placement tests are based on this curriculum. The areas of listening (receptive) and speaking (productive) oral communication experienced and produced by students include: role-plays, interviews, oral presentations, discussions, debates, lectures, speeches, podcasts, and drama (musicals, one-act plays). The areas of viewing (receptive) and presenting (productive) visual communication experienced and produced by students include: signs and symbols, graphs, tables, diagrams, brochures, posters, advertisements, comics, TV shorts, music videos, websites, and newscasts. The themes to be incorporated into this course include: American customs and traditions, American diversity, health, leisure, science and technology, communication and media, and global issues. This curriculum is divided into two semester-long levels, Understanding American Culture (UAC) I, and UAC II. Each semester will emphasize, with increasing complexity, vocabulary, idioms, and stress and intonation in word and sentence patterns. Student mastery in each level will be evaluated at the end of the semester. Freshman-Junior course


Fine and Performing Arts8th Grade Fine Art (Fall/Spring)The objective of the 8th grade art program is for students to develop critical judgment through creative problem solving that is based on their experiences, which will lead to an increased appreciation and knowledge of the visual arts and art history. This will be achieved in a structured yet spontaneous environment that encourages student involvement and commitment to self-expression and an understanding of creative art. Students will explore the techniques of drawing, painting, printmaking, ceramics and sculpture. They will be responsible for the conception, execution and completion of original work. Individuality will be stressed with limited influence from the teacher, therefore ensuring the work is conceived and produced solely by the student. The discussion and sharing of ideas about art and art history will be strongly encouraged while learning from the process of art making. Visual artists from the past and present will be discussed to introduce students to the history of art. At the end of each project there will be an open class discussion encouraging positive critical thinking.

8th Grade Research Design/Technology Skills (Fall/Spring)The 8th grade seminar will reinforce the skills needed to be a successful student. There will be instruction on reading and note taking, outlining, time management and test-taking strategies. There will be coverage of using the iPad with e-books and applications. Students will learn the process of researching and writing papers. The research process will emphasize effective searching, credible resources and citing sources using library databases and resources. Presentation software will be introduced as well as video-editing software. Students will have the opportunity to create a final video for the class.

Acting (Fall/Spring)Students are introduced to the fundamental skills of the craft of acting by participating in theatre exercises and games. They explore the use of the voice, body, emotion, and imagination

in a theatrical setting and participate in the preparation and classroom performance of monologues and scenes. Attendance at plays throughout the year enhances the student’s awareness of the process of acting, introduces them to the many aspects of theatrical production and contributes to the critical evaluation of performance work. Students engage in the advanced skills of the craft of acting by participating in theatre exercises, games, and performances. Students explore the use of the voice, body, emotion, and imagination in a theatrical setting and participate in the preparation and classroom performance of monologues and scenes. Acting II is an advanced acting course with special emphasis on theatrical and on camera acting technique. Attendance at plays throughout the year enhances the student’s awareness of the process of acting, introduces them to the many aspects of theatrical production and contributes to the critical evaluation of performance work. Freshman-PG elective

Studio Art-2D (Fall/Spring)Studio Art-2D is a semester-long course designed to introduce Cheshire Academy students to drawing, painting and printmaking. Beginning with basic techniques in each area, each student will learn to create abstract and representational artwork, as well as develop an understanding of the formal qualities that underpin all artistic endeavors. Skills will be developed through careful observation from life with lessons in line, shading and perspective. Freshman-PG elective

Studio Art-3D (Fall/Spring)Studio Art-3D is a semester-long course designed to introduce Cheshire Academy students to different ways of creating art three-dimensionally. The semester will be divided into two parts with the first marking period dedicated to additive sculpture, and the second marking period focusing on subtractive sculpture. By working with a variety of materials, such as clay, metal, foam and wood, each student will learn techniques specific to these media along with a basic foundation in the formal qualities of art making. Assignments will be project based, with proper procedures followed, beginning with ideation and sketching, model making,

and then the actual construction of the piece. A group critique will follow the completion of each assignment. Freshman-PG elective

Photography I (Fall & Spring)In this course students will explore digital photography in relation to fine art. Students are introduced to digital photography technology and software. Emphasis is placed on the production and analysis of expressive and thoughtful artwork. Students are introduced to Adobe Lightroom software as a tool for storage, organization, and photographic editing. Compositional tools such as framing, “rule of thirds”, light, texture, pattern, lines, symmetry, depth of field, distance, perspective, space, and balance are the center of class projects and discussions. Students are assigned lectures, writings, projects, and in class discussion to better understand the physical, conceptual, and theoretical characteristics of photography. Freshman-PG elective

Photography II (Spring)Advanced Digital Photography is designed for students who are seriously interested in the practical experience of art photography. Students are introduced to new photographers, digital artists, and more sophisticated techniques in order to create work that reveals that student’s spirit and vision. By exploring photographic and digital media, students are able to develop a body of work that reflects a range of ideation and develop versatility with techniques to demonstrate their abilities. Independent research, art journals, class critiques, individual critiques, and artistic dialogues will inspire students as they create a final photographic portfolio. There are project requirements, but projects are open- ended enough for students to develop their own styles and modes of expression. Work is expected to be of high quality in thought, process, and product. Freshman-PG elective

Digital Imaging (Fall & Spring)This course covers the basic elements of visual language and design and introduces students to the possibilities of the emerging medium, digital art. This course emphasizes the elements and principles of art through a variety of modes and

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media. Students conceive of and create digital works of art, develop critical thinking skills, and conduct research on topics related to technology in the arts. Students engage in art criticism, art making, and self-expression. Through lecture, research, reading materials, and assigned projects students discover the multifaceted nature of digital art making. Students achieve proficient technical and aesthetic skills using Adobe Creative Suites software and generate a broad range of two dimensional images. Student work will demonstrate an understanding of both the technical and artistic implications of the medium utilized. Freshman-PG elective

Digital Imaging II (Spring)Advanced Digital Imaging is designed for students who are seriously interested in the practical and experimental use of Digital Art. Students are introduced to Artist, Digital Practices, and more sophisticated techniques in order to create work that is relevant, cutting- edge and reveal’s the students spirit and vision. Students build off of their skills from digital imaging using Adobe Creative Suites software and Blender to generate a broad range of two-dimensional and three-dimensional images and videos. This course emphasizes the elements and principles of graphic design, photo manipulation, animation and digital imaging through a variety of modes and media. Students conceive of and create digital works of art, develop critical thinking skills, and conduct research on topics related to technology in the arts. Students engage in art criticism, art making, and self-expression. Through lecture, research, reading materials, and assigned projects students discover the multifaceted nature of digital art making. Student work will demonstrate an understanding of both the technical and artistic implications of the medium utilized. Freshman-PG elective

Animation (Fall/Spring)In this course students will be exposed to a variety of animation practices. Through hands-on projects, students experience the production of different stop-motion forms and techniques, including: early animation Victorian toys, traditional animation, cut out and mixed media animation, claymation, and pixelation. This course challenges students to learn basic drawing techniques, use animation as a mode of artistic expression, and effectively tell a concise story through animation. Through lecture, research, reading materials, and assigned projects students experience the technical and historical

evolution of animation in order to understand and appreciate the art form. Computer software such as Garageband, iMovie, iTunes, iPhoto, and Adobe Flash will be utilized in order to create a variety of short films. Freshman-PG elective

Art Major (H)This class is geared for students who are interested in applying to art and design programs, although any student with a strong interest and background in the arts would certainly feel at home. In this year-long course, students work to develop their portfolios by first completing a series of intensive drawing assignments. As the year progresses, the students begin working on a body of work for the end of year Art Major Show. This work should represent a student’s passion in the arts and the best of their abilities. Any area of art and medium is allowable, ranging from oil paint to film to architectural models, making for a lively time. Students are assessed on the quality of their work, and for the scope and enthusiasm of their efforts. This is an Honors Level class and students are expected to produce their best. Senior/PG elective

Guitar (Fall/Spring)Students will develop an appreciation for the physical mechanics of the instrument (construction, choice of woods, string types, and tuning techniques). Students will also gain insight into the history and relevance of the instrument as related to the social life of many cultures. Students will learn the basics of playing the instrument (right and left hand techniques, scales, and chord playing). Assessment will be made based on a variety of oral and performance work. Freshman-PG elective

Music Performance (Fall/Spring)In this comprehensive music course, students of every musical level and ability will have the opportunity to learn basic instrumentation, improve personal techniques, write songs, form ensembles, and, most importantly, play music. A student new to the study of music may start with keyboard learning; while more advanced musicians will be welcome to bring their instrument of choice to the class. Everything, from classical music to jazz to pop and rock standards, will be covered, with appreciation gained for each genre through applied experience. Each student will also learn

to practice and rehearse for the purpose of public performance and may choose to participate in one of the many concert opportunities available on campus throughout the school year. From semester to semester, a student may choose to stay with the class and receive credit, further advancing their own skills and appreciation for music. Freshman-PG elective

AP Music TheoryStudents learn to analyze, realize, and harmonize figured bass in four part vocal style as well as score reduction. Students also compose melodies above a given bass line practicing contrapuntal structure. Rules of harmony and composition from the Common Practice Period (1600 1900) are emphasized although other stylistic periods are studied. In addition to compositional skills, students gain advanced aural musicianship skills including; melodic, rhythmic, and, harmonic dictation, sight singing, transposition, and aural analysis. Homework is assigned every class period. Chapter quizzes on written compositional elements are given every week as are aural assessments. Students completing this course work in preparation to take the College Board AP Music Theory Exam in May. Junior/Senior/PG elective

IB Theater SL1/SL2, HL1The Diploma Programme theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through workshopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us.

The theatre core syllabus consists of three interrelated areas. Students are required to explore these three areas from the perspective of dramaturge, director, performer, group ensemble, production team and spectator.

Theatre in the making: The focus of theatre in the making is on the process of theatre making rather than the presentation of theatre. It encompasses the acquisition and development of all skills required to create, present and observe theatre. It is exploratory in nature.

Theatre in performance: The focus of theatre


in performance is on the application of skills developed in theatre in the making. This involves students in various aspects of presenting theatre, where their practical skills can be applied in different roles (as performers and as part of the production team), while also building upon the knowledge they have acquired in other areas.

Theatre in the world: The focus of theatre in the world is on a practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. It allows students to explore the origins and traditions of a variety of theatre conventions and practices from diverse cultural and historical contexts (excerpts from subject guide, www.ibo.org). Junior and Senior two-year course

IB Visual Arts HL1/HL2, SL1/SL2This course is designed to engage the student in a two year program that will provide a wholly creative experience. By going through the proven steps and procedures most artists embrace as a vital part of the creative process, each student discovers the artist within and develops a body of work that is both personal and relevant to the current times we live in. Beginning with carefully guided assignments that rely on specific research and investigation, the student then creates work that is the result of this inquiry. Each student keeps their thoughts and ideas in an Investigation Notebook, which becomes an invaluable tool in the creative process. As a culmination of the program, at the end of the second year each student has a formal showing of his or her work. The show is documented and an independent investigator from the IB Programme evaluates the student’s work.

There are two options provided in IB Art: Option A students focus more on their studio work (60%) than the Investigation Notebook (40%). Option B students focus more on the Investigation Notebook (60%) than studio work (40%). Studio work involves practical exploration and artistic production. Investigation work involves independent contextual, visual and critical investigation and reflection, both visual and written. Over the two years of participating in this class Higher Level (HL) students have had a minimum of 240 hours of class time, while Standard Level students are required to have 150 hours of class time. Junior and Senior two-year course

C.A.T.S. Cheshire Academy Through Sound (X)Our oldest and most prestigious singing group, students actively engage in rehearsing music to perform. Students study and perform a variety of repertoire including jazz, classical, pop arrangements and holiday standards selected to develop their performance skills and opportunities. At periodic intervals throughout the semester, classes will be devoted to sectionals in which students will work in groups, performing for each other while working toward a common musical goal. In addition to bi-weekly sectional quizzes and four-part harmonizations, students perform in all school concerts to complete their major performance projects. Winter Concert and Spring Concert are considered the two major performance opportunities throughout our school year. 8th-PG elective

String Ensemble (X)Students learn musicianship and ensemble skills by practicing, rehearsing and performing together. Students practice on their own to develop their string instrumental skills and individual technique. Students learn a variety of music in class including classical, pop arrangements and string standards. In addition to bi-weekly sectional quizzes on technique and repertoire, students perform in all school concerts to complete their major performance projects. Winter Concert and Spring Concert are considered the two major performance opportunities throughout our school year. 8th-PG elective

Woodwind Ensemble (X)Students learn musicianship and ensemble skills by practicing, rehearsing and performing together. Students practice on their own to develop their woodwind instrumental skills and individual technique. Students learn a variety of music in class including jazz, classical, pop arrangements and woodwind standards. In addition to weekly sectional quizzes on technique and repertoire, students perform in all school concerts to complete their major performance projects. Winter Concert and Spring Concert are considered the two major performance opportunities throughout our school year. 8th-PG elective


The International Baccalaureate® Diploma Programme

Recognized as the leader in international education, the International Baccalaureate® (IB) Diploma Programme cultivates the knowledge, skills and attitudes that enable students to excel in university.

Through the IB Diploma Programme, students gain rigorous and balanced academic preparation, an ability to draw on knowledge and understanding of various cultures and histories, and the experience of learning how to think critically and apply what they have learned in different contexts and across disciplines.

The IB Diploma Programme understands that success in higher education and beyond involves thinking critically and creatively. The challenging curriculum educates the whole student, developing the capacity for inquiry, research and problem solving as well as essential skills for communication and collaboration.

Success in the 21st century requires intercultural understanding and respect. At its heart, the IB is motivated by a desire to create a better world through education, as embodied in the IB mission statement:

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

What is the Diploma Programme? The IB Diploma Programme is an academically challenging and balanced programme of education with final examinations that prepares students, in grades 11 and 12, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:

• develop physically, intellectually, emotionally and ethically

• acquire breadth and depth of knowledge and understanding, studying courses from six subject groups

• develop the skills and a positive attitude toward learning that will prepare them for higher education

• study at least two languages and increase understanding of cultures, including their own

• make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course

• undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay

• enhance their personal and interpersonal development through creativity, action and service


The CurriculumIB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.

At least three and not more than four subjects are taken at higher level (HL) (240 teaching hours), while the other subjects are taken at standard level (SL) (150 teaching hours).

In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.

A student taking all six IB subject courses and the three core requirements is considered a full Diploma Programme candidate.

If a student does not choose to be a full Diploma Programme student, she/he can take individual IB courses, including the core requirements, to earn IB course certificates.

The Diploma Programme

Core Requirements:

• The extended essay asks students to engage in independent, self-directed piece of research through an in-depth study of a question relating to one of the Diploma Programme subjects they are studying. The research culminates in a 4,000-word paper. As a required component, the extended essay provides practical preparation for the kinds of undergraduate research required at the tertiary level and provides an opportunity for students to engage in an in-depth study of a topic of interest.

• "Theory of Knowledge" develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

• "Creativity, Action, Service" (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Diploma Programme Subject Groups Group 1

• Studies in language and literature

• Language A: English language and literature SL and HL

Group 2: Language acquisition

• Language B: French SL; French HL; Spanish SL; Spanish HL

• Language ab initio —French ab initio SL; Mandarin ab initio SL

Group 3: Individuals and societies

• Economics SL

•History of the Americas HL

Group 4: Sciences

• Biology SL; Biology HL

•Chemistry SL; Chemistry HL

Group 5: Mathematics

•Mathematical Studies SL

•Mathematics SL

•Mathematics HL

Group 6: The Arts

•Theatre SL

•Visual arts SL; Visual Arts HL

AssessmentStudents take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigor and consistency of Diploma Programme assessment practice.

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