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Pre-IB

Course Descriptions

Handbook

2016-2017

Tel: 055 200 1515

Pre-IB Diploma Program of Studies

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INTRODUCTION

The ninth and tenth grade program at the International School of Florence is especially designed to

provide a transition from the broader based, experiential curriculum of Middle School to the more

specialized and rigorous requirements of the International Baccalaureate Diploma program, which is

offered in the eleventh and twelfth grades.

Students in ninth and tenth grade are required to take certain core subjects, as well as having some

choice about additional courses that may complement their academic program.

All students take courses in English and Italian, studying either the literature of the language, or

focusing on their language skills. Students follow courses in History, Science, Mathematics,

Information Technology and Physical Education. Students with experience in a third language may

continue to study it, which is highly encouraged in the context of an international education.

Students may also choose to study art, music or drama.

A central focus of the pre-IBDP years at ISF is the development of skills that will be carried through

into the Diploma Program and beyond. Skills of analysis, data interpretation, communication,

creative problem solving, research, critical thinking and time management are developed through all

of the courses. Assessment tasks also resemble the types of assessment that students will face later in

their education, ranging from essay writing, lab reports, source analysis, mathematical projects to

research projects and more.

Students are expected to spend two to three hours per evening, per day, on homework, which

includes reading and reviewing as well as exercises and assigned writing.

Students are required to participate in the pre-CAS Community Service program each school year.

Students are issued a school homework diary every trimester. The diary serves to record homework,

as well as functioning as a means of communication between teachers and parents. Students must

come to school with their homework diary every day.

The Pre-IB Curriculum

Students will follow eight different academic disciplines or subject groups:

Full Time:

Language A: the student’s best language, usually the school’s language of instruction.

Language B: one or two modern foreign languages

History

Sciences: biology, chemistry, physics

Mathematics: algebra, geometry, trigonometry


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Part Time:

Arts: visual arts, music, drama

Physical Education: health and fitness, individual and team sports

Information Technology

All other information regarding ISF rules and regulations can be found in the

Upper School Parent/Student Handbook

INTRODUZIONE

Il programma accademico della classi nona e decima della Scuola Internazionale di Firenze è stato

creato appositamente per offrire la preparazione necessaria nel passaggio dal curriculum della

Scuola Media, più generale ed empirico, a quello del Diploma del Baccellierato Internazionale,

offerto nelle classi undicesima e dodicesima, i cui requisiti sono di natura più specialistica e rigorosa.

Il piano di studio delle classi nona e decima prevede alcune materie fondamentali obbligatorie ed

altre complementari a scelta che completano il curriculum accademico.

Tutti gli studenti devono studiare Inglese e Italiano, sia la Lingua che la Letteratura, a seconda delle

capacità linguistiche. Le materie studiate sono Storia, Scienze, Matematica, Informatica e Educazione

Fisica. Gli studenti hanno inoltre la possibilità di studiare una terza lingua, scelta fortemente

consigliata nel contesto di un’educazione internazionale. Le materie complementari a scelta sono

Arte, Musica, o Teatro.

Lo scopo principale di questi anni preliminari al Diploma del Baccellierato Internazionale è quello di

sviluppare delle abilità che saranno indispensabili durante gli ultimi due anni ed anche oltre. Gli

studenti nelle classi nona e decima devono sviluppare capacità di analisi, interpretazione dei dati,

comunicazione, risoluzione di problemi in maniera creativa, ricerca, pensiero critico e gestione del

tempo.

I lavori in base ai quali gli studenti saranno valutati sono analoghi a quelli che si troveranno ad

affrontare nella loro futura carriera accademica e sono di varia natura; comprendono la

composizione di temi, relazioni, analisi di testi, progetti di matematica e di ricerca di vario genere e

tanto altro.

Ogni giorno, ci si aspetta che gli studenti dedichino dalle due alle tre ore allo svolgimento dei

compiti che includono letture, ripasso ed anche lo svolgimento di esercizi assegnati e composizioni.

Ogni anno scolastico, agli studenti è anche richiesto di completare il programma di Servizio Sociale.

Gli studenti ricevono un diario scolastico all’inizio di ogni anno. Questo diario serve sia per prendere

nota dei compiti che come mezzo di comunicazione tra gli insegnanti e i genitori. E’ obbligatorio, per

tutti gli studenti, venire a scuola ogni giorno con il loro diario scolastico.


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Tempo Pieno:

Lingua A: la lingua meglio conosciuta dallo studente (di solito è la lingua d’insegnamento della

scuola)

Lingua B: una o due lingue moderne

Materie umanistiche: storia

Scienze: biologia, chimica e fisica

Matematica: algebra, geometria, trigonometria

Tempo parziale:

Le Arti: le arti visive, musicali, teatrali

Educazione fisica: comprende educazione alla salute, fitness e sport individuali e di squadra

Tecnologia

Tutte le altre informazioni riguardanti le regole in vigore all’ISF possono essere trovate nel

Upper School Parent/Student Handbook

Pre-IB Diploma Programme

Course Descriptions

Language A

Aims

Language A courses in ninth and tenth grade aim to support students:

1) To achieve the required basic competence to analyze texts from diverse literary genres:

Recognize critical elements of a literary text and evaluate different typologies,

Demonstrate a more refined perception of theme and the complexities of narrative structure,

Elaborate in a personal, creative, and autonomous way, one’s reflections regarding literary

text,

2) To employ a consistent and coherent organization of argumentation towards the desired effect.

Favor a fluid and logical order of ideas in clear and structured paragraphs,

Persuade with frequent citations when relevant, to support and give depth and breadth to

the argument in question,

3) To achieve an appropriate linguistic register, united with an appropriate syntactical and lexical

competence:

Build a progressive extension of vocabulary and lexical sophistication appropriate

to the literary domain in question,

Utilize a syntactical literary structure that is clear and efficient,


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Recognize and utilize in the written text, as in oral exposition, a significant variety of

registers and linguistic tones.

I corsi di Lingua A nel nono e decimo anno di scuola hanno lo scopo di preparare gli studenti a:

1) Conseguire le competenze di base per l’analisi di testi di diversi generi letterari:

Riconoscere gli elementi critici del testo letterario e saperne valutare le diverse tipologie,

Dimostrare una percezione conoscitiva in affinamento di tematiche e complessità dei piani narrativi,

Elaborare in modo personale, creativo ed autonomo la riflessione critica sul testo letterario,

2) Creare una consistente e coerente organizzazione delle argomentazioni con un efficace effetto:

Favorire un fluido e logico ordine delle idee attraverso la struttura in paragrafi chiari,

Argomentare con frequenti riferimenti e citazioni, quando rilevanti, per supportare

ed approfondire con efficace persuasività l’argomento trattato,

3) Tendere al raggiungimento di un appropriato registro linguistico, unito ad una appropriata competenza

sintattica e lessicale:

Mirare ad una progressiva estensione del vocabolario, nonché ad una sofisticazione lessicale

appropriate all’ambito letterario,

Utilizzare una struttura sintattica complessa, chiara ed efficace,

Riconoscere ed utilizzare nel testo scritto, così come nell’esposizione orale, una significativa varietà di

registri e toni linguistici.

Course Outlines English 9

In Grade 9 English, students will explore a variety of literature by authors of different perspectives

and times writing on a wide range of sometimes contradictory topics, including conformity and

rebellion, prejudice and discrimination, alienation and assimilation, love and hate, innocence and

experience, the nature of identity (especially while growing up), and various notions of “freedom.”

Improvement and refinement of writing skills will be an important part of the course. Students will

also work to improve their skills of close reading and will continue to make connections between

what they read, their own lives and the wider world.

Texts:

Assorted Poetry

Assorted Short Stories & Non Fiction

To Kill a Mockingbird Harper Lee

Animal Farm George Orwell

Into The Wild Jon Krakauer

Twelfth Night Shakespeare

Annie John Jamaica Kincaid

The Absolutely True Diary of a Part-Time Indian Sherman Alexie

Italiano 9

Il corso prevede lo studio degli strumenti necessari per l’acquisizione del metodo di analisi dei testi

letterari. In particolare verranno studiati il racconto ed il testo teatrale. Verranno analizzate le

strutture del testo narrativo, il sistema dei personaggi, la voce narrante e lo stile.Saranno studiate


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inoltre le caratteristiche dei vari generi letterari con riferimento anche alla loro evoluzione.Nella

seconda parte dell’anno scolastico verranno analizzati testi teatrali individuandone le caratteristiche

e ricostruendone l’evoluzione nel tempo attraverso l’opera degli autori maggiormente significativi.

Libri di testo:

MeravigliosaMente: Poesia, Teatro e Altri Linguaggi

MeravigliosaMente: Narrativa e Altri Linguaggi .

A.Baricco, Novecento

Nel corso dell’anno accademico verranno proposte altre letture ad integrazione dei testi adottati.

English 10

In this course there is a strong emphasis on the analysis and criticism of literature in all of its major

genres. The theme of human relationships runs through the study of all texts. The question of what

defines a human, a monster, a madman and a freak leads to considerations of how social norms

influence friendships and families. The themes of betrayal, redemption, duty and trust are explored

in different ways with different texts. In the examination of various types of literature and other

media forms students will become better “readers” and interpreters of language from the individual

word to the entire text and beyond. They will learn how to approach a variety of works through

reflection, thoughtful critical analysis, discussion, and at times through a fearless foray into their

own beliefs and ideas. Our ultimate goal is that students become inspired thinkers in possession of

all the tools necessary to produce high quality written and oral work.

Texts:

Assorted Poetry

Assorted Short Stories & Non Fiction

Othello William Shakespeare

The Kite Runner Kaled Hosseini

The Bonesetter’s Daughter Amy Tan

The Interpreter of Maladies Jhumpa Lahiri

Their Eyes Were Watching God Zora Neale Hurston

Italiano 10

Gli obiettivi del corso sono quelli di raggiungere le competenze richieste per riconoscere gli elementi

critici della struttura del romanzo, saperne valutare le tipologie, nonché i differenti stili, scopi e spazi

temporali. Il corso prevede anche lo studio del testo poetico, in funzione delle figure fonetiche,

sintattiche e del significato. Verrà richiesta inoltre la competenza nell’espressione scritta del saggio ,

del commento di un testo letterario, poetico e non letterario relativo alla comunicazione non

letteraria. L’approccio letterario include anche l’esposizione orale nonché l’introduzione del saggio

comparativo di testi letterari e non letterari, e l’introduzione alla produzione del testo argomentativo.

La valutazione delle competenze verrà eseguita tramite prove orali in forma di esposizioni e

interrogazioni, in forma scritta tramite saggi, tests e commenti.

Libri di Testo:


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Il programma della classe decima di letteratura si articola nelle seguenti modalità:

I Parte: basata sul testo MeravigliosaMente: Poesia, Teatro e Altri Linguaggi e MeravigliosaMente:

Narrativa e Altri Linguaggi

II Parte: Lettura ed analisi di opere del Novecento, oltre a due a piacere da decidere nel corso

dell’anno scolastico.

A ciascuno il suo Leonardo Sciascia

Lessico famigliare Natalia Ginzburg

English as an Additional Language (EAL)

Aims 1) To enable students to:

Communicate in English in both the classroom and social situations

Study core subjects at IB level in English

2) To develop skills in:

Speaking: within a range of situations ranging from individual to group presentations

and social situations,

Writing: to develop confidence in the correct use of grammar, vocabulary and genre,

Reading: to appreciate and enjoy a range of both fiction and non-fiction literature,

Listening: to expose students to the diversity of spoken English,

3) To stimulate:

An interest and appreciation of the subtleties of the English language (idioms,

colloquialisms) and various concepts that are presented in content area study

4) To promote an awareness of:

The variety and diversity of the many cultures within the school community and the

world at large.

Course Outline

This course is designed for students acquiring English as an Additional Language (EAL). The intent

is to provide explicit language instruction and expose students to grade level literature. Successful

completion of this course provides an English base and a pathway to a full complement of courses

leading to a secondary school diploma.

Texts:

Grade 9

Elements of Literature Third Course Holt, Rinehart and Winston

A Midsummer’s Night Dream Shakespeare


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Grade 10

Elements of Literature Fourth Course Holt, Rinehart and Winston

Othello Shakespeare

Language B

French-Italian-Spanish

Aims

1) To enable students to acquire knowledge of a foreign language and culture:

to acquire intercultural knowledge, sharing and understanding of cultural differences,

to recognize the language studied in terms of grammar, syntax, culture, literature,

traditions, gestures,

to be prepared to interact with native speakers,

to provide students with a sound knowledge of the language studied which will enable

them to communicate in a variety of situations,

2) To develop the four skills of a language:

Speaking,

Listening,

Writing,

Reading,

3) To stimulate and encourage:

Curiosity, interest and enjoyment in speaking and understanding a foreign language,

and its culture,

Curiosity, interest and enjoyment in understanding a different culture,

Reflection on a different linguistic system,

A positive attitude towards learning other languages,

4) To encourage students to use the second/foreign language out of school as well by:

interacting with native speakers,

watching films,

strengthening writing skills,

reading a variety of works, according to the student’s linguistic level,

developing the students’ capacity/ability of expression through oral and written

communication,

5) To prepare the students to take the language B Standard or Higher level or language

AB initio exam for the International Baccalaureate (group 2 or 6):

encouraging students to pursue the study of the foreign language.

Course Outline

Beginner level (Italian only):

Speaking: Development student’s ability to communicate in speech in order to enable them

to deal with familiar practical needs,

Writing: Various pieces of writing based on student’s experiences and life,

Listening: Easy recorded tapes, specific movies,

Reading: Easy pieces of reading in real life contexts,

Grammar: Strong foundation in basic grammatical structures in order to able to study other

languages,


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Vocabulary: Daily life vocabulary,

Culture: Introduction to the culture of the country.

Intermediate level (French, Italian and Spanish):

Speaking: Conversation, debates,

Writing: Diaries, short stories, letters,

Listening: Taped listening, specific listening task, songs, movies,

Reading: Starting reading books in language, non adapted,

Grammar: Continuing mastery of basic grammatical concepts as well as the learning of new

and complex structures,

Vocabulary: Extensive look at vocabulary,

Culture: Study of the traditions and festivals, an overview of different mentalities and points

of view.

Advanced level (French, Italian and Spanish):

Speaking: Use of the language in formal and specific contexts,

Writing: Essays, literary writing, comments, compositions,

Listening: Songs, movies with specific listening tasks,

Reading: Masterpieces and piece of reading by famous authors (literature and poetry),

Grammar: Advanced grammar structures,

Vocabulary: Specific vocabulary, synonymies, antonyms, metaphors,

Culture: Contemporary issues, articles, study of the country's history.

Texts:

French:

Intermediate: Grammaire en Dialogue (CLE int). Rond Point 2

Advanced: Grammaire en Dialogue (CLE int). Rond Point 2

Italian:

Beginners: Dimmi, (Guerra). Essential Italian grammar in practice, (Guerra),

A variety of Italian Literature novels and/or masterpieces (or extracts) written by modern authors

are studied. The titles are given during the year.

Spanish:

Intermediate: Sigue A2. Gramática de uso del español, teoría y práctica, nivel B1-B2(ELE)

Advanced: Abanico Cuaderno de ejercicios (Difusiòn)

History 9 and 10

Aims

History courses in ninth and tenth grade aim:

1) To present students with a wide range of historical facts,

2) To enable students to use appropriate historical terminology,

3) To show understanding of historical concepts related to time, continuity, change, causes and

consequences,

4) To develop skills related to the analysis of historical material and investigation of historical

events,

5) To develop skills related to the presentation, both orally and in written form, of information,


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6) To aid students in the appropriate documentation of sources of information,

7) To develop an awareness of differing human attitudes and opinions,

8) To develop an awareness of historical uncertainties,

9) To introduce students to skills, methods and knowledge used in the IBDP History course.

Course Outlines

Grade 9

Texts: Creating America. A History of the United States, Jesus Garcia ed.

The French Revolution 1789-1794, Martyn Whittock

New Worlds for Old, Britain 1750-1900. Neil DeMarco

Russia and the USSR, Terry Fiehn

Trimester 1:

American Revolution

French Revolution

Trimester 2:

Agricultural Revolution

Industrial Revolution

Slavery and Civil War

Trimester 3:

Russian Revolution

Grade 10

Text: Modern World History, Ben Walsh

Trimester 1:

First World War

Causes

War on the Western Front and on other fronts

Mood

Breaking the Stalemate

Trench Warfare

New Weapons

Case Study (Somme or Gallipoli)

Peace Treaties after WWI

USA between the Wars (1920s)

Trimester 2:

Second World War

Weimar Germany (1918-1933)

Hitler’s Germany (1933-1945)

League of Nations

Causes Second World War

American Civil Rights


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Trimester 3:

Cold War

Beginnings

Period 1950-1975

Case Studies Korea / Cuba / Vietnam

Eastern Europe and the Cold War (1948-1989)

Science

Aims 1) To provide a worthwhile educational experience for all students, through well designed

studies of experimental and practical science, whether or not they go on to study science

beyond this level,

2) To enable candidates to acquire sufficient understanding and knowledge to:

become confident citizens in a technological world, to take or develop an

informed interest in scientific matters,

recognize the usefulness, and limitations, of scientific method and to

appreciate its applicability in other disciplines and in everyday life,

be suitably prepared for studies beyond Cambridge IGCSE in pure sciences, in

applied sciences or in science-dependent vocational courses,

3) To develop abilities and skills that:

are relevant to the study and practice of biology, chemistry and physics,

are useful in everyday life,

encourage safe practice,

encourage effective communication,

4) To develop attitudes relevant to biology, chemistry and physics such as:

concern for accuracy and precision,

objectivity,

integrity,

enquiry,

initiative,

inventiveness,

5) To stimulate interest in, and care for, the environment,

6) To promote awareness that:

scientific theories and methods have developed, and continue to develop, as a

result of co-operative activities of groups and individuals,

the study and practice of science are subject to social, economic, technological,

ethical and cultural influences and limitations,

the applications of science may be both beneficial and detrimental to the

individual, the community and the environment,

science transcends national boundaries and that the language of science,

correctly and rigorously applied, is universal,

7) To provide a basis for choosing an IB Diploma science course by giving students experience in

content, format and assessment techniques used during the IB Diploma courses.


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Course Outline This is a two year course. The first part is taught during 9th grade, the second during 10th grade. Each

part covers physics, chemistry and biology. Over the course of a single school year, students rotate

through the three subject areas and are taught by subject specialists, giving a balanced science

education over the two years.

Grade 9

Biology Chemistry Physics

Living organisms

Cell biology

Diffusion & Osmosis

Energy & Respiration

The Circulatory System

Particles & States of matter

Separation techniques

Atoms & Elements

Atoms combining

Measurement and Units

Forces and Motion

Forces and Pressure

Grade 10

Biology Chemistry Physics

Biochemistry

Animal nutrition

Eye & Nervous System

Genetics

Rate of reactions

The mole

Chemical equations

Acid base titrations

Reflection

Refraction & total internal

reflection

Waves & electromagnetic

spectrum

Texts:

Grade 9: Complete Biology for IGCSE, Pickering

Complete Chemistry for IGCSE, Gallagher

Complete Physics for IGCSE, Pople

Grade 10: Complete Biology for IGCSE, Pickering

Complete Chemistry for IGCSE, Gallagher and Ingram

GCSE Physics for You, Johnson

Science is mainly taught in the school laboratories frequently using specialized equipment both

during student experiments and teacher led demonstrations. A wide range of multi-media resources

are used and presented using the interactive whiteboards present in each of the laboratories.

Geometry 9

Aims

This course is designed to give students an appreciation for the application of mathematics with

particular attention to the principles of geometry. In addition it will provide an appropriate

foundation for additional work in Trigonometry during the 10th grade.

This course will prepare students:

1) To develop logical, critical and creative thinking in mathematics,

2) To develop geometrical knowledge, concepts and principles,

3) To develop patience and persistence in problem solving,


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4) To interpret and understand the reasonableness of their results.

Course Outline

Geometry students will study the following concepts:

Measurement and Units

The Pythagorean Theorem

Length and Area

Perpendicular and Parallel lines

Properties of triangles and quadrilaterals

Similarity and Congruence

Properties of polygons

Trigonometry

Vectors

Properties of circles

Areas of polygons and circles

Surface area and Volume

Introduction to Set Theory and Logic

Introduction to Probability and Statistics

Radicals and Surds

Volume and Capacity

Texts:

Mathematics for the International Student-Pre-Diploma Studies, Haese and Harris

Mathematics for the International Student-Pre-Diploma SL and HL, Haese and Harris

Use of a graphic display calculator (TI84-Family) and access to Internet are required.

Algebra II

Aims

Students will be expected:

1) To know and use mathematical concepts and principles,

2) To read and interpret a given problem in appropriate mathematical terms,

3) To organize and present information/data in tabular, graphical and/or diagrammatic form,

4) To know and use appropriate notation and terminology,

5) To formulate a mathematical argument and communicate it clearly,

6) To select and use appropriate mathematical techniques,

7) To understand the significance and reasonableness of results,

8) To demonstrate an understanding of, and competence in, the practical applications of

mathematics,

9) To use a Graphic Display Calculator and produce hard copies of graphs and screen captures.


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Course Outline

Equations and Inequalities

Linear Equations and Functions

Systems of linear equations and inequalities

Matrices and Determinants

Quadratic Functions

Polynomials and Polynomial Functions

Powers, Roots and Radicals

Exponential and Logarithmic Functions

Introduction to Rational Equations and Functions

Sequences and Series

Probability and Statistics

Trigonometric Ratios and Functions

Trigonometric graphs, Identities and Equations

GDC skills During the course students will gradually become proficient with several functions of the

Texas Instruments TI 83/84 Graphic Display Calculator. Use of a graphic display calculator (TI84-

Family) is required.

Among these are:

Setting adequate window dimensions and scales for graphs

Using tables

Solving equations using intersection and zero functions

Using Max and Min to find maximum/minimum values of functions

Regressing data to the best function and make a statement on the quality of the fit

Produce scatter plots of data and superimpose regressed function

Use TI Connect software to obtain screen captures of their work

Algebra 2 Standard: This course follows the outline with attention to those students whose past

performance in Mathematics was sufficient or good, and who need the concepts and skills to be

successful in IB Mathematics Standard Level. Students who experience difficulty in keeping up with

the pace of this course and whose overall performance is below a grade of 5, will be advised to opt

for IB Mathematical Studies as their Group 5 IB Subject. Students who consistently produce

outstanding work in the first two months of the course may request to transfer to Algebra 2

Advanced. Approval for such changes must be authorized by the courses’ teachers and by the Upper

School Principal.

Algebra 2 Advanced: Students in this course have shown outstanding performance in their past

Mathematics courses. The course is fast-paced and challenging. It is meant to provide a solid

foundation for IB Mathematics Higher Level in the following academic year. Students whose overall

performance is lower than a 6 will be advised to opt for IB Mathematics Standard Level as their

Group 5 IB subject. Students who experience difficulty in keeping up with the pace of the course and

whose performance is consistently below a grade of 4 may request to transfer to Algebra 2 Standard

at any time during the academic year. Approval for such changes must be authorized by the courses’

teachers and by the Upper School Principal.

Text: Algebra 2, McDougal Littell / Mathematics for the International Student Pre-Diploma SL and HL,

Haese and Harris


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Health and Physical Education 9 and 10

Aims 1) To enhance all aspects of development including:

a) Health,

b) Physical fitness,

c) Movement knowledge,

d) Academic performance,

e) Goal setting,

f) Self-esteem,

g) Stress management,

h) Social skills,

2) To provide students the opportunity to comprehend and experience the benefits of physical

activity in their lives,

3) To learn through health classes and practical activity that physical exercise is a primary factor in

maintaining health and enriching the quality of life,

4) To lead students to acquire and establish patterns of health-related behavior during the year,

including:

a) Maintaining appropriate levels of cardiovascular and respiratory efficiency,

b) Muscular strength,

c) Endurance,

d) Flexibility

Content Activities designed to help the student to reach the aims of the course may include:

Track & Field; high and long jump, shot putt, discus throwing, vortex throw, sprints, middle

distance running (1000 m.), hurdles,

Volleyball : improving technique and strategy,

Soccer: improving technique and strategy,

Tennis: improving technique and strategy,

General exercises to improve strength, flexibility,

Stretching and relaxation.

The Health Program consists of planned learning experiences. Areas of study may include:

Personal fitness,

Alcohol use and abuse,

Tobacco,

Drug use and abuse,

Communicable and degenerative diseases, including those sexually transmitted,

Circulatory and respiratory systems,

Thermoregulation,

Biological meaning of aerobic and anaerobic training.


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Art 9 and 10

Aims

1) To enable students to acquire understandings of art and art making skills and apply knowledge

and terminology by:

Being exposed to a wide variety of art historical works,

Understanding the connection between art, community, history and culture and its

applications in everyday life,

Being suitably prepared for further study in IB Art,

2) To enable students to create competent and resolved artworks that reflect proficiency and

creativity through:

Hands-on projects focusing on the core building blocks of art and the elements and

principles of art,

Portfolio review,

Art exploration and investigation,

Building art-making skills that will be needed for further study in IB Art,

3) To stimulate feedback and enable students to provide a thorough reflection and an accurate

analysis and evaluation of his/her development to:

Encourage effective communication,

Critique and understand the processes related to critique,

4) To stimulate students to demonstrate interest, initiative, enthusiasm and commitment through:

Interest in and care for artwork, art studio and art supplies,

Developing an informed interest in the study and creation of art,

Stimulating creativity and overall enjoyment of art.

Course Outline

This course focuses on the basic building blocks of art, the principles and elements of design and

how to apply them through a variety of media. This class introduces students to various aspects of

art through hands-on projects, art exploration, and problem solving. Critique and inquiry into art

history are a vital element of this class. It is recommended to those students who intend to continue

with IB Art.

Critical awareness and art appreciation are encouraged through individual art making and class

discussion.

Assessment is based on portfolio review, sketchbooks and in-class critiques.

Drama 10

Aims

1) To acquire knowledge about and skills for mime, pantomime, voice/diction, acting, script

writing, set creation and direction,

2) To learn or improve upon the basic elements of theater craft through collective inquiry and

exploration,

3) To develop self-expression and communication skills for real-life situations,

4) To gain insight into understanding of human nature (behavior, moral codes, attitudes, etc.),


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5) To work co-operatively in small and large groups,

6) To become competent in problem-solving,

7) To initiate ideas for drama experiences,

8) To become a leader in groups of various sizes,

9) To accept the leadership of others in small and large groups,

10) To critically assess one another and participate in group assessment,

11) To stage an original play ideated, scripted, directed and acted by the Upper School Drama class.

Course Outline

Upper School Drama will enable students to acquire an understanding of what it means to act, which

they will then apply to the creation of theatrical works. The course will give students the knowledge

to improvise in an effort to explore character in various situations, explore, develop and portray

characters and their motivations through expression of ideas, emotions, movement, and through

relationships with other characters.

Music 9 and 10

Aims

This course aims:

1) To develop an appreciation of a wide range of musical expressions,

2) To inspire and encourage all students to perform according to their interests and abilities,

3) To nurture confidence in creation and performance, both individually and in groups,

4) To provide a base for further growth and a life-long love of music.

Course Outline

The students will engage in a variety of musical activities, which aim to build on existing individual

interests and skills. Students will be given an opportunity to learn new instruments within the

classroom (keyboard, bass , acoustic guitar and drums) and will be encouraged to perform in a band

as well as participating in our vocal, taiko drumming and song writing projects.

The course extends beyond the classroom and year 9 and 10 students are encouraged to support the

extra-curricular music activities, which include a high school mixed choir and small orchestral

ensemble, and to participate in events such as the school musical ,Festival of Song and various

charity events. The premise of the program is that all students are capable of achieving in music .


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Information Technology 9 and 10 The 9th grade curriculum will encourage independence in students’ use of ICT and encourage

creativity. It will also begin to prepare students for the IB Diploma Program.

The students will complete units of work on information literacy, report writing, spreadsheets,

production of user guides using Desktop Publishing Software and robotics in the workplace. In the

second semester students will also have the opportunity to make and program their own robot

demonstrating an understanding of basic programming concepts and the use of sensors.

The 10th Grade curriculum will encourage independence in students’ use of ICT and encourage

creativity. It will also begin to prepare students for IB Diploma.

10th Grade students will complete a project where the pupil takes on the role of working for a

company producing a new computer game. They will produce documents using a variety of

multimedia and business software.

They will need to:

1) Demonstrate an understanding of computer hardware by producing a presentation for the

companies board of directors recommending the hardware and software required to complete the

project,

2) Use word processing software to produce a report on what makes a good computer game, a

website for the company advertising the new game that has been created,

3) Create a spreadsheet to calculate possible profit,

4) Create a database to use as a marketing tool in order to keep records on possible customers.

5) Plan, create, test and evaluate their own simple computer game.

Pre-CAS

Aims

1) To enable students to learn by doing hands-on tasks that have real consequences for the

community,

2) To create relationships within the wider community,

3) To provide the opportunity to break down some of the barriers between us and our host

community,

4) To provide the opportunity to serve others less fortunate than ourselves,

5) To encourage reflection on these experiences over time,

6) To train for the more challenging CAS requirement of 11th and 12th grades.

Requirements Students must complete a minimum of 30 hours of service in 9th grade, and a minimum of 30 hours

of service in 10th grade. Students who fail to complete the required number of hours of Community

Service will not be awarded the ISF High School Diploma.

While most service will be completed outside of the school community, there will be some service

opportunities within the school community:


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Recycling programs,

PTA sponsored events (Winterfest, Bazaar, etc.),

Library – supervised work,

School grounds – clean up,

Yearbook class,

Student Council,

Assisting with extra-curricular activities,

Peer tutoring.

Students may wish to volunteer their services:

In a home for the elderly, or for disabled children,

Fundraising for Corri La Vita,

Joining a group of students in cleaning up the city with Lega Ambiente,

Becoming involved with WWF, Amnesty International, Green Peace, etc.

pre-ib - international school of florence · pre-ib course descriptions handbook ... ripasso ed...

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