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This is the first year of a two-year program.  To that end the course will introduce students to a range of texts from different periods, styles and genres, as well as from different cultures and societies. Additionally, the course is designed to allow students to develop an ability to engage in close, detailed analysis of individual texts and make relevant connections and to develop the powers of expression, both in oral and written communication.

The first year of the course focuses on rhetoric and formal criticism. Students will analyze how writers achieved their desired purposes through rhetorical devices, syntax, and organization. Year two focuses on historical, societal, and cultural contexts and how these shape the literature as well as in-depth literary analysis.

As part of the IB program, students will be required to complete assessments designed by the IB program. Some of these assessments will include papers and oral analysis of literature. .  (Summer Reading Required)

The second year of the course will build upon the analytical skills explored and mastered in year one of the course. This year focus is on literature and the connotative and denotative lessons that literature offers in regard to the human condition and experience. Factors to be considered during the study of any text is the time period the text was written, the influences on the author, the reception of the work at the time of its production, the legacy of the work, and its ultimate literary merit. Beyond those factors students will be challenged to explore the purpose behind literature: why do we continue to tell stories, what do they reveal about our culture, what commonality and differences are there between stories told from Western tradition and non-Western traditions? (Summer Reading Required)

The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, and to encourage students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. (Summer Reading Required)

IB Spanish Higher Level 1 involves the study of numerous Spanish literary works. Extensive composition, conversation and discussion require students to demonstrate their sensitivity to the language and structure of writing as well as their own power and precision in organizing and expressing thoughts in Spanish. Students must maintain a portfolio of written work and produce oral presentation. Both oral and written assessments are required.

IB Spanish Higher Level 2 is designed to provide students with extensive experience and training in the study, interpretation, and analysis of literary works with an emphasis on literary features and their effects. To ensure student success students must maintain a portfolio of written work and produce oral presentations and a summer assignment is also required.  Student’s taking this course are required to take the IB Spanish Higher Level exam. 

IB Spanish Standard Level is focused on developing students’ language proficiency and cultural awareness.   In this course, students will improve listening, speaking, reading and writing skills in Spanish while discussing authentic literature and film, as well as current events.  Cultural perspectives on topics will also be addressed, offering students the opportunity to cultivate a deeper understanding and compassion for people of all ethnicities. Correct use of grammar and syntax will be acquired contextually in situations which range from useful everyday language to that which is analytical and abstract.   Students taking this course are required to take the IB Spanish Standard Level exam.

The higher level IB History of the Americas Year 2 course is the second year of study designed for students to gain a greater appreciation and understanding of the present through critical reflection of the past. In the second year, students will focus on 20th Century World Topics: Authoritarian States and Cause and effect of 20th Century Wars, as well as the prescribed subject 3: Move to Global War: Two case studies on Japanese, German, & Italian expansion in the years 1931-1941. This year will build upon the students’ knowledge of the Americas, giving a more in depth understanding of what they have already learned in year one. During the second year, students will complete an Internal Assessment: a historical investigation paper. Assessments will occur during the second year of the History of the Americas course.

The higher level IB History of the Americas Year 1 is a program of study designed for students to gain a greater appreciation and understanding of the present through critical reflection of the past.  In the first year, students will focus on the regional topic of the History of the Americas. Students will comparatively analyze the political, social, cultural, and economic history as it impacted North America (including Canada) and Latin America (both Central and South America).  During the second year, students will complete an Internal Assessment: a historical investigation paper. Assessments will occur during the second year of the History of the Americas course.

This course is a two-year course that covers a wide range of topics in biology: Cells, Genetics, Ecology and Evolution, Human Physiology, and Biochemistry with a specific focus on neurobiology and behavior, Microbes and biotechnology, and Evolution.

The primary focus and purpose of this course is to help prepare the student to be successful in the world and to have a better understanding of the human experience as it pertains to the world of science. Students should be able to connect the importance of scientific advancements to their effects on a global scale.  The course will introduce students to a range of resources as well as points of view on controversial topics from different cultures and societies. Additionally, the course is designed to allow students to develop an ability to analyze, evaluate, and synthesize scientific information through experiments, scientific simulations and modeling.    To prepare students for the assessments, the course will consist of written and oral exams, presentations, experimental designs and reports, as well as the Group Four project as outlined in the requirements for the IB programme.  Additionally, students will need to demonstrate personal skills of cooperation, perseverance, and responsibility appropriate for effective scientific investigation and problem solving. They will also demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety.  

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention will be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. This course will encourage the exploration of the scientific, ethical and socio-political aspects of issues.

This course is a two-year course.  These courses cover the same topics as IB Physics SL but in greater depth, they do a more in-depth study of each topic. Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.

Through the overarching theme of the nature of science, the aims of the DP physics course are to enable students to:

1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2. acquire a body of knowledge, methods and techniques that characterize science and technology
3. apply and use a body of knowledge, methods and techniques that characterize science and technology
4. develop an ability to analyse, evaluate and synthesize scientific information
5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current technologies
7. develop and apply 21st century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implications of using science and technology
9. develop an appreciation of the possibilities and limitations of science and technology
10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.

• Number and Algebra looks at: permutation and combination, partial fractions, complex numbers, proof by induction, contradiction and counterexample, and solution of systems of linear equations.
• Functions looks at: the factor and remainder theorems, sums and products of roots of polynomials, rational functions, odd and even functions, self-inverse functions, solving function inequalities and the modulus functions.
• Geometry and Trigonometry looks at: reciprocal trigonometric ratios, inverse trigonometric functions, compound angle identities, double angle identity for tangent, symmetry properties of trigonometric graphs, vector theory, applications with lines and planes, vector algebra.
• Statistics and Probability looks at: Bayes theorem, probability distribution, probability density functions, expectation algebra.
• Calculus looks at: introduction to continuity and differentiability, convergence and divergence, differentiation from first principles, limits and L’Hopital’s rule, implicit differentiation, derivatives of inverse and reciprocal trigonometric functions, integration by substitution and parts, volumes of revolution, solution of first order differential equations using Euler’s method, by separating variables and using the integrating factor, Maclaurin series.

IB Mathematics HL 2 is the second course required to complete the IB Mathematics HL program. A mathematical investigation requiring student to research, connection, and proof of mathematical concepts will be required. This course is designed to prepare students for the IB Mathematics HL exam. Topics include: trigonometry, vectors, more functions and graphs, complex numbers, probability and statistics, more advanced calculus topics, and a curricular option.

This course is designed to prepare students who already have a basic knowledge of mathematical concepts, can apply simple mathematical techniques, and relate math problems with real-world situations. For most of the students enrolled into Math SL, they are expected to have a sound math background to prepare themselves for careers in the area of chemistry, economics, psychology and business administration. Students will obtain a practical usefulness of mathematics from this course but hopefully to also obtain an appreciation of the beauty of a brief solution to a problem, patterns, symmetries and analogies.

This course is designed to prepare students who already have a basic knowledge of mathematical concepts, can apply simple mathematical techniques, and relate math problems with real-world situations. For most of the students enrolled 33 into Math SL, they are expected to have a sound math background to prepare themselves for careers in the area of chemistry, economics, psychology and business administration. Students will obtain a practical usefulness of mathematics from this course but hopefully to also obtain an appreciation of the beauty of a brief solution to a problem, patterns, symmetries and analogies.

Program will engage students to study diverse forms of theatres in theoretical, historical, and cultural contexts. Beyond the study of theatre, and more importantly, students will learn by engaging in theatre practice and performance, in the classroom and after school. At the core of the theatre course lays a concern with clarity of understanding, clear intent, critical thinking, reflective analysis, effective involvement and imaginative synthesis— all achieved through practical engagement in theatre in the classroom and through involvement in after school theatrical productions.

Critical to every IB Theatre student is the importance of working independently and as a member of an ensemble. This cannot be stressed enough. Each student needs to develop the ability to lead, then, balance that with recognizing when it is better to follow.

Theatre is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

The IB Diploma Program theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world.

Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness

The two-year course is designed to explore and experience the process and production of visual art, with the emphasis on studio work. The content of the course includes the development of a body of art, based on the research contained in the student’s Investigation Workbook. Students are guided to individually create a group of art pieces that exemplify careful planning, art historical references, global awareness, international appreciation, and imaginative originality. Students will take the IB HL Visual Art Exam at the end of year 2.

This is the 2nd year of the IB Visual Arts course.  This course continues to explore and experience the process and production of visual art, with the emphasis on studio work. The content of the course includes the development of a body of art, based on the research contained in the student’s Investigation Workbook. Students are guided to individually create a group of art pieces that exemplify careful planning, art historical references, global awareness, international appreciation, and imaginative originality.  IB Visual Arts HL 2 allows for more time for students to work on projects and investigation

Studio Art (60%) – External Assessment / Investigative Workbook (40%) – Internal Assessment  The IB Visual Arts SLA one-year course is designed to explore and experience the process and production of visual art, with the emphasis on studio work. The content of the course includes the development of a body of art, based on the research contained in the student’s Investigation Workbook. Students are guided to individually create a group of art pieces that exemplify careful planning, art historical references, global awareness, international appreciation, and imaginative originality. 

Finished artwork will demonstrate excellence in content, technique, craftsmanship, and innovation. The Investigation Workbook will be a comprehensive record of the intellectual path taken to complete the body of work, including writing, drawing, and carefully documented research. Students are required to submit a portion of the Investigation Workbook for internal assessment and to produce a final exhibit of their work in the spring for external assessment. These personal, hands-on experiences with the visual arts will afford the student a greater understanding of the rich history of art and mankind, including the cultural similarities and differences that have emerged throughout time. 

During the first semester the understanding of the elements and principles of art and vocabulary terms will be explored. Students will be taught basic drawing and painting techniques and will be introduced to a variety of other art mediums that they may choose to explore (i.e., photo, graphic design, ceramics). In addition, students will be given an on-going overview of the impact of art history on the process of the working artist. Assessments will be categorized according to the standards outlined in the IB Markbands. The Investigation Workbook will be used extensively during this introduction to the arts. Establishing this general foundation of knowledge about the arts and providing Workbook practice will aid students in continuing their explorations in the visual arts with curiosity and confidence. It should be noted that students who enter the program with prior visual art experience will also participate in this introduction, using the time to review knowledge, hone their skills and further develop their art theory and art historical understanding. 

In addition to the annual internal and external assessments, as established by the IB Diploma Programme Guide, instructor assessment of the individual studio work and workbook process will be ongoing throughout the year. On-going assessments by the instructor will determine progress and accomplishment of established IB criteria in the following areas: Investigative Workbook planning and research (with instructor comments on Postits in the workbook), studio work (with staggered deadlines), self-evaluation, group critiques, and art museum and/or gallery visits (with written reports). Students will be required to meet all assignment deadlines as outlined by the instructor. Theory of Knowledge (TOK) and Creativity, Action, and Service (CAS) are integral parts of the program and will be supported in the Visual Arts curriculum in a variety of ways. TOK topics have been designed to challenge the thinking, communicating, and writing skills of the students. The Visual Arts program will help form a solid development of at least five of the eight outcomes for CAS: self-evaluation, finding one’s strengths, exploring new challenges, showing perseverance (through problem-solving), and the ethical implications of non-verbal communication.