HIGH SCHOOL CURRICULUM OVERVIEWS

2014-2015

On behalf of the International School of Stavanger teachers and administration, we would like to welcome you to the High School, grades 9-12. Our objective is to provide the students with a first class educational experience. To accomplish this we provide various programs taught by some of the best teachers available in the international setting. The following information will give an overview of which classes are offered at ISS. The Counselor, the IB/IGCSE Exams Coordinator and the Principal are here to assist you in any way required. Please feel free to stop by to talk to us about the progress of your son or daughter. We shall be pleased to meet you. Dr. Liam Browne: High School Principal Ms. Lynn Park: IGCSE & IB Exams Coordinator Ms. June Jetabut: High School Counselor Ms. Cheryl Brown: High School Counselor Ms. Carmen Schmidt Aarrestad: High School Office Manager

GUIDING STATEMENTS (Approved at Board of Trustees Meeting on 4th February 2013)

VISION STATEMENT Inspire a community of responsible, globally engaged empowered learners.

MISSION STATEMENT ISS provides an internationally-accredited, engaging and challenging English-language education in a supportive, multi-cultural environment where students have the opportunity to fulfill their potential. Our Aim Our aim is to enable students to become self-determining, respectful, responsible, contributing global citizens who will succeed in continuing educational programs and beyond. Our Values Learning At ISS, we believe everyone is capable of learning and achieving. Developing a passion for and love of learning is key to students becoming lifelong learners. Students are encouraged to reflect and develop an awareness of one's own learning process. In preparing for an ever-changing global community we inspire learners to develop collaborative, creative, critical thinking and technological skills. Well-being At ISS, we value the whole child and believe students leading physically and emotionally healthy, ethical, active and balanced lives in a safe environment will contribute to their self-esteem and enable them to become more effective learners. Community At ISS, we celebrate the spirit of belonging and a sense of community at the school, local and global levels. Respecting diversity and valuing international and intercultural understanding, the school fosters actions intended to make positive contributions to a more equitable and sustainable world.

OBJECTIVES

ISS has developed the following strategic planning domains and operational objectives in order to translate our Vision, Mission, Aim and Values into practice. Core Objectives Learning: Promote learning and foster intellectual growth at all grade levels. Well-being: Provide a safe environment that nurtures the emotional, physical and developmental needs of all its students, and promote the basis for a safe, healthy and meaningful working environment for our students and staff.

Community: Foster meaningful multi-cultural relationships, provides support for internationally mobile families, communicates effectively and encourages positive contributions in the school, local and global communities. Supporting Objectives Governance & Leadership: Maintains effective governance and leadership to ensure optimal operation of the school. Infrastructure & Resources: Maintains an appropriate infrastructure in order to create a safe, pleasant and effective learning environment.

In order to achieve our Vision and Mission ISS will conduct the following activities: Learning

Therefore ISS will: • Maintain an international curriculum including instruction in mathematics, English, social studies, and science,

as well languages, art, music, physical education and health, drama, and technology; • Develop and implements an internationally accredited educational program; • Develop, articulates, implements, reviews and updates the overall educational curriculum, policies, goals, and

objectives of the school; • Ensure a focus on meta-cognition and develop collaborative, creative, critical thinking, technological and

effective communication skills; • Facilitate assessment such as admissions, placement, diagnostic and standardized testing; • Provide opportunities for staff to participate in continuing professional development programs.

Well-being Therefore ISS will: • Provide separate, yet integrated levels of early childhood, primary, middle, and high school with coordinated

transitions between the levels of ISS and with other schools; • Follow directives outlined in Student School Environment, §9a, of the Education Act; • Nurture our student body with a broad range of extra-curricular offerings, cultural, artistic, athletic and

academic trips and exchanges locally and abroad as well as participating in outdoor and environmental educational programs;

• Implement an appropriate level of service that seeks to meet students’ needs in the area of academic and social/emotional guidance, health, learning support and English as an additional language following admissions and retention policies;

• Ensure a positive, welcoming environment with clearly stated expectations and guidelines; • Maintain a cafeteria offering healthy choices.

Community

Therefore ISS will: • Provide an environment of courtesy with regard to race, nationality, gender, and beliefs following laws in

Norway; • Ensure the opportunity to express differing viewpoints in an atmosphere of mutual trust, respect, and dignity; • Facilitate the celebration of the many cultures represented by its students and employees; • Enable cultural, artistic, athletic, and academic trips and exchanges to take place locally and abroad; • Participation in outdoor and environmental education programs; • Facilitate whole school participation in the Constitution Day parade; • Communicate with parents via evaluations, conferences, roundtable meetings, and a newsletter; • Address concerns, comments, or complaints concerning the school in an appropriate manner.

Governance & Leadership

The governance and leadership structure and relationship will: • maintain effective governance and leadership to ensure optimal operation of the school; • entrust to the Director and Principals the day-to-day administration of the school; • provide for the financial needs of the school; • ensure that ISS funds, finances, and physical assets are properly administered and safeguarded; • develop the policies by which the school is administered; • provide counsel and support for the Director; • promote good public relations for the school; • offer a competitive salary and benefits package to attract and retain an outstanding staff; • ensure external compliance with local and national legislation and national and international accreditation

requirements; Infrastructure & Resources

ISS will: • Maintain and enhance educational and teaching facilities and resources; • Ensure compliance with Norwegian safety and work environment laws and • Maintain emergency procedures and plans including appropriate interior and exterior security systems; • Ensure that the school is staffed efficiently and effectively to deliver high quality educational programs,

curricula, and auxiliary services; • Provide comprehensive school records, including financial accounts, business and property records and

documents, personnel records, student scholastic records, and Board papers; • Manage the Board-approved budget.

INTERNATIONAL EDUCATION ISS is authorized by the Norwegian government to operate under §2.12 of the Education Act, is accredited by the

Council of International Schools (CIS), and the New England Association of Schools and Colleges, (NEASC), and is approved to offer the International Baccalaureate Diploma and the International General Certificate of Secondary Education, (IGCSE), through the University of Cambridge. Additionally, the school is approved by the United States State Department and is a member of the Council of British International Schools, (COBIS), and the European Council of International Schools, (ECIS). The governments of Germany, Italy and The Netherlands also have approved ISS to offer education to citizens of those countries.

International education differs from practice in national state and private schools. So, as teachers and parents,

expectations, values and beliefs about what makes a good school, a good teacher or a good curriculum, need to be carefully aligned with the school's Mission and Value statements.

Our personal expectations of a school are usually based on personal school experiences, other schools that we have worked in or schools that our children have attended. However, these conceptions will sometimes vary from that provided at the International School of Stavanger because its culture, structure and identity work, with and alongside, multiculturalism. Consequently, it is important that all members of the school community embrace an open mind to education, flexibility and the many changes and challenges that being multi-cultural entails.

Going to an international school and living within an international community means that change is an expected part of life.

International education has many unique and special features as each member of the community adds a very dynamic and different element to the learning process. The students that attend this school are growing up with a range of different experiences from those who have lived primarily in one culture. Their identities are being formed among many cultural worlds and spheres of influence. The knowledge, skills and understanding that are naturally being developed by students in cultural intelligence will be of utmost importance in a changing world. Internationally educated children are "the prototype (citizens) of the future" (Pollock, 2009). The benefits then of living and attending an international school can be seen as being very positive, both personally and professionally. There are challenges as well as benefits to being a third-culture child and adult. Challenges include differences from what are ‘normal’ to you and sometimes it seems like everyone seems to know how things work but it is hard to find out how they know. From a nationality perspective, ISS does not have a dominant nation, so every national group is respected and valued as an integral part of the school community. Often one may feel that they are in a temporary situation and may not make the effort to settle in. However, most new families find that the ISS community is welcoming and acts as an extended family/community. It usually does not take long from being welcomed to welcoming other new families. ISS definition of international education: The International School of Stavanger is an internationally minded school that promotes a holistic education. This holistic international education can be visualized as an education of the head (understandings), heart (attitudes), and hands (skills/service):

· The “head” aspect of the ISS definition of international education asks what a student needs to notice, know and understand. This includes but is not limited to languages, global issues and awareness, promoting an internationally minded curriculum. Developing 21st century learning and blended technology. In keeping with the IB Learner Profile the “head” aspect promotes communication, creativity, inquiry, and problem solving. The “head” component links to the learning and teaching core value of ISS’s Guiding Statements.

The “heart” aspect of the ISS definition of international education focuses on attitudes and dispositions and asks why a student should care. This includes but is not limited to promoting cultural appreciation and sensitivity, and developing a strong sense of ethical responsibility. In keeping with the IB Learner Profile the “heart” aspect promotes compassion and understanding. The “heart” component links to the well-being core value of ISS’s Guiding Statements.

· The “hands” component of the ISS definition of international education focuses on involvement and asks what a student should do and with whom. This includes developing experiential and service learning, and responsible citizenship at the personal, local, national and global level. The “hands” component links to the community core value of ISS’s Guiding Statements.1

1 Aspects of the definition, namely head, hands and heart, were adapted from Paul Ellis’s presentation on “what it means to be internationally minded” http://www.ibo.org/ibaem/conferences/documents/Whatdoesitmeantobeinternationally-minded-PEllis.pdf

The ISS definition of international education is in keeping with the schools’s vision statement: Inspire a community of responsible, globally-engaged empowered learners. Ultimately, the aim of an international education at ISS is to encourage students to recognize our common shared humanity, and through service and action, help create a better and most peaceful world and a knowledge of self.

ADMISSIONS/ENROLMENT PROCEDURES Teachers may expect new students to be enrolling at ISS throughout the year. An e-mail will be sent to communicate the arrival of new students at least one day before they arrive in your class, whenever possible. Please help us with this process by providing feedback to the counselor and principal on these new students’ progress in your classes. The school’s Admissions & Communications Officer plays an important role in the admissions process. The director and principal decide on admission and grade placement after reviewing a child’s date of birth, consulting previous school records, and consulting with staff so that each child is placed in an appropriate educational environment. If no records are received, or if they are incomplete, placement tests may be given. ISS reserves the right to make changes in the initial placement if subsequent observations and/or testing indicate the need for a change. Following school policy situations where a child may have some special needs, the input from the Learning Support/Guided Study Team is essential in assisting in developing a correct call on whether to admit a child or not. As ISS operates under the Norwegian Education Act, §2.12, students for whom the educational program of the school is deemed by the administration to be inappropriate cannot be admitted. Following directives from the Directorate for Education and Training, continued enrolment is dependent on whether ISS can provide for the educational needs of the student. Readmittance of students is not automatic. The Director is authorized to deny continued enrolment or readmission to an applicant for scholastic, behavioral, or financial reasons. The parents of that student shall be notified as soon as possible of a decision to deny readmission. The Director and the Principal decide on the admission and grade placement after reviewing a child’s birth date, consulting previous school records, and consulting with staff so that each child is placed in an appropriate educational environment. If no records are received, or they are incomplete, admission and placement may be postponed. Math and English placement tests may be given to High School students.    Although English proficiency is not mandatory for admittance to the High School program, it is a variable that will be considered. Students whose first language is not English, or students who have been enrolled in an EAL program in their previous school will be evaluated by the EAL teacher to assess their ability in English as a normal part of the admissions process.    Students who have special needs which are within the scope of the school’s programs will be admitted if there is available space.  

HIGH SCHOOL COURSES 2014-2015 The following courses are planned to be offered for the 2014/2015 school year (Please note: The school reserves the right to add or delete courses according to student demand and staff availability)

English (4 credits required) Credit

English 9 (IGCSE 1) 1.0

English 10 (IGCSE 2) 1.0

English as Additional Language (EAL) 1.0

IB English A Literature SL1 1.0

IB English A Literature HL1 1.5

IB English A Lang & Lit SL1 1.0

IB1 English A Lang & Lit HL1 1.5

IB English A Literature SL2 1.0

IB English A Literature HL1 1.5

IB English A Lang & Lit SL2 1.0

IB2 English A Lang & Lit HL2 1.5

IB English B HL1 1.5

IB English B SL1 1.0

Norwegian (elective credits) Credit

Native Norwegian 9 1.0

Norwegian as a Foreign Language

(Beginner, 1/2 & 2/3) 1.0

Native Norwegian 10 1.0

IB Norwegian A Lang & Lit SL1 1.0

IB Norwegian A Lang & Lit HL1 1.5

IB Norwegian B HL1 1.5

IB Norwegian B SL1 1.0

IB Norwegian A Lang & Lit SL2 1.0

IB Norwegian A Lang & Lit HL2 1.5

Self-taught Language (elective credit) Credit

IB Self-taught A Literature SL1 1.0

IB Self-taught A Literature SL2 1.0

German (elective credit) Credit

German after school (grades 9-12) 1.0

IB German A Literature HL1 1.5

IB German A Literature SL1 1.0

Other languages may be available 1.0

Italian (elective credit) Credit

Italian after school (grades 9-12) 1.0

Mathematics (3 credits required) Credit

Mathematics Extended 9 (IGCSE) 1.0

Mathematics Core/Extended 10 (IGCSE) 1.0

IB Mathematical Studies SL1 1.0

IB Mathematics Standard SL1 1.0

IB Mathematics Higher HL1 1.5

IB Mathematical Studies SL2 1.0

IB Mathematics Standard SL2 1.0

IB Mathematics Higher HL2 1.5

Social Studies (3 credits required) Credit

Modern World History 1 1.0

Modern World History 2 1.0

IB History SL1 1.0

IB History HL1 1.5

IB History SL2 1.0

IB History HL2 1.5

World Geography 1 1.0

World Geography 2 1.0

IB Geography SL1 1.0

IB Geography HL1 1.5

IB Geography SL2 1.0

IB Geography HL2 1.5

IB Economics SL1 1.0

IB Economics HL1 1.5

IB Economics SL2 1.0

IB Economics HL2 1.5

IB Psychology SL1 1.0

IB Psychology HL1 1.5

IB Psychology SL2 1.0

IB Psychology HL2 1.5

Science (2 credits required) Credit

Physical Science 1 1.0

Physical Science 2 1.0

Biology 1.0

IB Chemistry SL1 1.0

IB Chemistry HL1 1.5

IB Chemistry SL2 1.0

IB Chemistry HL2 1.5

Science (2 credits required) Credit

IB Physics SL1 1.0

IB Physics HL1 1.5

IB2 Physics SL2 1.0

IB Physics HL2 1.5

IB Biology SL1 1.0

IB Biology Hl1 1.5

IB Biology SL2 1.0

IB Biology HL2 1.5

Languages (elective credits) Credit

French 2/3 (IGCSE 1) 1.0

French 3/4 (IGCSE 2) 1.0

IB French SL1 1.0

IB French HL1 1.5

IB French SL2 1.0

IB French HL2 1.5

Spanish 2/3 (IGCSE 1) 1.0

Spanish 3/4 (IGCSE 2) 1.0

IB Spanish Ab Initio SL1 1.0

IB Spanish Ab Initio SL2 1.0

IB Spanish SL1 1.0

IB Spanish HL1 1.5

IB Spanish SL2 1.0

IB Spanish HL2 1.5

Additional Requirements Credit

Philosophies of Life, Ethics & Religion 0.0

Additional IB Requirements Credit

IBTOK 1 & 2 0.5

IB CAS 1 & 2 0.0

IB Extended Essay 0.0

Fine and Applied Arts/Applied Technology

(1 credit required) Credit

Yearbook 0.5

Yearbook 1.0

Symphonic Band 0.5

Symphonic Choir 0.5

Art 1.0

Art (IGCSE) 1.0

IB Visual Arts SL1 1.0

IB Visual Arts HL1 1.5

IB Visual Arts SL2 1.0

IB Visual Arts HL2 1.5

Drama 1.0

Design Technology 1.0

IB Design Technology SL 1 1.0

IB Design Technology HL 1 1.5

Information Communication Technology 1 1.0

Information Communication Technology 2 1.0

Physical Education (2 credits required) Credit

Physical Education 9 0.5

Health 9 0.5

Physical Education 10-12 1.0 or 0.5

Aerobics and Total Body Conditioning 1.0 or 0.5

Elective courses: Credit

Learning Support (grades 9-12) 0.0

MUN (Model United Nations) 0.25

International Award (grades 11-12) 0.25

CAS is required for all IB Diploma students. Students are encouraged to use ISS courses (PE, Aerobics/Total Body Conditioning, Yearbook, Band, Choir, MUN and International Award) to help meet some or all their requirements in the area. Students will receive ISS credit for these classes.All students must submit their CAS proposals for the approval of the CAS coordinator.

INTRODUCTION The International School of Stavanger (ISS) offers its students unique academic opportunities. At the high school level, ISS offers several options.

• Students may choose to take courses that fulfill the requirements for an ISS High School Diploma without taking any external examinations.

• In 9th and 10th grade, students may choose to take the courses which prepare for IGCSE (International General Certificate of Secondary Education) courses. These examinations are also appropriate preparation for the International Baccalaureate Programme that begins in Grade 11.

• In 11th and 12th grade, students may choose to take courses that lead to an ISS High School Diploma by taking IB certificate courses.

• Students may choose in Grade 11 to take courses that lead both to an ISS High School Diploma and prepare them for the International Baccalaureate Diploma. The completion of this option results in greater flexibility when seeking university admission in different countries.

For students who have not yet mastered the requisite skills in the English language to function at an acceptable level in their other studies, the school provides an EAL Programme up to grade 10. The contents of these courses are tailored to fit the individual needs of each student.

In summary, ISS students can choose courses that fulfill university entrance eligibility requirements in the United States, the United Kingdom, and many other countries, including Norway, Canada, the Netherlands, Italy, Germany, Denmark, Sweden, Portugal, Spain, France, and Switzerland.

Students and parents are encouraged to contact the school’s Counselor with questions regarding course selection. The school reserves the right to add or delete courses according to student demand and staff availability.

 COMMONLY USED TERMS AND ABBREVIATIONS

Ab Initio Beginners Language ACT American College Test EAL English as Additional Language External Exam Exam given by external examining boards GPA Grade Point Average (average numeric value of grades) HOD Head of Department Honor Roll Certificates

Certificates awarded quarterly to students with a grades 5 or higher (no grade lower than 3)

IB International Baccalaureate (2-year academic programme, grades 11 and 12) IB CAS Creativity, Action and Service IB Higher courses Weighted IB courses (+1 in numeric value) - 1.5 credit IB Standard Courses Weighted IB courses (+1 in numeric value) - 1 credit IB TOK Theory of Knowledge IGCSE International General Certificate of Secondary Education (grades 9 and 10) Internal Exams Regular internal exams given at ISS ISS International School of Stavanger MUN Model United Nations PE Physical Education PSAT Pre-Scholastic Aptitude Test SAT Scholastic Aptitude Test Freshman 9th grade student Sophomore 10th grade student Junior 11th grade student Senior 12th grade student TOEFL Test of English as Foreign Language

GRADUATION REQUIREMENTS

There are two graduation options at ISS, determined by choices made at the end of 10th grade.

Route 1

The graduation requirements for an ISS High School Diploma are 22 units of credit. A unit of credit is awarded for successfully meeting or exceeding the requirements of the course. Students graduating from ISS must have earned a total of 22 credits in the following areas:

4 credits in English (including English 9, 10, 11, 12, or IB) 3 credits in Mathematics 3 credits in Social Studies 2 credits in Science 1 credit in Fine and Applied Arts 2 credits in Physical Education (1 credit if enrolled in full IB diploma program) 7 elective credits 22 Total Credits (minimum requirement)

Route 2

The graduation requirements for the ISS High School Diploma/IB Diploma option are slightly different. Students who successfully complete the full IB Diploma Programme at ISS (based on ISS school grades), including TOK and CAS, will be awarded an ISS diploma at the time of graduation. Students failing to meet the IB graduation route requirements are eligible to continue with the Option 1 ISS High School Diploma requirements. Students are required to take either IB English Literature or IB English Lang & Literature if they wish to earn the ISS Diploma.

General rules related to Graduation Options: 1. Summer school and correspondence course credits will be accepted only by prior consent of the Principal

or the Counselor. The maximum number allowed for a student is normally one credit. Correspondence or summer school courses are usually only allowed in place of a course already attempted and failed at ISS or one of considerable merit which ISS does not offer.

2. ISS will award 1/2 credit per semester of passed work. If a student fails to gain credit in the first semester of a full year course, a minimum of a ‘3’ grade is required in the second semester for the student to salvage one full credit for the year via credit salvaging. Students who pass in the first semester and fail the second semester will earn only 1/2 credit for the year. In the case of poor academic performance, the school reserves the right to assign a student to repeat a grade level.

3. Students may elect to repeat any semester of a course that has been failed. Any course repeated will be given a grade, but will not replace the failing grade on the report card or transcript. Both grades will be used for the purpose of calculating GPA or for granting credit. Both grades will also be used to determine eligibility for an ISS Honor Certificate. Audits will be shown on the transcript and report card with the course title, as an audit indicated by an X (letter grade indicating non-credit audit progress) and a zero in the credit column. Students are only eligible to audit courses in which they have already earned a credit. Students who wish to apply to audit a course in which they have already earned credit, must make a formal written request to the counselor prior to the beginning of the course in question.

5. Due to the size of the grade level cohort ISS does not produce a class rank, except in establishing the valedictorian and salutatorian.

4. Independent Study may not be taken in lieu of an existing course at ISS and it must be the student’s 6th or 7th course (elective only).

5. Incomplete grades: Students who receive incomplete grades for a quarter or a semester must fulfill the outstanding coursework and/or examinations within two weeks of the incomplete being assigned, otherwise an F grade will be recorded on their report card and transcript.

6. Report cards will be issued at the end of each nine week grading period. 7. Progress Reports will be sent to students in danger of failing a course as an academic warning. Progress

Reports are sent out as and when needed. 8. Students must meet course pre-requisites and appropriate grade level to enter a course.

Rules concerning individual classes and departmental requirements: 1. An English class must be taken each year a student is at ISS even if they have had more than one English class

in a prior year, until 12th grade English is completed. Students may not take two English classes concurrently except in the case where they are repeating a class in which they have partial credit, or by special permission of the Principal.

2. Students at ISS are required to take Physical Education/Health in grade 9. It must also be taken once more in Grades 10, 11, or 12. The option of not taking P.E. for one year is to apply to entering students as well. The activity component of CAS may in some cases be used to meet the PE requirement.

3. Only 4 elective Music, 4 elective Art, and 3 elective Design Technology Arts credits may count towards graduation requirements. More credits may be taken, but they will not count towards the minimum graduation requirements.

4. The following classes may be used to meet the Fine Arts requirement: Art 9-12, IB Art, Choir, Band, Drama. Yearbook and Design Technology. Only some of these courses may be offered in a given year.

Appropriate course loads for students: Each student will have his or her own program to follow based on his or her own needs and wishes. But the school recommends the following class loads for the 8-period modified block schedule timetable rotation.

Students in grades 9 through 12 - are normally required to take a minimum of six blocks out of eight as taught classes.

Course loading may be modified for students and this will be handled on an individual basis by the school’s Counselor.

Special rules for graduation from ISS: 1. A student must attend ISS at least one academic year before being eligible for graduation. 2. A Senior transferring to ISS who wishes to enroll in August and graduate in June should submit all transcript

materials before the start of the academic year. The materials will be reviewed by the Counselor, Director and the High School Principal. The Director will determine whether the enrolling Senior can meet ISS’s graduation requirements. Any student applying for such special admission would be notified of his/her graduation status prior to registration.

3. Grades and credits earned at previous schools will be added to the transcript exactly as they appear. However, it is possible that some prior credits may not be applied towards the ISS’s graduation requirements. There will be a clear indication on the transcript as to the school in which the grades and credits were earned. UK students arriving at ISS with GCSEs will receive credit for each course that they studied at GCSE level and passed with a Grade of D or better, one unit of credit being granted per year of study.

4. Students need to attend ISS in grades 11and 12 in order to be eligible to receive the status of valedictorian or salutatorian.

5. For a student to participate in the Baccalaureate and Graduation ceremonies, he or she must meet all the academic requirements for graduation and be in good social standing (not on social probation). If a student is within one required credit of meeting these requirements, he or she may participate in the ceremonies of Baccalaureate and Graduation, provided he or she provides proof of enrolling in a suitable program to complete this credit (summer school or accredited correspondence course for example). The graduation folder handed to the student at graduation will contain a certificate of attendance, redeemable for a diploma upon completion of the outstanding credit. Determination of whether the student meets these requirements for participation in the year-end ceremonies lies with the High School Principal.

6. The Director, in consultation with faculty members, shall approve the issuing of diplomas.

High school promotion requirements Normally, the status of a student is determined at the beginning of the school year in August. The status will

remain the same for the entire school year unless special permission is granted by the High School Administration.

Grade 10 5 credits Grade 12 16 credits Grade 11 11 credits Graduate 22 credits

Changing classes during the first semester 1. All requests for schedule changes must be finalized by the end of the second week of classes. Students who do

not meet this deadline may not change classes until semester 2 begins, except by the special permission of the Principal. IB1 students have four weeks in the first quarter as the drop/add period and all IB1 students may be able to change courses at a later date, under special circumstances, after consultation with the IB Coordinator, Principal and Counselor.

2. Those students requesting a change in courses must receive approval from the Counselor. 3. After receiving initial approval, the student must then get a parent’s signature verifying agreement with the

schedule change. 4. After getting the parent’s signature, the student must return the form to the Counselor for signature. 5. Only after having obtained both of these signatures may the student begin signing in and out of classes using

the class Drop-Add Form. 6. When all of the necessary teacher signatures have been received, the student must then return the form to the

Counselor. The schedule change will not take effect until the form with all of the required signatures has been returned.

Changing year-long classes at semester 1. Changing year-long courses will only be considered during the last two weeks of the first semester. Students

are expected to complete the semester if they decide to drop a class. 2. All student requests must be initiated with and approved by the Counselor. 3. After interviewing the student and consulting with the parents and the instructors involved, the Counselor and

Principal will make a decision. 4. If a consensus cannot be reached, the final decision rests with the Principal. 5. After receiving permission for a year-long course change, the student may begin to sign in and out of classes

using the class Drop-Add Form. 6. When all of the necessary teacher signatures have been received, the student must then return the form to the

Counselor. The course change will not take effect until the completed form is received by the Counselor.

INDEPENDENT STUDY & ALTERNATIVE ACCREDITED COURSES Independent study should involve in-depth inquiry, initiated by the student and/or teacher that cover topics and/or a courses not already offered in a structured classroom. The course could be one generated at ISS or be an accredited online or distance learning course. This means that one cannot design a proposal to be used in lieu of an existing course at ISS. Independent Study and Alternative Accredited Courses will be an elective course approved by the Principal. If the student successfully completes the course, the student will receive 1/2 credit for one semester of study or one credit for a full year of study.

Independent study proposals must be submitted for approval to the Principal well in advance. The proposal for a first semester should normally be approved by May 1 of the previous school year. The proposal for a second semester should normally be approved by November 1 of the same school year. The Principal reserves the right to consider proposals received late. We currently have a number of students supplementing their programme with online courses. These include IB Information Technology in a Global Society, Japanese and Journalism.

The proposal should include: 1. Introduction - a general statement about the study to be undertaken. 2. General purpose - state the general purpose of the research / course. 3. Topics - state the specific topics and/or areas to be studied. 4. Scope - list range of materials to be covered. 5. Method - state what method(s) will be used in carrying out the research / course, specific methods

used for evaluating the programme, amount of teacher supervision that will be involved.

Addenda 1. Independent study and / alternative courses shall be the student’s sixth or seventh class. 2. There shall be a reporting system set up with every approved independent study / alternative course

proposal. The teacher co-ordinating the independent study / alternative course shall report the student’s progress to the High School Counselor every nine weeks grading period.

3. Usually only ISS’s faculty members may supervise independent study whilst alternative courses must be accredited.

GUIDED STUDY CLASSES

Philosophy All students at ISS must follow the regular curriculum and meet the same graduation requirements. The

Guided Study program in the High School exists to support students; to assist those who may have a variety of learning support needs in obtaining the necessary skills and strategies to function effectively in regular classes and achieve an ISS High School Diploma or an IB Diploma.

Beliefs 1. ISS supports the principle that some students may need to have extra time to complete their work,

including examinations, since this may be the nature of their learning difference. 2. ISS supports the principle that it is important for classroom teachers to expect that some assignments

are completed under controlled conditions to provide the classroom teacher with a means of determining what students can achieve unaided.

3. It is the role of the Guided Study Program to: - provide extra skills instruction to students - help students organize their work more effectively - help students to ensure that they meet their deadlines

- help ensure that students understand what is expected of them in their classes and assignments - provide support and interventions in areas of specific difficulty such as difficulties related to reading, to the production of written work or to motor skills related to handwriting, dependent on the individual needs of the students concerned

GRADING

The basis for the academic achievement grade is the teacher’s evaluation of the quality of a student’s performance in a subject. A student must achieve a grade 2 or above in order to receive credit for that subject. For courses and assignments and the report card grade the following 1 – 7 scale and descriptors apply in grades 9 through 12. A more differentiated scale which includes ‘+’ and ‘–‘ grades is presented later in this section.

Academic Descriptor

ISS Grade

Detailed Academic Descriptor

Outstanding 7 A consistent and thorough understanding of the required knowledge, concepts and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality

Excellent /Very Good

6 A consistent and thorough understanding of the required knowledge, concepts and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight

Good 5 A consistent and thorough understanding of the required knowledge, concepts and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight

Satisfactory 4 A general understanding of the required knowledge, concepts and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation

Less than Satisfactory

3 Limited attainment against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge, concepts and skills and is only able to apply them fully in normal situations with direction.

Weak / Poor 2 Very limited attainment against all the objectives. The student has difficulty in understanding the required knowledge, concepts and skills, and is unable to apply them in normal situations, even with direction

Very Poor 1 Minimal achievement in terms of the objectives

Additional Information 1. Grades of ‘2’ or above receive credit. For a grade ‘1’ no credit is given. 2. An ‘I’ grade denotes an Incomplete grade - Students who receive incomplete grades for a quarter or a semester

must fulfil the outstanding course work and/or examinations within two weeks of the incomplete being assigned otherwise an ‘1’ grade will be recorded on their report card and transcript if it is a semester grade. There will be no incomplete grades assigned for 4th quarter. The Principal may make exceptions to this rule on an individual basis under special circumstances. Requests for this extension must be received in writing by the Principal before the end of the two-week period. Teachers must notify the Principal and Counsellor by no later than the third week of the quarter whether the student has now earned a grade.

3. A grade with an ‘!’ denotes that the grade has been modified. 4. Courses that are labeled as IGCSE are regarded as ‘Honors’ courses, but are not weighted. Courses labeled as

IB are also regarded as honors courses but these courses attract a weighting of one additional point. 5. Student performance is matched to a set of descriptive statements which form some sort of hierarchy for each

assessment. Rubrics are a common approach although there are alternatives such as ‘mark schemes’. As such there is no fixed percentage applied across all assessments

6. For school reports, teachers will generate a grade which best expresses the student’s attainment against the grading criterion / rubric evidenced over a range and balance of appropriate summative assessments conducted over the reporting period at a particular grade level. The final grade reflects the best-fit descriptor and not by only allocating the student’s average.

7. The ISS internal grade that appears on a student report is not a predicted grade for the course. It is a representation of the student’s performance in the course material covered to date, using subject-specific assessment criteria and grade descriptors.

Students who do not gain credit for a course first semester ISS will award 1/2 credit per semester of passed work. If a student fails to gain credit in the first semester of a full year course, a minimum of a ‘3’ grade is required in the second semester for the student to salvage one full credit for the year via credit salvaging. Students who pass in the first semester and fail the second semester will earn only 1/2 credit for the year. In the case of poor academic performance, the school reserves the right to assign a student to repeat a grade level.

Grading Guidelines Summative assessments are used to assign attainment grades over an evaluative period. These assessments are broken down into two main categories: 1. Continuous Summative Assessments – These are assessments that carry on regularly over the course of a

reporting period and can be assessed in variety of ways including many ‘authentic’ forms of assessment. 2. Significant Summative Assessments – End of unit /quarter tests or other significant projects, presentations,

reports etc.

Each high school department further articulates common grading policies and determine which assessments fall under the above categories. If two or more teachers teach a common class those teachers should not only use common grading policies, but should also have common significant summative assessments. The high school also assesses the following two areas:

• Effort, Engagement, Organization and Progress • Disposition, Learner Profile & Conduct

A rubric is used to assign the ‘best-fit’ descriptor as to whether students are: M+ = Exceeds Expectations M = Meets Expectations M- = Below Expectations

Student Progress Reports and Grading Summative report cards will be issued at the end of each semester with interim narrative report cards issued in quarters 1 and 3.

Narrative reports provide the student parent with the following type of information pertaining to student performance in the course: • A comment in regard to the student’s strengths • A suggested means of improvement, if that is appropriate • When appropriate, the grade that the student might be expected to obtain on the externally moderated examination

if they continue to work at their current rate. Q1 – Interim Progress Report with Narrative Q2/Semester 1 – Transcript Report for Grade 9 and 11; Transcript reports for Grades 10 and 12 with narratives Q3 – Interim Progress Report with Narrative for Grades 9 & 11; Interim Progress Report for Grades 10 and 12 with no narrative Q4/Semester 2 – Transcript Report Students in danger of failing or showing significant change in academic achievement will receive a progress report at an appropriate time. Students must receive a progress report as a warning before a grade ‘1’ can be given at the end of a reporting period. If a progress report has not been sent the lowest grade assigned is a ‘2’.

Honour Roll (High School only) Honour Roll certificates will be awarded at the end of each of the first three quarters to recognise students who have made significant academic achievement in the quarter. The criteria for receiving an academic / achievement award are as follows: Highest Honours All grades 6 and 7 High Honours All grades 5+ or higher Honours All grades 5 or higher Students who audit a course will not receive grade points towards credit or an honours certificate for the course. Students who have incompletes will not be able to receive honours certificates unless the outstanding work has been completed and a grade has been given within five school days of the end of the reporting period. No student with a grade of ‘3’ or less can receive an academic/achievement honours certificate. Each year the school names a valedictorian and a salutatorian. These are the two top-ranking students finishing the school's academic programme, either the IB Diploma Programme or the ISS Diploma Programme. In order to be eligible for one of these honours, the students must have attended ISS for their last two years (grades 11 and 12). The grades from all the quarters in grade 11 and the first three quarters in grade 12 are used to determine who the recipients of these honours will be. The valedictorian will be the student with the highest cumulative GPA in grades 11 and 12 and the salutatorian will be the student with the second highest GPA. In the event of a tie, the student who has taken the most courses in grades 11 and 12 will receive the honour. If this still results in a tie, the student with the higher grades on these additional courses will be selected. As outlined in the University of Cambridge briefing paper for US admissions counsellors ‘IGCSE courses are roughly equivalent to a US honours high school curriculum’. Whilst this is recognised traditionally we have not weighted 9th and 10th grade courses. Honours certificates are also give to students who receive M+ descriptors in all their subjects in:

• Effort, Engagement, Organization and Progress • Disposition, Learner Profile & Conduct

Grade Comparisons In this section, we shall try to show how the grading systems used at ISS relate to externally assessed courses such as the IGCSE and the IB diploma as well as how grade point averages are determined for US schools and colleges. A comparison is viewed in the table below:

ISS

Descriptor

ISS

Grade

Un-weighted G.P.A

Weighted

GPA

IGCSE IB

Outstanding 7 4.33 5.33 A* 7

Excellent 6+ 4.0 5.0 A 6

Very Good 6 3.67 4.67 A

Good 5+ 3.33 4.33 B 5

Good 5 3.0 4.0 B

Satisfactory 4+ 2.67 3.67 C

4

Satisfactory 4 2.33 3.33 C

Satisfactory 4- 2.0 3.0 C

Less than Satisfactory 3+ 1.67 2.67 D 3

Less than Satisfactory 3 1.33 2.33 D

Weak 2+ 1.00 2.00 E 2

Poor 2 0.67 1.67 E

Very Poor 1 0 0 F/G 1

Comparing IB and IGCSE grades to ISS grades is not an exact science, as the final IB and IGCSE grades are based primarily on the final examination performance whereas ISS grades are based on performance throughout the course. As mentioned earlier, The ISS internal grade that appears on a student report is not a predicted grade for the course. It is a representation of the student’s performance in the course material covered to date, using subject-specific assessment criteria and grade descriptors. The above GPA allocations will be used for determining the grade point average (GPA). A period of attendance at ISS of one year is the minimum to obtain a GPA. Courses designated IB (International Baccalaureate) will be awarded an extra point for GPA with the exception of CAS and TOK. This means that the ‘teacher’ does not add a grade to the course to weight it. Only a few courses can be counted for credit twice. These courses are labeled in our course overview booklet. Important factors to note when dealing with grades for IGCSE and IB courses: Relatively low numbers of students at ISS do not earn the ISS diploma. We do not anticipate that many students who are taking these demanding advanced courses and handling them will fail the ISS diploma. HOMEWORK Homework is the natural extension of classroom work that is necessary for pre-learning, reinforcement, remediation, relearning, and/or extension of skills already introduced in the classroom. Teachers at ISS do not assign homework just for the sake of it. The concept of "busy work" as compared to homework is not consistent with the philosophy of ISS. Although homework is acceptable practise at every level, an important consideration will depend upon the maturity level of the student and/or the level and depth of the curricular area. General guidelines include: Grades 9-10 20-30 minutes per block per night (Maximum of 2 hrs) Grades 11-12 30-40 minutes per block per night (Maximum of 3 hrs)

The weekend counts as one "night," and teachers are encouraged to refrain as much as possible from assigning specific homework assignments on a Friday that are due on the following Monday. It is the intention of the school to give no student in grades 11-12 more than 3 hours of homework a night provided that the student works in an efficient and regular fashion not putting off today’s homework until tomorrow and hence building up a backlog. Many teachers will elect to give assignments to cover the homework for several periods in advance. The school encourages this, where possible, since this gives students more flexibility in organising their days.

COUNSELLING SERVICES

Grades 9-12 have access to a full-time counselling service which consists of individual and group counselling. This service provides information to students and parents on career and college/university choices and organizes meetings with college representatives. Assistance is provided for proper registration of classes for all students and also offers academic counselling for students who are not performing up to their potential ability. Students with personal, social and emotional needs also have access to individual appointments with the counsellor. Parents are invited to contact the counselling office with their concerns involving their student's school success.

Language A: English (Group 1)

Individuals and Societies

(Group 3)

Mathematics and

Computer Science (Group 5)

Other Language (Group 1 & 2)

Experimental Sciences (Group 4)

The Arts and Electives (Group 6)

English A: Literature HL/SL English A: Language & Literature HL/SL

German A: Literature HL/SL

History HL/SL Geography HL/SL Economics HL/SL Psychology HL/SL

Mathematics HL Mathematics SL

Mathematical Studies SL

Visual Arts HL/SL Additional choice from Groups 1- 4 (Subject to scheduling)

Additional school- based courses such as Theatre Arts and Computer Studies have run in the past where we have had a great deal of interest by students.

Online/Distance Learning options may also be available via Pamoja Education (an additional fee is billed for signing up to an online courses).

Biology HL/SL Chemistry HL/SL Physics HL/SL Design Technology HL/SL

Norwegian A: Language & Literature HL/SL School Supported Self-Taught Language A: Literature SL French B HL/SL English B HL/SL Norwegian B HL/SL Spanish B HL/SL Spanish Ab Initio SL

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

The IBO (International Baccalaureate Organization) Mission Statement ‘The International Baccalaureate Organization 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 IBO 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.’ http://www.ibo.org - November 2002

The International Baccalaureate (IB) Diploma is a comprehensive rigorous two-year curriculum leading to examinations. Based on the pattern of no single country, it is a deliberate compromise between the specialization required in some national systems and the breadth preferred in others. The general objectives of the IB are to provide students with a balanced education, to facilitate geographical and cultural mobility and to promote international understanding through shared academic experience. The International Baccalaureate, which was established in 1968, has come to stand as a symbol for academic integrity and intellectual promise. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and development of the skills and discipline necessary for success in a competitive world.

There are 2302 schools, both public and private, in 139 countries around the world that offer the IB Diploma Programme (as at 6.1.2012). The IB Diploma is especially valuable where university admission is based on results in externally set examinations. For students intending to enter most European and Commonwealth universities, the IB Diploma provides an excellent basis for university admission. For American universities, successful participation in the IB Diploma programme can promote university acceptance while successful completion of IB HL exams can lead to university course credit or advanced placement, or both.

It is anticipated that the majority of students will be enrolled in their final years as Diploma candidates. Determined students should do well in the Programme with the support and expertise of ISS’s high-quality teaching staff. Students will find that they are operating in an atmosphere which stimulates them to explore and to excel. Personal abilities and future goals usually determine a candidate’s curriculum. The IB Programme is structured to accommodate every motivated, sincere and serious student enrolled at ISS through the use of the full diploma or individual diploma programme subject examinations.

N.B. ISS grade 11 and 12 students may enroll in single or multiple higher or standard level IB certificate courses as honor courses without being enrolled in the full IB Diploma Programme at ISS.

More information about IB programmes can be found on the IB website www.ibo.org

General points 1. Students enrolled in IB courses at ISS:

(i) should be highly motivated to work hard independently (ii) should be continually reviewing through the course in preparation for the external examinations

2. IB courses can improve students’ confidence and encourage academic excellence. These courses represent college level work. Colleges and universities in the US often grant college credit to students who have performed well on these examinations. Some institutions will grant sophomore standing to students who do well on the IB Diploma or IB Higher Level certificates.

The Six Subjects

To qualify for the Diploma, a student must successfully complete six IB Subjects with three at Higher Level and three at the Standard Level. The six Subjects must include the following:

1. Language A:English: English A: Literature, English A: Language & Literature 2. Other Language A or B: Norwegian A: Language & Literature, School Supported Self-Taught Language A:

Literature SL, French B HL/SL, Spanish B HL/SL or Spanish Ab Initio SL 3. Individuals and Society: History or Geography or Economics or Psychology. 4. Experimental Sciences: Biology, or Chemistry, or Physics. 5. Mathematics (Higher Level or Standard Level), or Mathematical Studies. 6. Visual Arts or a further Subject from group 1-4 (subject to scheduling).

Additional IB diploma requirements From May 2014 diploma courses students taking individual diploma programme subject examinations will be able to opt to take either or all of the following core programme elements.

Theory of Knowledge Students must complete an interdisciplinary course in the Theory of Knowledge. This exercise is designed to encourage critical and independent thinking. Topics examined include the foundations of logic and philosophy, the nature of scientific proof, the fundamental concepts of social sciences, the nature of values and the question of truth.

Extended Essay Students must select, research, and write an extended essay in one of their six examination Subjects. Each student works under the guidance of the Subject teacher.

CAS: Creativity, Action and Service In addition to being a requirement for the IB Diploma, CAS activities are required of all IB students at ISS. CAS participation is intended to develop a student’s artistic creation, physical well-being and commitment to serve the communities in which they live. Some of the options which may be available are as follows:

Creativity Model United Nations (MUN)

Yearbook Art Design Technology (DT) Computing courses Drama - acting and/or technical assistance Band Choir International Award

Action School or community sports teams Team Manager Individual sports participation:

horse riding swimming table-tennis windsurfing dance

International Award Community service projects involving active participation (International Friendship Group or others)

Organizing activities in school or community

Service: internal Primary school teacher assistants

Administrative assistants Library assistants

Student Council /Class Officer International Award

Service: external

Working with the mentally handicapped Working with the Daisies or Cub Scouts Social work, visiting and helping the elderly.

Examinations and the award of the IB diploma and certificates

All examinations leading to the Diploma normally take place at the end of the second year of study (grade 12). The examinations are externally set by the IBO (International Baccalaureate Organization). However, in most Subjects a part of the Programme (not to exceed 30%) is internally assessed by the school. The grading scale for IB examinations is as follows:

7 = excellent 6 = very good 5 = good 4 = satisfactory 3 = mediocre 2 = poor 1 = very poor

In addition, a student may earn up to three additional points for superior performance in Theory of Knowledge and the Extended Essay.

The Diploma will normally be awarded to candidates whose total score reach or exceeds 24 points provided all the following requirements have been met:

a) numeric grades have been awarded in all six subjects registered for the diploma b) an approved programme of creativity, action and service (CAS) has been completed c) grades A to D have been awarded for both Theory of Knowledge and an extended essay d) there is no grade 1 in any subject e) there is no grade 2 at higher level f) there is no more than one grade 2 at standard level g) overall, there are no more than three grades 3 or below h) at least 12 points have been gained on higher level subjects (candidates who register for four higher level

subjects must gain at least 16 points at higher level) i) at least 9 points have been gained on standard level subjects (candidates who register for two standard

level subjects must gain at least 6 points at standard level) j) the final award committee has not judged the candidate to be guilty of malpractice

For students with a total score of 28 points or higher, requirements c), e), f), h) and i) are relaxed by one grade.

Certificate candidates will be issued a document from the IBO listing the Subject examinations taken along with the scores received.

THE FOLLOWING IB SUBJECTS MAY BE OFFERED AT ISS:

The school reserves the right to add or delete courses according to student demand and staff availability.

Online IB diploma courses may be available in certain subjects not offered by ISS via Pamoja education an approved IBO provider of online offerings.

GROUP 1: Language A English

English A: Literature - Higher and Standard English A: Language & Literature - High and Standard German A: Literature - Higher and Standard

GROUP 1 / 2: Other Language Norwegian A: Language & Literature - Higher and Standard School Supported Self-Taught Language A: Literature SL French - Higher and Standard English B - Higher and Standard Norwegian B - Higher and Standard Spanish - Higher, Standard and Ab Initio

GROUP 3: Individuals and Societies History - Higher and Standard Geography - Higher and Standard Economics - Higher and Standard Psychology - Higher and Standard

GROUP 4: Experimental Sciences Biology - Higher and Standard Chemistry - Higher and Standard Physics - Higher and Standard Design Technology - Higher and Standard

GROUP 5: Mathematics and Computer Science Mathematical Studies - Standard Mathematics - Standard Mathematics - Higher

GROUP 6: The Arts and Additional Subjects

Visual Arts - Higher or Standard

• Additional Choice from Groups 1-4 - Higher or Standard subject to demand and scheduling. • Additional school- based courses such as Theatre Arts and Computer Studies have run in the past

where we have had a great deal of interest by students. • Online/ Distance Learning options may also be available via Pamoja Education (an additional fee

is billed for signing up to an online courses).

Programme fees Additional fees are charged for all IB Diploma and Certificate candidates to cover the costs of administering the Programme and examinations. Examination fees are billed separately following examination registration.

Attitudes and skills of a successful IB candidate 1. An eagerness to learn;

2. Efficient time management (i.e. use of agenda or homework diary, prompt submission of work, good use of non-scheduled periods);

3. Note-taking as a habit (an organized and structured folder with assignments, past papers and handouts into which the student makes daily notes during class discussions); 4. Good preparation for lessons: bringing to class and being prepared to use both ideas and materials - notes, textbooks, pen, pencil, ruler, eraser, calculator; 5. The ability to complete assignments on time; 6. A well-considered balance between academic and social activities, 7. An ability to use initiative to achieve personal understanding and the initiative to ask for help;

8. The willingness to work consistently for the entire two-year Programme. COLLEGE/UNIVERSITY PLACEMENT

The IB Coordinator along with the High School Counselor will provide assistance in answering questions about guidance in planning for the IB Programme. An extensive collection of career materials and university catalogues can be found in ISS’s high school library and on the worldwide Web. Information concerning national and university recognition policies may be obtained through the High School Counselor, the IB Coordinator, or the IB webpage www.ibo.org. The Counselor is solely responsible for scheduling students and facilitating their university/college placements.

Students holding the IB Diploma have been accepted by universities and other institutions of higher education in countries all around the world, usually on the basis of negotiated equivalence agreements with these bodies and the Ministries of Education in accordance with national requirements.

INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE)

Students at ISS can choose to take the IGCSE in a number of subjects, usually at the end of the 10th grade. IGCSE courses are normally two years in length, so students choose subjects for their 9th and 10th grade together which can prepare them for the examinations they wish to take. IGCSE is an internationally recognised qualification, equivalent in standard to the British GCSE and GCE ‘O’ level examinations. It was developed by the University of Cambridge Local Examinations Syndicate (UCLES), after extensive consultation with international educationalists, in response to the need for a curriculum specifically tailored to international students, with an assessment system suitable for all abilities. The IGCSE is now available in many international and national schools in over 100 countries worldwide.

The aims of the IGCSE are to support modern curriculum development, to promote international understanding, to encourage good teaching practice, and to set widely recognised standards. It provides an excellent foundation for further study, including the International Baccalaureate Diploma (IB).

IGCSE examination results are also used when applying for universities (especially in Britain) to indicate a student’s ability in the different subjects. A grade C in IGCSE First Language English can satisfy the English proficiency requirements of universities in the UK and some other English-speaking countries. ISS may offer the following IGCSE examinations to students following appropriate programmes:

Group I: Languages First Language English Foreign Language French Foreign Language Spanish

Group II: Humanities and Social Sciences

Geography History Literature (English) – taught as part of English class

Group III: Sciences Co-ordinated Sciences (Double Award) – a combination of Biology and Physical Sciences

Group IV: Mathematics

Mathematics – the International IGCSE Core or Extended examination may be taken at the end of ISS 10th grade Mathematics courses

Group V: Creative, Technical and Vocational

Art Information and Communication Technology Drama Music as a school supported subject

IGCSE caters to students of almost any ability, with an 8-point scale of grades: A* - G. In most subjects there is a choice between Core and Extended curriculum papers, allowing the students to be entered for the most appropriate level in each subject. A range of assessment techniques are available, including teacher assessment in some subjects, although the bulk of the assessment is based on formal examinations in May/June. Examination fees for IGCSE are billed separately following examination registration. More information can be obtained from the Cambridge International Examinations website www.cie.org.uk

HIGH SCHOOL PROGRAM PLANNERS FOR GRADES 9 & 10

Grade 9 Program Subject Required? IGCSE? Check box below as worksheet English Yes Yes

No ¨ English 9, and/or ¨ EAL

Mathematics Yes Yes ¨ Mathematics Extended

Science Yes Yes ¨ Physical Science I

Social Studies Yes Yes Yes No

¨ Geography I, or ¨ Modern World History ¨ Philosophies of Life, Ethics & Religion

Physical Education

Yes No ¨ P.E./Health 9

Languages Yes No No

No Yes Yes

¨ Native Norwegian 9, or Norwegian as a Foreign Language & ¨ French or ¨ Spanish

Electives No No No Yes No Yes No Yes No

¨ Drama ¨ Art ¨ Band ¨ Choir ¨ Music (Audition requirement for entry) ¨ Design Technology ¨ Information Communication Technology I ¨ Yearbook

Other electives may be made available but are dependent upon demand and the ability to schedule.

Grade 10 Program Subject Required? IGCSE? Check box below as worksheet English Yes Yes

No ¨ English 10, and/or ¨ EAL

Mathematics Yes Yes ¨ Mathematics Extended ¨ Mathematics Core

Science Yes Yes Yes

¨ Physical Science II, and ¨ Biology

Social Studies Yes Yes Yes

¨ Geography II, or ¨ Comparative Government

Physical Education

No No No

¨ P.E.10-12 (1/2 or full credit), or ¨ Aerobics and Total Body Conditioning (1/2 or full credit)

Languages No No Yes Yes

¨ Native Norwegian or ¨ French ¨ Spanish

Electives No No No Yes Yes No No Yes Yes No No

¨ Native Norwegian 10 ¨ Drama ¨ Art ¨ Band ¨ Choir ¨ Music (Audition requirement for entry) ¨ Design Technology ¨ Information Communication Technology II ¨ Yearbook Other electives may be made available but are dependent upon

demand and the ability to schedule

HIGH SCHOOL PROGRAM PLANNERS FOR GRADES 11 & 12

Students intending to graduate from ISS with a Full International Baccalaureate Diploma (in addition to an ISS High School Diploma) will choose a two-year program from the course options outlined below. IB Diploma students must choose three Higher Level and three Standard Level subjects, one from each group 1 – 6 (a subject from Group 6 can be replaced by an extra subject from one of the other groups, depending on scheduling). IB Diploma students must also take Theory of Knowledge, participate in CAS activities (including ISS Elective classes), and write an Extended Essay. Students who choose to follow the ISS High School Diploma option have a little more flexibility, but must ensure that they have sufficient credits in each subject area to enable them to graduate. All students are encouraged to choose a challenging well-rounded educational program for their last two years of High School. The courses and combinations of courses available in any year will depend on scheduling, student demand and staff availability. Online IB diploma courses may available in certain subjects not offered by ISS. The chart below will enable students to make provisional choices, which will be discussed with the Counsellor at a later date.

Group 1 (Language A English)

English A:Literature English A: Language & Literature

o HL o HL

o SL o SL

Group 1 / 2 (Other language)

Norwegian A: Language & Literature School Supported Self-Taught Lang A: Literature French B Spanish B Spanish ab initio (for beginners)

o HL

o HL o HL

o SL o SL o SL o SL o SL

Group 3 (Individuals and Societies)

History Geography Economics Psychology

o HL o HL o HL o HL

o SL o SL o SL o SL

Group 4 (Experimental Sciences)

Biology Chemistry Physics

o HL o HL o HL

o SL o SL o SL

Group 5 (Mathematics)

Mathematics Mathematical Studies

o HL o SL o SL

Group 6 (The Arts and Additional Choices)

Visual Arts Or choose an additional choice from Groups 1 through 4, subject to scheduling. Additional offerings may be made available but are dependent upon demand and the ability to schedule- Also, Additional online / distance Learning options may also be available via Pamoja Education (an additional fee is billed for participation in these two year courses).

o HL o HL

o SL o SL

Theory of Knowledge (TOK)

Required for all IB Diploma students o TOK

CAS and ISS Electives CAS required for all IB Diploma students Include at least one of the timetabled classes below (subject to scheduling) Symphonic Choir Symphonic Band PE 10-12 Aerobics and Total Body Conditioning Yearbook MUN

o CAS

o Choir o Band o PE o Aerobi

cs o Yearbo

ok o MUN

Extended Essay

Required for all IB Diploma students o EE

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

ENGLISH COURSES AT ISS

IB ENGLISH LITERATURE A: STANDARD &

HIGHER 2

IB ENGLISH LANG & LIT A: STANDARD &

HIGHER 1

IB ENGLISH LANG & LIT A: STANDARD &

HIGHER 2

ISS DIPLOMA, IB CERTIFICATE, IB DIPLOMA

IGCSE EXAMINATIONS (Optional)

ENGLISH 9 (IGCSE Preparation)

IB ENGLISH LITERATURE A: STANDARD & HIGHER 1

ENGLISH 10 (IB Preparation; IGCSE Literature & Language optional)

IB ENGLISH B

STANDARD & HIGHER 1

IB ENGLISH B

STANDARD & HIGHER 2

ENGLISH

English 9 Grade 9 1 credit Full year (IGCSE – Year 1) Recommendation: Completion of Grade 8 English or equivalent This course consists of general study of language and literature designed to prepare students for further experience in language arts, including pursuit of an IGCSE in First Language English and/or English Literature. Students will explore a variety of literary works including prose, poetry, short stories and drama and will hone their analytical skills through written tasks, class discussions, and project work. Assessment: Assessments for this course will include analytical, informative, and creative writing and both formal and informal oral presentations. Rubrics for written and oral work will be based on IGCSE expectations and provide a strong foundation for pursuing these endorsements in grade 10.

English 10 Grade 10 1 credit Full year (IGCSE – Year 2) Recommendation: Completion of Grade 9 English or equivalent This course builds on and extends work completed in the English 9 program and lays the foundation for work in all IB English courses. Requirements are based on IGCSE Literature and Language syllabi and IB expectations. Students will explore a variety of literary works, including poetry, prose and drama, and will work toward further developing their analytical skills through written tasks, discussions, presentations and examinations. Students taking this course will be fully prepared to pursue IGCSE English Literature and English First Language qualifications, should they choose to do so, and to pursue further study of language and literature in the IB program. Assessment: Assessments for this course will include analytical, informative and creative writing and both formal and informal oral presentations. IGCSE rubrics and modified IB criteria will be used to assess all written work.

IB English A Literature – Higher Level & Standard Level Grade 11 (IB year one) and 12 (IB year two) 1.5 credits Higher Level each year 1 credit Standard Level each year Full year (two-year course) Weighted Recommendation: Completion of Grade 10 English or equivalent The English Literature course is a literature-based program which encourages students to develop an understanding of and appreciation for the English language and the art of writing. Through a close examination of literature as well as extensive written and oral responses, the course seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding of both oral and written discourse. Students in the higher-level course study thirteen literary works while students at standard level study ten. Texts are selected from lists prescribed by the IBO and the syllabus consists of varying genres (prose fiction, poetry, drama and prose nonfiction), time periods and cultures. Assessment: Assessments for this course will include both written and oral work, focused heavily on literary analysis. In addition to regular class work, students are expected to complete written coursework, deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements are established by the IBO and differ somewhat for higher- and standard-level students.

IB English A Language & Literature – Higher Level & Standard Level

Grade 11 (year one) and 12 (year two) 1.5 credits Higher Level each year 1 credit Standard Level each year Full year (two year course) Weighted Recommendation: Completion of Grade 10 English or equivalent This course is designed for students who wish to engage in the study of cultural topics as well as literature. The Language and Literature course aims to develop a variety of linguistic skills through the study of a wide range of texts and topics, to promote an appreciation of the wealth and subtleties of the language and target culture, and to facilitate the clear expression of ideas. Students will engage in close, detailed and critical examination of texts from different genres, media, styles, and contexts and will explore topics of import in contemporary culture. Assessment: Assessments for this course will include both written and oral work. In addition to regular class work, students are expected to complete written coursework, deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements are established by the IBO and differ somewhat for higher- and standard-level students.

IB English B – Higher Level & Standard Level Grade 11 (IB year one) and 12 (IB year two) 1.5 credits Higher Level each year 1 credit Standard Level each year Full year (two-year course) Weighted Recommendation: Completion of Grade 10 English or comparable EAL programme. The English B course is an additional language learning programme designed for students with some previous learning of the English Language. The course is focused on language acquisition and development of language skills through the study of a wide variety of written and oral texts, ranging from everyday dialogue to literature from the target culture. As well as enabling students to develop mastery of English Language skills, the course also fosters the development of intercultural understanding through a variety of topics. Assessment: Assessments for the course will include both written and oral work. In addition to regular class work, students are expected to complete written coursework, deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements are established by the IBO and differ somewhat for higher- and standard-level students. EAL (English as Additional Language) *The course is offered according to demand EAL English Course Grades 9/10* 1 Credit Up to one year Recommendation: from EAL testing. EAL English classes are offered to students whose mother tongue is not English and whose mastery of the English language has not yet reached a level which would allow them to learn effectively in mainstream English classes. Students taking this course will receive intensive instruction in the English language with the aim being to enter the mainstream English class as soon as possible. These students will be recommended to move to the appropriate level of mainstream English after consultation with the EAL teacher and the mainstream English teacher and/or Head of the English Department. Assessment:

An EAL grade is given and assessment will allow for a portion of this grade to be based on effort and progress while the remainder of the grade will be bench marked against the native or near-native stream appropriate to the student. The primary goal of this class is to move into an appropriate mainstream English course by the end of 10th grade as no EAL support is offered in grades 11 and 12 at ISS. Evaluation will reflect the progress in written and verbal skills towards this goal. EAL Support Course Grades 9/10* 0 Credit Up to one year Recommendation: from EAL testing EAL support classes are offered to students during Modern Language or Elective class times. Students receiving additional EAL support attend mainstream English classes but also engage in learning activities designed to develop their ability to communicate in social and academic settings. Students learn to write for a variety of purposes, acquiring skills in paragraph organization and effective editing. Assessment: No grade is given for EAL support, but a quarterly narrative report will assess progress

Note: Norwegian as a Foreign Language may also be available in grade 10 depending on interest

NORWEGIAN AS A FIRST & FOREIGN LANGUAGE SELF-TAUGHT & MOTHER TONGUE LANGUAGES AT ISS

FIRST LANGUAGE NORWEGIAN

NORWEGIAN 9 NORWEGIAN 10

IB NORWEGIAN LANG & LIT A: HIGHER 1

IB NORWEGIAN LANG & LIT A: HIGHER 2

IB NORWEGIAN LANG & LIT A: STANDARD 1

IB NORWEGIAN LANG & LIT A: STANDARD 2

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

ISS DIPLOMA, IB CERTIFICATE OR IB DIPLOMA

SCHOOL SUPPORTED SELF-TAUGHT LANGUAGE A LITERATURE

IB SCHOOL SUPPORTED SELF TAUGHT LANGUAGE A: LITERATURE 1 STANDARD LEVEL

IB SCHOOL SUPPORTED SELF TAUGHT LANGUAGE A: LITERATURE 2 STANDARD LEVEL

FOREIGN LANGUAGE NORWEGIAN

Beginner NFL

I/II NFL

II/III NFL

IB NORWEGIAN LANGUAGE B: HIGHER & STANDARD 1

IB NORWEGIAN LANGUAGE B: HIGHER & STANDARD 2

NORWEGIAN Norwegian 9

Grade 9 1 credit Full year Recommendation: Native or very near native command of the written and oral language, and if possible, completion of the grade 8 course In this course, students will explore various genres including drama, film, novels, short stories, poetry and nonfiction as well as highlights in the history of Norwegian literature. Students will hone their skills in both written and spoken Norwegian and will develop their use of the language in a variety of ways. Assessment: Assessment of students’ work in the grade 9 Norwegian course will include analytical writing, personal writing, directed writing and oral presentations. The assessment criteria and weighting will be clearly stated for each major assignment.

Norwegian 10 Grade 10 1 credit Full year Recommendation: Native or very near native command of the written and oral language and completion of grade 9 Norwegian or equivalent In this course the students will study prose, poetry and drama, strengthening their foundation for textual analysis and interpretation. Students will further develop their written and oral communication skills and work toward improving their appreciation of literary features and effects. Upon successful completion of this course, students will be prepared to pursue further study of the IB Norwegian A Language and Literature at Higher or Standard Level. Assessment: Assessment for students taking the grade 10 Norwegian course will include analytical writing, personal writing, directed writing and oral presentations. The assessment criteria and the weighting of evaluation will be clearly stated for each major assignment.

IB Norwegian A Language & Literature – Higher Level & Standard Level Grade 11 (IB year one) and 12 (IB year two) 1.5 credits Higher Level 1 credit Standard Level Full year (two year course) Weighted Recommendation: Native or very near-native command of the language and completion of Grade 10 Norwegian or equivalent The Language A Program aims to promote an appreciation for the wealth and subtleties of the language and to lead to an awareness of linguistic structures. It seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding

of both oral and written discourse. Students taking this course will engage in the detailed examination of text and topics from a variety of time periods and genres and reflect on the means by which writers achieve effects. Assessment: Assessments for this course will include both written and oral work, focused heavily on literary analysis. In addition to regular class work, students are expected to complete written coursework (one piece for standard level and two for higher level), deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements differ for higher- and standard-level students. Norwegian as a Foreign Language Beginner, I/II , II/III Grade 9 1 credit Full year (compulsory) Optional for Grade 10 Prerequisites: There is no prerequisite for the Norwegian as a Foreign Language Beginner course. Successful completion of ‘beginner’ (or 1 year) is required for sections I/II and section I/II (or 2 years ) for section II/III level in Middle School Norwegian or equivalent. Aims: The study of Norwegian as a foreign language at ISS aims to develop students’ competence and enable them to understand and use both spoken and written Norwegian in normal, everyday situations, as well as lay the foundation for further study of the language. Coursebook: På Vei, Sten på sten Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations. Note: Norwegian as a Foreign Language may be available in grade 10 if the number of sign-ups allow. Norwegian B (IB – grades 11 – 12) The Norwegian B course is an additional language-learning course designed for students with a strong background from Norwegian as a foreign language. It may be studied at either SL or HL, and is a two-year course. The main focus of the course is on language acquisition and development of language skill through the study of a wide variety of written and oral texts ranging from everyday dialogue to literature. As well as enabling students to develop mastery of Norwegian language skills, the course also fosters the development of intercultural understanding through a variety of different topics. This course is available to students who do not have Norwegian as a native language and admission to the class is subject to approval. Assessment: Assessments for this course will include both written and oral work. In addition to regular class work, students are expected to complete written coursework, deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements differ for higher- and standard-level students.

IB Spanish Higher Level 2

IB Spanish Standard Level 2

IB Spanish Ab Initio Standard Level 2

Grade 11 Grade 12

IB CERTIFICATE OR DIPLOMA

GERMAN

IB German A Literature – Higher Level & Standard Level Grade 11 (IB year one) and 12 (IB year two) 1.5 credits Higher Level each year 1 credit Standard Level each year Full year (two-year course) Weighted The German Literature course is a literature-based program which encourages students to develop an understanding of and appreciation for the English language and the art of writing. Through a close examination of literature as well as extensive written and oral responses, the course seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding of both oral and written discourse. Students in the higher-level course study thirteen literary works while students at standard level study ten. Texts are selected from lists prescribed by the IBO and the syllabus consists of varying genres (prose fiction, poetry, drama and prose nonfiction), time periods and cultures. Assessment: Assessments for this course will include both written and oral work, focused heavily on literary analysis. In addition to regular class work, students are expected to complete written coursework, deliver oral presentations, and sit two external examinations for their IB qualification. Assessment criteria and requirements are established by the IBO and differ somewhat for higher- and standard-level students. SELF-TAUGHT LANGUAGE A

IB School-supported Self-taught Language A: Literature - Standard Level Grade 11 (IB year one) and 12 (IB year two) 1 credit Standard Level each year Full year (two year course) Weighted The School-supported Self-taught Literature course is a literature-based program which encourages students to develop an understanding of and appreciation for the target language and the art of writing. Through a close examination of literature, the course seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding of both oral and written discourse. Students may choose a school-supported self-taught Language A program if their first language is not one of the Group 1 languages offered by the school (i.e., neither English nor Norwegian). They are expected to have native or very near-native command of the A language which they study. The school will provide support in the form of advice on the structure of the program, information about assessment requirements, formal literacy training, and general supervision of the program. Guidance in the A language of choice and support in studying the texts can be provided by an external tutor where available. Tutors are organized and paid for privately and are not provided or employed by ISS. In addition as per IB regulations tutors are not involved in the assessment for IB. Assessment: ISS assessment for school supported self-taught Language A programs is made on a pass-fail basis. Final IB assessment is based on a written coursework, two written examination papers, and a recorded oral examination set by the IBO. MOTHER TONGUE LANGUAGE CLASSES In addition to classes taught during the school day in recent years there have been additional mother tongue language classes being taught outside of the school day. Instruction is provided by a qualified language instructor on a private basis. Classes currently being delivered include German, Italian and Dutch provided via Edufax for students in grades 9 and 10 and then via Weldeschool for students in grades 11 and 12.

German

Grades 9-12 1 credit Full year Does not contribute to the students GPA These after-school classes for German students provide the necessary continuation of language instruction as required by the German Government. Successful completion of one year is awarded one credit that is listed on the student’s transcript, but does not contribute the students GPA. Instruction is provided by a certified German language teacher on a private basis.

Italian Grades 9-12 1 credit Full year Does not contribute to the students GPA These after-school classes for Italian students provide the necessary continuation of language instruction as required by the Italian Government. Successful completion of one year is awarded one credit that is listed on the student’s transcript, but does not contribute the students GPA. Instruction is provided by a certified German language teacher on a private basis.

Grade 9 Grade 10 Grade 11 Grade 12

MATH COURSES AT ISS

IGCSE Mathematics Extended (Section III) Ex

IGCSE Mathematics Extended (Section III)

IB Higher Level 1

IB Higher Level 2

IGCSE Mathematics Extended (Section II)

IB Standard Level 1

IB Standard Level 2

IB1 Math Studies Standard Level 1

IB2 Math Studies Standard Level 2

IB Certificate or Diploma

IGCSE Extended / Core Examination (Optional)

IGCSE Mathematics Core (Section I)

MATHEMATICS The mathematics department at ISS strives to give each and every student the best possible mathematical education. Our goal is to make sure that each and every student is properly placed into the course that suits his or her individual needs and ability level. In grades 9 the course consists of two sections (Secton II and III) each of these sections prepares students for the IGCSE International Mathematics extended option. The Grade 10 the IGCSE course has three sections. The description of each of the sections is outlined as follows: Section I is designed to help the students with varying ability levels appreciate Mathematics and develop fundamental skills necessary for their future studies. Students enrolled in this course generally have found Mathematics to be quite challenging and need to strengthen their foundational knowledge. Students in this course will be fully prepared for the IB Mathematical Studies Standard Level course. In general students in these courses do not anticipate a strong need for Mathematics in their university studies. Section II is designed for students who have a strong foundational knowledge of Mathematics and a solid understanding of the basic principles of Algebra. Students in this course enjoy a rigorous and fast-paced study of Mathematics. At the end of the two years, students in this course will be fully prepared for the IB Standard Level course. Students in this course anticipate studying courses such as chemistry, economics, psychology, and business at the university level. Section III is designed for students who excel and have a keen interest in Mathematics. Students in this course will study Mathematics at a much deeper and abstract level than the students in Sections I and II. Students in this course will be expected to have a strong foundation in Algebraic Principles. This course will be rigorous, fast-paced and very demanding. At the end of the two years, students in this course will be fully prepared for the IB Higher Level course. Students in this course have a definite desire for mathematics to be a major component of his or her university studies. In order for an appropriate placement recommendation to be made course grades and test/examination scores are reviewed along with International Schools Assessments (ISA) results. In addition any country or college requirements are taken into consideration. We also understand that there is a need for flexibility and have made allowances for movement from section to section as the student’s interests and needs change. If a student desires to move to a higher section between grades (between 9th and 10th grade or between 10th and 11th ) we ask that he or she complete some assigned work on the topics that have been missed, as students will be expected to have learned and understood this material in future courses. It is our hope that each student will settle into the section that is both challenging and rewarding. Below is a more detailed description of each course.

IGCSE Mathematics 9 Extended (Section II)

Grade 9 1 Credit Full Year – IGCSE (Year 1) Prerequisites: Successful completion of Grade 8 Math or its equivalent Aims: This is the first year of a two year course that covers a variety of mathematical topics including Algebra, Functions, Geometry, Vectors, Trigonometry, Sets, Probability, and Statistics. Students in this course will explore the topics covered in the IGCSE Extended curriculum and material beyond the IGCSE Extended curriculum if time allows. This course is designed to prepare students for enrollment in IB Mathematics Standard Level course. Students in this course can also enroll in IB Mathematics Higher Level with the completion of additional work the summer before enrolling in Grade 11. The aims of the course are to enable students to appreciate mathematics, develop their mathematical knowledge and practical skills, apply mathematics in everyday situations and other subjects, develop an understanding of mathematical principles, and acquire a foundation appropriate to their further study of mathematics and other disciplines through a rigorous and fast-paced study of mathematics. Students enrolled in this course are expected to have a sound mathematical background as well as an understanding of the basic principles of Algebra. As stated in the IB syllabus, students enrolled in this course have an interest in studying subjects such as chemistry, economics, psychology and business after graduating from ISS. Upon successful completion of the Grade 9 and 10 Section 2 course, students are prepared to take the IGCSE Extended Exam. A TI-84 graphics display calculator is required for this course.

Note: We also recognize that some students may find the extended material exceedingly difficult. If this proves to be the case, the student may choose to focus only on the IGCSE Core curriculum. Students who choose this option will enroll in Section 1 mathematics in grade 10 and focus exclusively on the IGCSE Core curriculum.

Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IGCSE Mathematics 9 Extended (Section III)

Grade 9 1 Credit Full Year – IGCSE (Year 1) Prerequisites: Successful completion of Grade 8 Math or its equivalent Aims: This is the first year of a two year course that covers a variety of mathematical topics including Algebra, Functions, Geometry, Vectors, Trigonometry, Sets, Probability, and Statistics. Students in this course will explore the topics covered in the IGCSE curriculum at a much deeper and challenging level than is required by the IGCSE curriculum. In addition, students enrolled in this course will cover material well beyond the IGCSE curriculum in order to prepare the students for enrollment in IB Mathematics Higher Level course. The aims of the course are to enable students to appreciate mathematics, develop their mathematical knowledge and practical skills, apply mathematics in everyday situations and other subjects, develop an understanding of mathematical principles, work at a more abstract and conceptual level, and acquire a foundation appropriate to their further study of mathematics and other disciplines through an extremely rigorous and fast-paced study of mathematics. Students enrolled in this course are expected to have a strong a mathematical background as well as an understanding of the basic principles of Algebra. As stated in the IB syllabus, students enrolled in this course will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this course because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. Upon successful completion of the Grade 9 and 10 Section III course, students are prepared to take the IGCSE Extended Exam. A TI-84 graphics display calculator is required for this course. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IGCSE Mathematics 10 (Section I)

Grade 10 1 Credit Full year - IGCSE Core (Year 2) Prerequisites: Successful completion of Grade 9 IGCSE Mathematics Extended Section II or its equivalent Aims: This is the second year of the two year course that covers a variety of mathematical topics including Algebra, Functions, Geometry, Vectors, Trigonometry, Sets, Probability, and Statistics. The aims of the course are to enable students to appreciate mathematics, develop their mathematical knowledge and practical skills, apply mathematics in everyday situations and other subjects, develop an understanding of mathematical principles, and acquire a foundation appropriate to their further study of mathematics and other disciplines. In addition, this course is designed to prepare students for enrollment in the IB Math Studies course. As stated in the IB syllabus, this course caters for students with varied backgrounds and abilities. It is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. Upon successful completion of the Grade 9 and 10 IGCSE Mathematics course, students are prepared to take the IGCSE Core Exam. A TI-84 graphics display calculator is required for this course. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IGCSE 10 Mathematics Extended

(Section II) Grade 10 1 Credit Full Year – IGCSE (2) Prerequisites: Successful completion of Grade 9 IGCSE Mathematics Extended Section II or its equivalent; Aims: This is the second year of the two year course that covers a variety of mathematical topics including Algebra, Functions, Geometry, Vectors, Trigonometry, Sets, Probability, and Statistics. Students in this course will explore the topics covered in the IGCSE Extended curriculum and material beyond the IGCSE Extended curriculum if time allows. This course is designed to prepare students for enrollment in IB Mathematics Standard Level course. Students in this course can also enroll in IB Mathematics Higher Level with the completion of additional work the summer before enrolling into the 11th grade. The aims of the course are to enable students to appreciate mathematics, develop their mathematical knowledge and practical skills, apply mathematics in everyday situations and other subjects, develop an understanding of mathematical principles, and acquire a foundation appropriate to their further study of mathematics and other disciplines through a rigorous and fast-paced study of mathematics. Students enrolled in this course are expected to have a sound mathematical background as well as an understanding of the basic principles of Algebra. Upon successful completion of the Grade 9 and 10 IGCSE Mathematics Extended course, students are prepared to take the IGCSE Extended Exam. A TI-84 graphics display calculator is required for this course. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IGCSE 10 Mathematics Extended (Section III)

Grade 10 1 Credit Full Year – IGCSE (2) Prerequisites: Successful completion of Grade 9 IGCSE Mathematics Extended Section III or its equivalent; Successful completion of Grade 9 IGCSE Mathematics Extended Section II and additional topics to be completed over the summer Aims: This is the second year of the two year course that covers a variety of mathematical topics including Algebra, Functions, Geometry, Vectors, Trigonometry, Sets, Probability, and Statistics. Students in this course will explore the topics covered in the IGCSE curriculum at a much deeper and challenging level than is required by the IGCSE curriculum. In addition, students enrolled in this course will cover material well beyond the IGCSE curriculum in order to prepare the students for enrollment in IB Mathematics Higher Level course. The aims of the course are to enable students to appreciate mathematics, develop their mathematical knowledge and practical skills, apply mathematics in everyday situations and other subjects, develop an understanding of mathematical principles, and acquire a foundation appropriate to their further study of mathematics and other disciplines through an extremely rigorous and fast-paced study of mathematics. Students enrolled in this course are expected to have a strong a mathematical background as well as an understanding of the basic principles of Algebra. As stated in the IB syllabus, students enrolled in this course will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this course because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. Upon successful completion of the Grade 9 and 10 IGCSE Mathematics Extended course, students are prepared to take the IGCSE Extended Exam. A TI-84 graphics display calculator is required for this course. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IB Mathematical Studies SL1 & 2

Grades 11-12 1 Credit per year Standard Level Full Year (x2) Prerequisites: Successful completion of Grade 10 IGCSE Mathematics Extended Section I or its equivalent Aims: This course is designed to develop and broaden the students’ understanding of mathematical processes with an emphasis on real life applications. In it, students will develop the mathematical skills necessary for life in our technological society. Topics of study include Algebra, Geometry, Trigonometry, Sets, Logic, Financial Mathematics, Statistics, Probability and Calculus. Through their studies, the students will develop an appreciation for the beauty, power and usefulness of mathematics. Students will also continue to develop their logical, critical and creative thinking skills from a mathematical view point. In addition to covering the IB syllabus, the students will be required to complete a mathematical research project. The students will collect all necessary data and perform appropriate mathematical analysis to satisfy IB marking criteria. This project should be the culmination of their mathematical studies, reflecting the knowledge that they have developed throughout the course. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects

IB Mathematics Standard SL 1&2

Grade 11-12 1 credit per year Standard level Full year (x2) Weighted Prerequisites: Successful completion of Grade 10 IGCSE Mathematics Extended Section II or its equivalent; Successful completion of Grade 10 IGCSE Mathematics Extended Section I and additional topics to be completed over the summer Aims: This 2 year program is designed to provide a background of mathematical thought and a reasonable level of technical ability. Mathematics SL focuses on enabling the student to develop a sound basis of mathematical skills and knowledge in order to facilitate the further study of mathematically related subjects such as chemistry, engineering, economics, medicine, geography and business studies. The aims are to enable the student to develop logical thought, to deepen the understanding of mathematical concepts and principles, to develop skills in devising and presenting mathematical arguments, and to apply skills and knowledge acquired in mathematics to other subject areas. Mathematics SL takes a theoretical approach to mathematics in a more informal setting, as opposed to Mathematics HL, which has a more rigorous analytical approach to the study of mathematics. In addition to covering the IB syllabus, the students will be required to complete a mathematical exploration. This is will be marked as an Internal assessment. It is an integral part of the course and compulsory for all students. It is a written piece of work that enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests.

Topics include: Vectors, Algebra, Probability, Statistics, Trigonometry, Functions, Sequences, and Calculus. Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects; mathematical exploration

IB Mathematics Higher HL 1 & 2 Grade 11-12 1.5 Credits Higher Level Full year (x2)

Weighted Prerequisites: Successful completion of Grade 10 IGCSE Mathematics Extended Section III or its equivalent; Successful completion of Grade 10 IGCSE Mathematics Extended Section II and additional topics to be completed over the summer Aims: This program is designed for students with mastery of and a strong background in mathematics. It is intended to meet the needs of the student who has a genuine interest in mathematics as well as the student planning to study related subjects such as physics, engineering and technology. The aims are to enable students to develop logical, critical and creative thinking in mathematics, employ and refine the powers of abstraction and generalization, have an awareness of and utilize the potential of technological developments in a variety of mathematical contexts and to communicate mathematically in a clear and concise way. Mathematics HL is an analytical approach to theoretical mathematics and students enrolled in this class are expected to be strong mathematicians. In addition to covering the IB syllabus, the students will be required to complete a mathematical exploration. This is will be marked as an Internal assessment. It is an integral part of the course and compulsory for all students. It is a written piece of work that enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests. Topics include: Vectors, Algebra, Probability, Statistics, Trigonometry, Functions, Sequences, and Calculus. The course will also cover 1 of the following optional topics: Advanced probability and statistics, Sets, Relations and Groups, Calculus and Differential Equations, Discrete mathematics Assessment: Take home assessments; quizzes and tests; investigations; class activities; projects; mathematical exploration

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

SOCIAL STUDIES COURSES AT ISS

IB ECONOMICS STANDARD 1 IB ECONOMICS HIGHER 1

IB ECONOMICS STANDARD 2 IB ECONOMICS HIGHER 2

IB HISTORY STANDARD 1 IB HISTORY HIGHER 1

IB HISTORY STANDARD 2 IB HISTORY HIGHER 2

MODERN WORLD HISTORY 2

IB CERTIFICATE OR DIPLOMA

IGCSE EXAMINATION POSSIBILITIES

WORLD GEOGRAPHY I

MODERN WORLD HISTORY 1

WORLD GEOGRAPHY II

IB PSYCHOLOGY STANDARD 1 IB PSYCHOLOGY HIGHER 1

IB PSYCHOLOGY STANDARD 2 IB PSYCHOLOGY HIGHER 2

IB GEOGRAPHY STANDARD 1 IB GEOGRAPHY HIGHER 1

IB GEOGRAPHY STANDARD 2 IB GEOGRAPHY HIGHER 2

SOCIAL STUDIES

Modern World History 1 Grade 9 1 Credit Full Year No prerequisite Aims: This syllabus gives the student the opportunity to study aspects of Twentieth Century History in outline and in depth. In addition, the course offers a breadth of range with the study of World, European and American History. The main focus this year will be 1900-1945. Students will be required to recall, select, organise and deploy knowledge of the syllabus content. They will also learn how to comprehend, interpret, evaluate and use a range of sources as evidence, in their historical context. Upon completion of Modern World History and Comparative Government, students are prepared to take the IGCSE exam. Assessment: Students will be assessed by written assignments, oral presentations, classroom projects, participation, and examination. No previous historical knowledge is needed, though an interest in the subject and an awareness of current affairs is desirable. The course meets the History IGCSE requirements, provided the students study Comparative Government the following year. Students will be required to meet the coursework requirements of the course by producing extended writing pieces on recall and knowledge of a specific topic and evaluation of sources as evidence in a historical context.

Modern World History 2 Grade 10 1 Credit Full Year No prerequisite, though Modern World History 1 is necessary if students wish to take the IGCSE exam Aims: Modern World History 2 is a course which involves the study of different forms of government through historical example. The main focus is on the Cold War; 1945 to 1990. The course endeavors to nurture a student’s sense of personal responsibility and political awareness through focusing on the decisions that face the individual in democratic and totalitarian states. Skills developed in Modern World History 1 will be enhanced, although completion of that course is not a prerequisite. Upon completion of Modern World History 1 and Modern World History 2, students are prepared to take the IGCSE exam. Assessment: Students who have completed Modern World History 1 and Modern World History 2 may be entered for the IGCSE examination. Assessment will be based on written assignments and oral contributions, classroom participation and examination. Students will be required to meet the coursework requirements of the course by producing extended writing pieces on recall and knowledge of a specific topic and evaluation of sources as evidence in a historical context.

IB History HL&SL1 Grade 11 1.5 credits Higher Level 1 credit Standard Level Full Year Weighted Aims: The course is concerned with individuals and societies in the widest context; political, social, economic and cultural. The aims of the course are to promote acquisition of knowledge and understanding of the past and to contribute to students’ international understanding. Students will also be taught how to evaluate and analyze sources. The main topics for all history students are comparative and open ended. They are: Wars in the 20th century, Single Party States, and the Cold War. Higher Level students study in depth units on: Russia 1860 – 1924; WWI and Europe between WWI and WWII. Assessment: Written examination, reading assignments, essay and analysis assignments, as well as classroom projects and contribution. A piece of guided coursework will be allocated to students in the second Semester.

IB History HL&SL 2 Grade 12 1.5 credits Higher Level 1 credit Standard Level Full year Weighted Aims and objectives: As for IB History 1 This course is a continuation of the first year IB programme. Students may take the course without having IB 1 for credit. These students will not be eligible for Certificate or Diploma status. Assessment will be made throughout the year with similar categories as in year 1, but students will be required to sit external examinations in May, if they are seeking Diploma or Certificate status.

World Geography 1 Grades 9 1 credit Full Year No prerequisites Aims & Objectives: World Geography 1 is designed to further the student’s knowledge and skills regarding the development (physical, cultural and political) of various regions of the world. Either course can be taken individually; when taken consecutively, the courses will prepare students to take the IGCSE Geography exam near the end of the second year (typically 10th grade). We will be studying the interaction between human and natural environments through the topics of population and settlement, the natural environment, economic development and the use of resources. Specific units studied in World Geography 1 include: tectonic activity; population & migration; settlements; rivers & hydrology; agricultural systems; industrial systems; rocks; soils and weathering and coasts . In addition to reading and writing skills, we will practice skills such as data analysis, map reading, interpretation of satellite imagery, and fieldwork investigations. Assessment: Written assignments, research and analysis projects, tests, and classroom contribution

World Geography 2 Grades 10 1 credit Full Year No prerequisites Aims & Objectives: World Geography 2 is designed to further the student’s knowledge and skills regarding the development (physical, cultural, and political) of various regions of the world. Students who complete geography in grades 9 and 10 are eligible to sit the IGCSE examination at the end of grade 10. We will be studying the interaction between human and natural environments through the topics of population and settlement, the natural environment, and economic development and the use of resources. Specific units studied in World Geography 2 include: settlement & urbanization; energy & water resources; tourism; weather, climate and natural vegetation; natural environment and human activities; environmental risks; resource conservation and management. In addition to reading and writing skills, we will practice skills such as data analysis, map reading, interpretation of satellite imagery, and fieldwork investigations. Assessment: Written assignments, research and analysis projects, tests, and classroom contribution

IB Geography SL&HS 1 Grade 11 1.5 Credits Higher Level 1 Credit Standard Level Full Year Weighted Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. Topics covered include Population, Patterns in resource consumption and environmental sustainability, Globalisation, Extreme environments, Oceans and Rivers, Hazards and Disasters, Urbanisation, Leisure, sport and tourism, Food and Health, Geo-politics, Trade and Aid, Map Work and data research and presentation. The geography course requires no specific prior learning. The skills needed for the geography course are developed within the context of the course itself. All students study a core section and complete a fieldwork investigation. SL students study two optional themes and HL students study three optional themes. HL students also study extension themes investigating global interactions between the environment, economy and politics. Students practice key skills in research and data presentation and analysis. Assessment: Written and reading assignments, fieldwork, data research and presentation, projects and classroom participation.

IB Geography HL&SL 2 Grade 12 1.5 Credits Higher Level 1 Credit Standard Level Full Year Weighted This is a continuation of the 11th Grade IB Geography course. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, local, regional, national and international. Through these case studies students develop an understanding of the interrelationships between people, places, spaces and the environment. The core theme focuses on the United Nations’ Millennium Development Goals (MDGs), in particular those concerning poverty reduction, gender equality, improvements in health and education and environmental sustainability. Assessment: Written and reading assignments, fieldwork, data research and presentation, projects and classroom participation.

IB Economics HL&SL 1 Grade 11 1.5 Credits Higher Level 1 Credit Standard Level Full Year Weighted Recommendation: For Higher Level Economics it is recommended that students enroll in IB Higher Math or IB Standard Math. Students wishing to study Economics at university should also consult the Math requirement of the university they are seeking to attend. Aims: To develop in the student disciplined skills of economic reasoning; an ability to apply the tools of economic analysis to past and contemporary situations and data, and to explain the findings clearly; an understanding of how individuals, organizations, societies and regions organize themselves in the pursuit of economic objectives; and an ability to evaluate economic theories, concepts, situations and data in a way which is rational and unbiased. Assessment: Homework questions, quizzes, IB essays, data response questions and tests

IB Economics HL&SL 2 Grade 12 1.5 Credits Higher Level 1 Credit Standard Level Full Year Weighted Recommendation: For Higher Level Economics it is recommended that students enroll in IB Higher Math or IB Standard Math. Students wishing to study Economics at university should also consult the Math requirement of the university they are seeking to attend. Aims: Many of the principles learned in the first year course will be developed and applied in the second year. In addition to developing the ideas and concepts covered in the IB Economics 1 course, the Economics 2 course seeks to develop for the student international perspectives which feature a respect for and understanding of the interdependence and the diversity of economic realities in which individuals, organizations and societies function. Assessment: Homework questions, quizzes, IB essays, data response questions and tests

IB Psychology HL&SL 1&2 Grades 11 and 12 1.5 Credits Higher Level 1 Credit Standard Level Full Year Weighted Aims: This course will develop in students an understanding of the biological, social and cultural influences on human behavior. Learning about the different theoretical processes of interpreting behavior, students will build awareness of how these processes lead to the construction and evaluation of psychological theories. Students will interpret and conduct psychological research with the intent to apply the resulting knowledge for the benefit of human beings. They will learn about and ensure that ethical practices and responsibilities are implemented in psychological inquiry. Topics to be studied include: Biological, Cognitive and Socio-Cultural perspectives. Research Methodology and Qualitative Research (HL only). Additionally, SL will study one and HL will study two of the following: Health Psychology Abnormal Psychology Sport Psychology Relationship Psychology Developmental Psychology Assessment: The focus will be on written examination, essay and analysis assignments, as well as classroom contribution. During Year 2, students will conduct an experimental study as guided coursework.

Grade  9              Grade  10                                      Grade  11                  Grade  12

External examination possibilities

IB  BIOLOGY  STANDARD  1  IB  BIOLOGY  HIGHER  1  

IB  CHEMISTRY  STANDARD  1  IB  CHEMISTRY  HIGHER  1  

IB  BIOLOGY  STANDARD  2  IB  BIOLOGY  HIGHER  2  

IB  CHEMISTRY  STANDARD  2  IB  CHEMISTRY  HIGHER  2  

IB  Certificate  or  Diploma  

IB  PHYSICS  STANDARD  1  IB  PHYSICS  HIGHER  1  

SCIENCE  COURSES  AT  ISS  

Core  courses  

KEY  

IB  Options  

Physical  Science  I  Physics  and  Chemistry  

Biology  I  

Physical  Science  II    Physics  and  Chemistry  

IGCSE  Coordinated  SCIENCE    

Double  Award

IB  PHYSICS  STANDARD  2  IB  PHYSICS  HIGHER  2  

SCIENCE

Physical Science I (Physics / Chemistry) Grade 9 1 Credit Full year IGCSE (1) Core science course for 9th grade Aims: This course consists of two separate sections of Physics and Chemistry taught by separate teachers whose grades are combined to give 1 credit of Physical Science. It is the first year of a two year course preparing students for the full Cambridge iGCSE Co-ordinated Science qualification. Students study one semester of Physics and one semester of Chemistry. The main chemistry topics are the nature of matter, periodic table, atoms and compounds, stoichiometry, chemical reactions, air and water and experimental techniques. The main physics topics are forces and motion, energy, work and power, matter and heat, waves and light. Preparation for the IGCSE Coordinated Science exam requires that this course be followed in grade 10 by Physical Science II and Biology I. Assessment: The course includes practical/laboratory activities designed to enhance understanding of the syllabus. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

Physical Science II (Physics / Chemistry)

Grade 10 1 Credit Full year IGCSE (2) Core science course for 10th grade Recommended Preparation: Physical Science I, or its equivalent Aims: This course is designed to follow Physical Science I and prepares students for the Physics and Chemistry sections of the Cambridge IGCSE Coordinated Science qualification as well as the IB science program. As with the Grade 9 Physics and Chemistry courses that form Physical Science I, the subjects are taught separately although the students change from Physics to Chemistry every 8 weeks or so to keep the content fresh for the external examinations that many of them will take at the end of the year. The main physics themes include sound & the electromagnetic spectrum, electricity & magnetism, and finally radioactivity. The main chemistry themes are acids, bases and salts, metals, sulphur, carbonates, electricity and chemistry and organic chemistry. Preparation for the IGCSE Coordinated Science exam requires that this course be taken in conjunction with Biology I. b Assessment: The course includes practical/laboratory activities designed to enhance understanding of the syllabus. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

Biology I

Grade 10 1 Credit Full year

IGCSE (2) Core science course for 10th grade Aims: The course aims to provide the biological knowledge needed to make informed decisions about health and environmental issues in everyday life, and form a firm basis for future studies in the subject. Students will be required to design, perform, and report on their own experiments using appropriate scientific and biological vocabulary and to interpret biological observations produced by others. The main topics of the course are the diversity of living organisms, cells, genetics, the human body, and ecology and the environment. This course, in conjunction with Physical Science I and II, will prepare students for the IGCSE Coordinated Science exam. Assessment: The course includes practical/laboratory activities designed to enhance understanding of the syllabus. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Chemistry SL&HL1 Grade 11 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: Physical Science I & II or an equivalent such as IGCSE Chemistry Aims: IB Chemistry is a modern science course with an emphasis on developing an understanding of basic chemical principles and laboratory methods. The central theme of the course is the properties and reactions of materials at the atomic level, with an emphasis on practical work to illuminate and explore the topics. Quantitative Chemistry, Atomic Structure and Bonding, Periodicity, Reaction rates, and Equilibrium are the main topics covered. The objectives of the course are to provide students with the knowledge and skills necessary to understand their world, and to prepare them for future higher science courses and the IB examinations. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Chemistry SL&HL 2

Grade 12 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: IB Chemistry 1 or its equivalent Aims: IB Chemistry 2 is the extension and completion of the course begun in IB Chemistry 1 with the same aims and objectives. Topics covered include Acids and Bases, Redox Reactions, and Organic Chemistry. There is opportunity for students to apply their knowledge further in the option topics.Part of the IB course (either in IB1 or IB2) is a major science project, the

Group 4 project, working with students from other science disciplines in a broad-based investigation. This project allows the development of experimental skills together with the ability to collaborate and communicate within a multi-disciplinary team. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and a ‘Mock’ IB Examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Physics SL&HL 1 Grade 11 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: Physical Science I & II , or their equivalents such as IGCSE Physics Aims: IB physics 1 forms the first part of a two year IB physics course. The main topics in this first year of the course are measurement, mechanics, waves, thermal physics, fields, electricity & magnetism. The course has an extensive experimental program which forms part of the final IB exam grade at the end of the second year. Students therefore develop measurement and analysis of data as a particular part of their coursework. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Physics SL&HL 2 Grade 12 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: IB Physics 1 or its equivalent Aims: IB physics 2 forms the second part of the two-year IB course. The main topics are atomic, nuclear, & quantum physics, and energy, power & climate change. Students also complete the option subjects: Astrophysics, and Communications. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and a ‘Mock’ IB Examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Biology SL&HL 1

Grade 11 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: Biology 1 or their equivalents such as iGCSE Biology Aims: IB Biology is a modern science course with an emphasis on developing an understanding of basic biological principles, laboratory methods, and the analysis of experimental data. It aims to provide a good introduction to university studies in Biology and related subjects, and promotes an understanding of the processes of science. In IB Biology 1 students study the topics of ecology, biochemistry, cell biology, and genetics. Part of the IB course (either in IB1 or IB2) is a major science project, the Group 4 project, working with students from other science disciplines in a broad-based student-led investigation. This project allows the development of experimental skills together with the ability to collaborate and communicate within a multi-disciplinary team. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and an end of year examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

IB Biology SL&HL 2

Grade 12 1.5 Credits Higher Level 1 Credit Standard Level Full year Weighted Recommended Preparation: IB Biology 1 or its equivalent Aims: IB Biology is a modern science course with an emphasis on developing an understanding of basic biological principles, laboratory methods, and the analysis of experimental data. It aims to provide a good introduction to university studies in Biology and related subjects, and promotes an understanding of the processes of science. IB Biology 2 forms the second year of the two-year IB course. In IB2 students focus particularly on human physiology and evolution. Assessment: At both HL and SL, practical laboratory work is given a high priority. Practical skills will be assessed in designated experiments and project work mainly in IB 1, and this will make up 24% of a student’s final IB grade. Summative Assessment is based upon a series of topic tests based on major sections of the syllabus and a ‘Mock’ IB Examination. Formative assessment combines laboratory activities, homework, question/answer sessions, classwork, presentations and class discussions.

Note: Norwegian as a Foreign Language is outlined in the Norwegian section of the Course Overview booklet Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

FOREIGN LANGUAGES

FRENCH

French I/II IGCSE 1

IB French B Higher Level 1 IB French B Standard Level 1

IB French B Higher Level 2 IB French B Standard Level 2

SPANISH

Spanish I/II IGCSE 1

IB Spanish B Higher Level 1

IB Spanish B Standard Level 1

IB Spanish Ab Initio Standard Level 1

IB Spanish B Higher Level 2

IB Spanish B Standard Level 2

IB Spanish Ab Initio Standard Level 2

Grade 11 Grade 12

IGCSE EXAMINATION POSSIBILITIES

IB CERTIFICATE OR DIPLOMA

French III/IV IGCSE 2

Spanish III/IV IGCSE 2

French II/III IGCSE 1

Spanish II/III IGCSE 1

FOREIGN LANGUAGES

French 1 Grade 9 1 credit Full year (IGCSE 1) Prerequisites: Successful completion of 1 or 2 years of Middle School French or equivalent. Aims: The study of French at ISS aims to develop students’ competence and enable them to understand and use both spoken and written French in normal, everyday situations, as well as lay the foundation for further study of the language at a higher level. Successful completion of French I , the first year of the IGCSE programme, leads to French 2, the second and final year of the IGCSE programme. Coursebook: Sans Frontières. LCP. Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

French 2 Grade 10 1 credit Full year (IGCSE 2) Prerequisites: Successful completion of 9th grade French or equivalent. Aims: This course leads to a level of proficiency A2 consistent with the Council of Europe scales, and will prepare students for IB French B in 11th grade. Successful completion of French I and French 2 is preparation for the IGCSE exam. Coursebook: Individual resources for each of the four skills. Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

IB French B HL & SL1 Grade 11 1.5 credits Higher Level 1 credit Standard Level Weighted Full year Prerequisites: Successful completion of French III/IV (10th grade) or its equivalent. Aims: The advanced study of French further develops and refines the skills already gained by the end of French IV. The objectives of IB language study are social, academic and cultural, with emphasis upon communication and interaction in the target language. Students will gain greater insight into the French, or francophone, way of life whilst acquiring a more detailed knowledge of the structure and rules of the language in operation. Higher Level students will have a literature component. Coursebook: Le Monde en francais. Advance Materials. 2011. French B for the IB Diploma, Oxford UP. 2011 Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

IB French B SL & HL2 Grade 12 1.5 credits Higher Level 1 credit Standard Level Weighted Full year (Final year of 2 year course) Prerequisites: Satisfactory completion of IB1 French B SL or HL or their equivalent. Aims: see IB1 French B above Coursebook: : Le Monde en francais. Advance Materials. 2011. French B for the IB Diploma, Oxford UP. 2011 Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

Spanish I/II

Grade 9 1 credit Full year (IGCSE 1) Prerequisites: Successful completion of 1 or 2 years of Middle School Spanish or equivalent. Aims: The study of Spanish at ISS aims to develop students’ competence and enable them to understand and use both spoken and written Spanish in normal, everyday situations, as well as lay the foundation for further study of the language at a higher level. Successful completion of Spanish I/II, the first year of the IGCSE programme, leads to Spanish III/IV, the second and final year of the IGCSE programme. Coursebook: Español Mundial 1. Hodder Education. 2004. Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

Spanish II/III Grade 9 1 credit Full year (IGCSE 1) Prerequisites: Successful completion of 8th grade Spanish or equivalent. Aims: The study of Spanish at ISS aims to develop students’ competence and enable them to understand and use both spoken and written Spanish in normal, everyday situations, as well as lay the foundation for further study of the language at a higher level. Successful completion of Spanish II/III, the first year of the IGCSE programme, leads to Spanish III/IV, the second and final year of the IGCSE programme. Coursebook: Aventura Nueva: 3 Rojo; Mañana Book 1 (Grupo Anaya, 2003) Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

Spanish III/IV Grade 10 1 credit Full year (IGCSE 2) Prerequisites: Successful completion of 9th grade Spanish or equivalent. Aims: This course leads to a level of proficiency A2 consistent with the Council of Europe scales, and will prepare students for IB Spanish B in 11th grade. Successful completion of Spanish I/II or Spanish II/III followed by Spanish III/IV is preparation for the IGCSE exam. Coursebook: Aventura 4 Assessment: Equal weighting (20%) is given to the four skills of listening, speaking, reading and writing, plus 20% for examinations.

IB Spanish Ab Initio SL&HL 1& 2 Grades 11-12 1 credit Full Year Weighted for IB students Prerequisites: No prior knowledge of Spanish Aims: The Spanish Ab Initio course lasts two years and is aimed at developing the student’s ability to communicate in speech and writing in order to deal adequately with familiar and practical needs in the context of Spanish culture. The course objectives are achieved through the study of 20 core topics plus specified vocabulary and grammar. The new course has three ‘themes’ under which are listed 20 topics. Coursebook: Esespanol 1 (Yr1), Captado 2 (Yr 2) Assessment: Equal weighting (20%) is given to the four skills of listening, speaking,, reading and writing, plus 20% for examinations.

IB Spanish B SL&HL1

Grade 11 1.5 credits Higher Level 1 credit Standard Level Full Year Weighted Prerequisites: Successful completion of Spanish III/IV (10th grade) or its equivalent. Aims: The advanced study of Spanish further develops and refines the skills already gained by the end of Spanish III/IV. The objectives of IB language study are social, academic and cultural, with emphasis upon communication and interaction in the target language. Students will gain greater insight into the Spanish, or Hispanic, way of life whilst acquiring a more detailed knowledge of the structure and rules of the language in operation. Higher level students will have a literature component Coursebook: Manana 2011. Advanced Materials Assessment: Equal weighting (20%) is given to the four skills of listening, speaking,, reading and writing, plus 20% for examinations.

IB Spanish B HL&SL 2 Grade 12 1.5 credits Higher Level 1 credit Standard Level Full year (Final year of 2 year course) Weighted Prerequisites: Satisfactory completion of IB1 Spanish B SL or HL or their equivalent. Aims: see IB Spanish SL1 & HL1 above Coursebook: Manana 2011. Advanced Materials Assessment: Equal weighting (20%) is given to the four skills of listening, speaking,, reading and writing, plus 20% for examinations.

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

FINE ARTS COURSES AT ISS

IB VISUAL ARTS STANDARD HIGHER 1

BAND (and/or) CHOIR

BAND (and/or) CHOIR

IB VISUAL ARTS STANDARD HIGHER 2

IB CERTIFICATE OR DIPLOMA

IGCSE EXAMINATION POSSIBILITIES

BAND (and/or) CHOIR (With IGCSE Music option)

DRAMA (IGCSE optional)

BAND (and/or) CHOIR (With IGCSE Music option)

ART

DRAMA (IGCSE optional)

YEARBOOK YEARBOOK YEARBOOK YEARBOOK

ART (IGCSE optional)

ART ART

FINE ARTS

Yearbook Grades 9-12 1 credit Full year (this course may be taken more than once for credit) Prerequisites: None Aims: This course is an opportunity to both design and produce a record of the year at ISS. The yearbook serves as a medium for storytelling in copy and photographs from the perspectives of the individuals involved. It is an opportunity to gain a wealth of training: journalistic skills; information-gathering; reporting; conducting interviews; business management; photography; technological skills; computer-generated graphics; layout design; life skills; communication; problem solving; and project management.

Symphonic Band Grades 9-12 0.5 credit Full Year Prerequisites: Students should have played a band instrument for two or more years. Beginners are considered, but they must consult with the band director. Aims and Objectives: This course is for students who are interested in developing their music skills and growing personally by exploring different genres of music. Students will gain practice and skills in self-motivation, confidence, character building and self-discipline. Additionally, they will become better musicians by advancing their musical knowledge and pedagogy. Students will have the opportunity to perform in two major concerts and in the 17 May (Constitution Day) parade. Assessment: Methods of assessment include: students’ playing of musical selections, assigned exercises, in-class playing, infrequent written assignments, home practice, and most importantly, the attitude and effort they bring to each rehearsal.

Symphonic Choir Grades 9-12 0.5 credit Full Year Prerequisites: A love of singing and desire to strive for excellence. Aims and Objectives: This course is for students who want to grow through music and become better vocalists and performers. Students will gain practice and skills in self-motivation, confidence, character building and self-discipline. Additionally, they will become better musicians and singers by advancing their musical knowledge and pedagogy. Students will have the opportunity to perform in two major concerts as well as other performances in the broader community. Assessment: Methods of assessment include: students’ singing of musical selections, in-class participation, home practice, and most importantly, the attitude and effort they bring to each rehearsal.

Art Grade 9 or 10 1 credit Full year IGCSE (1) Prerequisites: None Aims: This course is designed to instruct students in understanding and applying the creative process to their own art work (which involves using a variety of mediums: drawing, painting, printmaking, 3-D design, ceramics, jewelry, textiles), as well as appreciating the creative work of past and present artists, designers, and cultures. It also covers the requirements of the first year of the IGCSE Art course. This course may be taken more than once Assessment: The students are assessed on projects which take into account their preparation/research work as well as their final piece. In their final piece of art, use of imagination and ideas; design elements; and use of medium and technique are considered. Evaluation of projects take place in the form of critiques (group discussion of work) as well as self evaluations in written form alongside teacher evaluation. The workbooks are also assessed according to completion of assignments.

Art (IGCSE) Grade 10 1 credit Full year IGCSE (2) Prerequisites: ‘Art’ or its equivalent Aims: This course is for the student who has had one year of high school art and for the IGCSE student. It is designed to instruct students in understanding, appreciating, and applying the creative process to their own work as well as appreciating the creative work of established artists. The IGCSE students focus their art work around a chosen theme or a particular medium throughout the year. Research and preparation play a more important role for the IGCSE student compared to the regular Art class outlined above. Dependent on student registrations the IGCSE Art option may be offered as a separate class or as a school supported option within the regular art class. Assessment: The students are assessed on projects which take into account their preparation/research work as well as their final piece. In their final piece of art, use of imagination and ideas; design elements; and use of medium and technique are considered. Evaluation of projects takes place in the form of critiques (group discussion of work) as well as self evaluations in written form alongside teacher evaluation. The workbooks are also assessed according to completion of assignments.

IB Visual Arts SL 1&2 Grades 11 and 12 1 credit Standard Level Full Year Weighted Prerequisites: Previous experience in Art is recommended but not necessary IB Visual Arts Standard Level: two options Option A: Studio (Practical) Work 60% Investigation Workbook 40% Option B: Studio (Practical) Work 40% Investigation Workbook 60%

A. Studio Work is the emphasis for option A. Understanding the creative process through structured and experimental learning will be taught using a variety of mediums, techniques, and approaches. During the second semester of the first year, the students choose a theme, and continue to learn and experiment with various mediums / ways of working to visually express their own ideas. Each student will prepare a final exhibition of his/her work, and will discuss this work with an assigned IB examiner who will visit the school during the spring of the second year. The students will use the Investigation Workbooks to sketch, write, and record information. It is a personal record of the student’s research into the appreciation and history of the Visual Arts. They will be expected to connect their ideas to such investigated areas as current events / issues, novels, or other contexts to help explore their theme. This will be assessed by the teacher (final IB assessment).

B. The emphasis with option B is the Investigation Workbook, which is produced like the workbook for option A. It is a personal record of the student’s research into the appreciation and history of the Visual Arts. The students will be expected to include records of experimental studio research, which relate to the traditions, techniques, and art/design forms selected for study, as well as contextual connections. The studio work is assessed in the spring of the second year by the teacher, and the Investigation Workbooks are assessed by the IB examiner.

The content of this course is identical with that at Higher Level, but would not necessarily expect work of similar maturity or amount. Students need a high level of motivation and self discipline in order to work with their own ideas and projects (particularly in the second part of the program).

IB Visual Arts HL 1&2 Grades 11 and 12 1 credit Standard Level Full Year Weighted Prerequisites: Previous experience in Art is recommended but not necessary IB Visual Arts Higher Level Level: two options Option A: Studio (Practical) Work 60% Investigation Workbook 40% Option B: Studio (Practical) Work 40% Investigation Workbook 60%

A. Studio Work is the emphasis for option A. Understanding the creative process through structured and experimental learning will be taught using a variety of mediums, techniques, and approaches. During the second semester of the first year, the students choose a theme, and continue to learn and experiment with various mediums / ways of working to visually express their own ideas. Each student will prepare a final exhibition of his/her work, and will discuss this work with an assigned IB examiner who will visit the school during the spring of the second year. The students will use the Investigation Workbooks to sketch, write, and record information. It is a personal record of the student’s research into the appreciation and history of the Visual Arts. They will be expected to connect their ideas to such investigated areas as current events / issues, novels, or other contexts to help explore their theme. This will be assessed by the teacher (final IB assessment).

B. The emphasis with option B is the Investigation Workbook, which is produced like the workbook for option A. It is a personal record of the student’s research into the appreciation and history of the Visual Arts. The students will be expected to include records of experimental studio research, which relate to the traditions, techniques, and art/design forms selected for study, as well as contextual connections. The studio work is assessed in the spring of the second year by the teacher, and the Investigation Workbooks are assessed by the IB examiner.

Students need a high level of motivation and self discipline in order to work with their own ideas and projects (particularly in the second part of the program). They also need to devote considerable time to the study and making of art. The content of this course is identical with that at Higher Level, but would not necessarily expect work of similar maturity or amount. Students need a high level of motivation and self discipline in order to work with their own ideas and projects (particularly in the second part of the program). DRAMA

High School Dramatic Arts Grade 9-12 1 credit Full year (IGCSE optional) Recommendation: None This course will give students the opportunity to develop a wide range of skills in the dramatic arts, and to complete an IGCSE in this subject if they wish. Students will develop a range of performance skills, become acquainted with a variety of dramatic conventions, and explore various dramatic styles. Practical work will include text-based and devised pieces as well as individual and group work. Assessment: Students will be assessed on both practical and written work. However, grades for the course will also be based largely on effort. Students taking this course will have the option of pursuing an IGCSE in Drama. This endorsement requires students to submit recorded coursework and to sit a written exam.

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

PHYSICAL EDUCATION COURSES AT ISS

Aerobics/Total Body Conditioning 10-12

Physical Education 9/ Health 9

Physical Education 10-12

Physical Education 10-12

Aerobics/Total Body Conditioning 10-12

Physical Education 10-12

Aerobics/Total Body Conditioning 10-12

HEALTH/PHYSICAL EDUCATION

Health 9 Grade 9 (to be taken with Physical Education 9) 0.5 credit Full year Prerequisites: None Aims: Health Education emphasizes the establishment, development and achievement of a positive life-style, by recognizing that the physical, intellectual, emotional and social dimensions of each person are inter-related and are influenced by such things as age, environment and other people, especially family members. Text Book: Glencoe Health: A Guide to Wellness (Course 4) Topics: 1. FAMILY AND SOCIAL HEALTH

Building Healthy Relationships • Getting along with others • Communicating effectively Healthy Family Relationships • Strengthening Family Relationships • Looking at the health of the family • Support systems for families Peer Relationships • Developing responsible relationships • Peer pressure and refusal skills Resolving Conflicts and Preventing Violence • The nature of conflict • Conflict resolution skills • Strategies for avoiding violence • Preventing abuse

2. FIRST AID • Cardiopulmonary Resuscitation (CPR) • Defibrillation with an AED (Automated External Defibrillator)

3. SUBSTANCE ABUSE Tobacco • Tobacco use – a high risk behaviour • What tobacco does to the body • Choosing to be tobacco free Alcohol • Alcohol use – a high risk behaviour • What alcohol does to the body • Alcohol and society Illegal Drugs • Drug use – a high risk behaviour • Psychoactive drugs • Steroids and other dangerous drugs • Strategies for preventing drug abuse Recovering from Addiction and Codependence • Recovering from addiction • Recovering from codependency

4. MENTAL AND EMOTIONAL HEALTH Your Mental and Emotional Health • What is mental health? • Your needs, your personality • Understanding your emotions • Handling emotions in a healthful ways Managing Stress in Your Life • What is stress? • Stress in your life

• Managing stress • Coping with loss Mental and Emotional Problems • What are mental disorders? • Suicide Prevention • Getting help

Physical Education 9

Grade 9 0.5 credit Full year Prerequisites: None Aims:

� To enable students to discover and improve their own potential for physical performance by developing the attributes and abilities which underline physical skills which are fundamental to all physical activities

� To enable students to develop a greater knowledge and understanding of the activity which will allow them to use their powers of analysis and investigation in solving problems

� To enable students to develop their communication skills with peers and teachers � To develop student’s social and emotional skills within a class or group working together � To enable students to recognise other’s potential for performance � To enable students to develop an holistic awareness of health � To enable students to learn how to develop a sense of responsibility, both for themselves and others

How is this achieved? � Through participating in a wide range of activities and experiences using the physical mode as a tool � Through various methodologies such as individual, partner, group and team work

Assessment: � Based on Practical Performance in both discrete (individual) and applied (game) situations � Knowledge and Understanding of the activity � Observation and Evaluation of own and other performances

Grading: • 50% of the grade per quarter is based on participation: attitude, effort, conduct and enthusiasm, and 50% of the

grade is based on the assessment criteria above. Activities covered:

• Hockey (Field), Badminton, Fitness, Football (Soccer), Dance, Volleyball, Basketball, Softball

Physical Education 10-12

Grades 10-12 0.5 or 1 Credit Prerequisites: None Aims: Participation in a multi-activity program, which aims to provide opportunities for students to improve their level of skills, fitness knowledge and understanding, and rules and refereeing. Students will develop skills to lead an introductory activity for each unit as well as warm up and cool down sessions. How is this achieved? Students will achieve this by participating in a range of team sports and related activities which include field hockey, football codes, basketball, badminton, volleyball, handball and track. There will be the option of experiencing sessions in golf, swimming, bowling, indoor rock climbing, mountain bike riding, and tennis. The emphasis of the program is to provide an enjoyable experience, to encourage participation, leadership, cooperation and to educate students about adopting a healthy active lifestyle in the wider community. Fitness and skill related fitness will be an ongoing process throughout the course of the program. Assessment: Grading 50% participation, 50% skills related. The assessment of the course is ongoing (assessment every lesson), with a particular emphasis on participation (effort and conduct) in each unit. The skills related assessment relates to development of individual skills (practical/theory). Students are also required to lead an introductory activity (with a partner) showing initiative, planning (submitting activity plan) and organisation. This will be ongoing for each unit.

PE schedule: * Hockey 4 weeks * Football/soccer 4 weeks * Basketball 4 weeks * Badminton 4 weeks * Volleyball 4 weeks * Handball 4 weeks * Track 3 weeks * Softball 3 weeks * Optional activities 6 weeks (golf, swimming, bowling, climbing, mountain bike riding, tennis)

Aerobics and Total Body Conditioning Grades 10-12 0.5 or 1 Credit 1 Semester Prerequisites: None Aims: Through participation in enjoyable and energetic sessions, the students will develop a knowledge and understanding of the following principles of fitness:

• Cardiovascular fitness • Muscular Strength • Muscular Endurance • Flexibility and Relaxation • Warm-up/Cool down • Exercising safely • Monitoring own fitness development • Developing individual fitness programs • Nutrition and Fitness

The students will participate in Total Body Conditioning sessions which will include:

• Low-impact and high -impact aerobic training • Step Aerobics • Yoga • Pilates • Some excursions for swimming/cycling/running/weight training/ice skating • Dance - variety of dance styles and techniques • Strength and Conditioning sessions • Flexibility and Relaxation • Cool Down sessions

Assessment: The assessment of the course will be continuous and participation will amount to 80% of the grade. In addition, the students will closely monitor their own fitness improvement and development throughout the course. Finally, students will be required to lead a session of the class demonstrating a knowledge and understanding of the chosen aspect of fitness (20% of grade).

Recommended grade Grade 9 Grade 10 Grade 11 Grade 12

APPLIED TECHNOLOGY COURSES AT ISS

INFORMATION COMMUNICATION TECHNOLOGY II (IGCSE – ICT)

IGCSE EXAMINATION POSSIBILITIES

DESIGN TECHNOLOGY

DESIGN TECHNOLOGY

INFORMATION COMMUNICATION TECHNOLOGY I

INFORMATION COMMUNICATION TECHNOLOGY I

IB DESIGN TECHNOLOGY 1 HL & SL

IB DESIGN TECHNOLOGY 2 HL & SL

APPLIED TECHNOLOGY

9 Design Technology Grade 9- 1 Credit Full year Prerequisites: None Aims: This area of study is concerned with developing skills used by designers in a variety of contexts. It is intended to foster an awareness of the importance of varied communication skills (verbal, written, graphical and modeling) concerned with generating and refining ideas, as well as developing the individual’s ability to realize concepts using a variety of materials and methods. Students with an aptitude for a hands-on approach to solving design related practical problems are encouraged to take the course as well as those who have an interest in the application of computer aided design and manufacture. Assessment: Students will keep a portfolio of all work produced (including photographic evidence of finished pieces). The student will be responsible for designing and realizing several artifacts made using the methods demonstrated in class with grade weight being placed on the quality of the finished pieces produced.

10 Design Technology Grade 10 1 Credit Full year Prerequisites: None but to sit IGCSE exams students must have taken Design Technology in Grades 9 and 10. Aims: Design and Technology is about the creation of new products that are desirable for people to buy. Through studying this subject, you will gain a thorough understanding of the processes involved in turning creative and innovative ideas into attractive and functional products in a variety of practical activities. Throughout grade 9 and 10, student’s knowledge and skills will be reinforced and expanded through small design and make interactive projects. Through these projects students will have the opportunity to learn how to use all the available tools and machinery, including the manufacture of electronic circuit boards, the use of the laser cutter and 3D printer and the creation of precise engineered components. By the end of the course, students will have the opportunity to solve a design problem and using the design cycle, create their own project to solve this using the skills they have been taught.

IB  Design  Technology  1&  2  2  Year  Course  Grade  11  and  12    IB  Design  Technology  is  based  on  a  model  of  learning  that  incorporates  knowledge,  skills  and  design  principles  in  problem-­‐solving  contexts,  while  at  the  same  time  maximizing  the  use  of  local  and  readily  available  resources.    It  assumes  no  previous  experience  in  either  technology  or  design.  The  intent  is  not  solely  the  acquisition  of  knowledge  about  design  and  technology,  which  may  change  or  become  outdated,  but  it  is  about  learning  how  to  adapt  to  new  experiences  and  to  approach  problems  with  the  appropriate  skills  and  the  relevant  techniques  to  identify  the  important  elements  and,  crucially,  to  develop  the  optimum  solutions.      Design  technology  sits  comfortably  in  group  4,    experimental  sciences,  because  the  design  cycle  involves  inquiry,  and  students  need  to  study  scientific  principles  in  order  to  understand  advances  made  in  society  and  to  be  able  to  speculate  what  might  be  achieved  in  the  future.    The  range  of  syllabus  topics  has  been  chosen  to  ensure  a  balance  and  interest  for  all  students  regardless  of  their  gender  and  previous  experience.  It  includes  options  that  will  be  attractive  to  all  students,  not  only  those  whose  future  studies  will  be  in  the  field  of  science,  technology  or  engineering,  and  it  offers  opportunities  for  in-­‐depth  studies  of  relevant  technological  issues  for  those  who  will  study  such  subjects.  

 It  is  the  intention  of  the  design  technology  course  that  students  achieve  the  following  objectives:    1.  Demonstrate  an  understanding  of:  

a.  relevant  facts  and  concepts  b.  design  and  technological  methods  and  techniques  c.  technological  terminology  d.  methods  of  presenting  technological  information.    

2.  Apply  and  use:  a.  relevant  facts  and  concepts  b.  design  methods  and  technological  techniques  c.  technological  terminology  to  communicate  effectively  d.  appropriate  communication  methods  to  present  information.’    

3.  Construct,  analyse  and  evaluate:  a.  design  briefs,  problems,  specifications  and  plans  b.  methods,  techniques  and  products  c.  data,  information  and  technological  explanations.  

 4.  Demonstrate  the  personal  skills  of  cooperation,  perseverance,  integrity  and  responsibility  appropriate  for  effective  designing.    5.  Demonstrate  the  manipulative  skills,  processes  and  techniques  necessary  to  carry  out  technological  activity  with  precision  and  safety.    Grade  11  –  Standard  Level.  During  Grade  11,  students  will  study  the  following  topics:  

The  Design  process.  Product  Innovation.  Green  Design.  Materials.  Product  Development.  Product  Design.  Evaluation.  CAD  CAM.  

Students  will  complete  Independent  assessment  tasks,  covering  the  4  main  areas  of  the  design  cycle:     Planning.     Research.     Development.     Evaluation.    Grade  12  –  Standard  Level.  During  Grade  12,  student’s  previous  knowledge  from  each  topic  and  the  independent  assessments  will  be  assessed  through  a  major  design  project.      Grade  11  and  12  –  Higher  Level.  In  addition  to  standard  level,  students  will  study  the  flowing  topics:  

Energy.  Structures.  Mechanical  Design.  Advanced  manufacturing  techniques.  Sustainable  development.  Higher  Level  CAD  CAM.  

Students  major  project  during  grade  12  will  need  to  reflect  that  of  higher  level.  

ICT Level 1 Grade 9 Full Year Prerequisites: None Aims: In ICT we aim to provide the students with the practical computer skills needed in the modern world, with particular emphasis on the development of multimedia resources, making use of industry standard software such as Adobe Creative Suite and Microsoft Office and a whole host of other engaging tools. Students will develop and refine their practical skills in variety of areas in this course, in addition to understanding the theoretical aspects of ICT. Students embarking on this course will need to demonstrate basic IT literacy skills and the desire to develop skills in communication and working with others, as well as progressing their interactive multimedia skills. Students develop their multimedia skills through creation of a portfolio of practical activities in the following areas: digital audio, digital imaging, interactive multimedia, digital video and the language of moving image. The course will also look at contemporary ways in which computer systems are used to share information. Assessment: By completing the required portfolio of work students have the opportunity to achieve the Digital Creator award (worth the equivalent of either 1 or 2 GCSE level awards at grade B depending on units completed).

ICT Level 2 Grade 10 Full Year Prerequisites: None Aims: In ICT we aim to provide the students with the practical computer skills needed in the modern world, with particular emphasis on the development of multimedia resources. Students continue to develop the practical skills gained in year 1, and will also build on the theory elements of the course. During the course students will have opportunities to use Industry standard software such as Adobe Creative Suite and Microsoft Office. Students will develop their knowledge of the applications necessary for the modern office environment, focusing on: databases, spreadsheets, presentations and word processing. The applications of technology, in addition to understanding the role of hardware and software in creating ICT systems will also form part of the course. Assessment: Assessments will be a combination of both practical and theory examination, and the creation of a portfolio of work for the multimedia aspects of the course. For students wishing to take the GCSE in ICT there will be two practical examinations, and a theory paper, which will be completed in May. Students have the opportunity to achieve GCSE ICT. OTHER ELECTIVES

Model United Nations (MUN) Grades 9-12 (two pre-school meetings per week) 0.25 credit Semester (This course may be taken several times for credit) The model United Nations course is extra-curricular in its timing but students may gain credit on a pass/fail basis from their continuous involvement throughout the first semester. Model United Nations is an exercise which places students in the role of UN diplomats and their support staff preparing for a major conference on current world affairs. The procedures for lobbying, negotiation and debate are developed alongside the in-depth research of issues and national policies. Most students take part in an MUN conference during the semester, but this is not compulsory.

Guided Study

Grades 9-10 The guided study program exists to meet the needs of those students who need additional support in order to achieve optimal success in their high school courses. It is designed to teach and reinforce skills in how to learn and provides the opportunity for the students involved to have the extra time they may need in order to complete work. The content of the program is driven by the individual needs and learning styles of the students in the class, but focuses on the following areas: study and organization skills, including time management; memory, revision and test taking strategies; reading techniques; note-taking and essay writing skills; listening and reading comprehension; oral expression; and

mathematical calculations and reasoning. The sessions involve explicit teaching of the various skills and techniques, and also working with students individually to help them apply appropriate learning skills directly to their set work. Assessment: The students enrolled on the Guided Study program will receive an Individual Learning Plan, which sets individual goals for each Quarter. No grade is given for Guided Study, but a quarterly narrative report on progress is provided. Grades 11-12 There are no formal guided study classes offered for grades 11 and 12. However, students may see the guided study teacher on an individual basis if they would like support with any aspect of their learning. ADDITIONAL REQUIREMENTS Grade 9 Philosophies of Life As required by the Norwegian educational authorities, Philosophies of Life is a mandatory course for Grade 9 students. Young people globally face unprecedented challenges in an interconnected and information-heavy world, not least in how they will gain a sense of their own active place in the world and cope with changes that will impact on their life chances and life choices. In Philosophies of Life students will explore stimulating topics that have global significance. They will assess information critically and explore lines of reasoning. They will learn to collaborate with others from another culture, community or country, directing much of their own learning and developing an independence of thought. Areas for Investigation

Values, rights and responsibilities What are our core values and responsibilities? Have my own beliefs changed over time? Where do our values come from and how do they impact on our rights and responsibilities? What are the differences and similarities between moral rights and legal rights? How do we distinguish between negative and positive rights What are our basic human rights?

Ethics How do we know what is morally correct? Where does our moral code come from? What are the challenges in facing ethical dilemmas? Is knowledge of morals like or unlike other areas of knowledge?

Comparative World Belief Systems Investigation

Why do people have different belief systems? What are some of the different belief systems held in cultures? How do belief systems affect a country’s political system and culture?

ADDITIONAL IB REQUIREMENTS All IB Diploma students participate in three course requirements which make up the core of the IB Diploma hexagon: Theory of Knowledge (TOK), Creativity, Action, Service (CAS), and the Extended Essay (EE). From May 2014 diploma courses students taking individual diploma programme subject examinations will be able to opt to take either or all of the following core programme elements.

IB Theory of Knowledge (TOK) Grades 11 and 12 1 credit Full year TOK is a fundamental, compulsory, part of the IB diploma programme and the class is taken in both grades 11 and 12. The course provides students with a unified approach to learning that transcends subject-specific boundaries. It aims to foster internationalism.

Students are led to engage in reflection upon, and questioning of, the bases of knowledge and experience; to be aware of subjective and ideological biases; to develop a personal mode of thought based upon critical examination of evidence and argument; to formulate rational arguments. TOK students are encouraged to demonstrate an understanding of the strengths and limitations of the various Ways of Knowing (Sense Perception, Emotion, Reason and Language) and of the methods used in different Areas of Knowledge (Natural and Human Sciences, History, The Arts, Ethics and Mathematics).

IB Creativity, Action and Service (CAS) Grades 11 and 12 Zero credit Full year Creativity, action, service (CAS) is at the heart of the IB Diploma programme and involves students in a range of activities alongside their academic studies. CAS enables students to enhance their personal and interpersonal development through experiential learning. Students develop their own programme, with the advice and support of the CAS coordinator, their CAS advisor and the activity supervisors. A good CAS programme is challenging and enjoyable, a personal journey of self-discovery. Successful completion of CAS is a requirement for the award of the IB Diploma, and students are required to document their activities and reflect on their experiences, demonstrating evidence of fulfilling eight key learning outcomes. (Adapted from IB Creativity, Action and Service guide, 2007)

IB Extended Essay

Grades 11 and 12 All IB Diploma students undertake research on a topic of their own choice, under the guidance of a supervisor (a teacher from the school). This leads to a major piece of formally presented, structured writing (up to 4000 words) which clearly communicates the student's ideas and research findings. It is recommended that the student spends a total of about 40 hours of private study and writing time on the essay. The majority of students add depth to their programmes of study, for example by selecting a topic in one of their higher level (HL) courses. Occasionally students choose to add breadth to their academic experience by electing to write in a subject not included in their programme choices. The Extended Essay is designed to give students an opportunity to develop high-level research and writing skills, and to experience intellectual discovery and creativity. (Adapted from IB Extended Essay guide, 2007)