Stamford Secondary School Curriculum Guide 2013-2014 by Stamford American International School

Secondary School Curriculum Guide Grade 6 to Grade 12

TABLE OF CONTENTS

Table of Contents SECONDARY SCHOOL OVERVIEW

GRADE 6 TO GRADE 10

GRADE 11 TO GRADE 12

ADVISORY PROGRAM

CAMPS - OUTDOOR EDUCATION

FREQUENTLY ASKED QUESTIONS

OVERVIEW

Secondary School Overview This guide focuses on the educational elements of Stamford American International School’s learning program for Grade 6 through Grade 12. A summary of the curriculum for the 2013-2014 school year follows. Stamford’s Grade 6 through Grade 12 program has been thoughtfully designed to ease students’ transition from the Elementary School transdisciplinary model into a model where disciplinary concepts are taught. The International Baccalaureate (IB) Middle Years Program (MYP) and Diploma Program (DP) are taught in Stamford’s Secondary School as discipline based programs, with each subject group having its own American based curricular objectives. However, the holistic nature of the program is emphasized through forging interdisciplinary links. Stamford is an IB World School authorized to offer the MYP and is a candidate* school for the DP. IB World Schools share a common philosophy - a commitment to high quality, challenging, international education that Stamford believes is important for our students. Stamford’s curriculum provides students with a sound preparation for further studies and helps them to develop lifelong learning skills and attitudes. The MYP certificate represents global achievement within a program framework, and takes into account academic as well as non-academic aspects including, very importantly, the evidence of an understanding of the core dimensions of the program through the personal project and community and service activities. Stamford’s academic program has been designed to best meet the needs of our students and ensure that they are able to smoothly transition into the DP and Advanced Placement (AP) courses in Grade 11 and 12 and on to university. The DP is a comprehensive and challenging pre-university course of study that demands the best from motivated students and teachers. The DP culminates in externally assessed examinations and is widely recognized for its high academic standards. The AP is a program in the United States created by the College Board offering college-level curriculum and examinations to Secondary School students. The AP curriculum covers a variety of subjects and is created for the College Board by a panel of experts and college-level educators in each subject. American colleges often grant placement and course credit to students who obtain high scores on the AP examinations. Stamford’s curriculum is guided by and aligned with both the American Education Reaches Out (AERO) standards as well as the Common Core Standards to ensure that students receive the best of American and international education.

AERO standards are supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing American standards-based school curricula. AERO standards began as a project to adapt the U.S. national standards in Mathematics, Science, Language Arts and Social Studies to serve the needs of international student bodies and over the years, standards have also been developed in Music, Visual Arts and World Languages. The Common Core Standards provide a consistent, clear understanding of what students are expected to learn at each grade level, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The subject areas are defined by aims and objectives derived, in whole or in part, from the learner profile. To this end, the Arts Program, comprised of Visual Arts, Music and Music Technology, Drama and Dance gives our students opportunities to explore their interests. Our Humanities, English (Language A), Sciences, Mathematics and ICT courses are all delivered using the MYP framework combined with rigorous American curriculum standards. Physical Education (PE) is an essential aspect of an adolescent’s development and all MYP students receive regular PE lessons augmented by Stamford’s swimming, sports and extensive Co-Curricular Activities (CCA). All students receive daily foreign language lessons in Mandarin or Spanish as either a Language B course (language learning) or a Language A course (language and literature). Our team of experienced educators have worked together to create the best learning experience for Stamford’s students. Stamford’s teachers are constantly reflecting on the curriculum and their implementation of it to produce a coherent and logical progression between grades for our students and to ensure that they are teaching appropriately for different developmental levels. As a result of this on-going work, our course offerings are regularly refined and adapted to ensure that our curriculum continues to challenge our students and reflect Stamford’s vision and values.

* Only schools authorized by the International Baccalaureate Organization (IBO) can offer any of its three academic programs: the Primary Years Program (PYP), the Middle Years Program (MYP) or the Diploma Program (DP). Candidate status gives no guarantee that authorization will be granted.

OVERVIEW

IB Learner Profiles At the center of our school curriculum is the IB Learner Profile which details the qualities that all students are encouraged to develop and demonstrate. These profiles are also core to all three of the IB programs offered at Stamford: the Primary Years Program (PYP), the Middle Years Program (MYP) and the Diploma Program (DP).

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable

They explore concepts, ideas and American-based issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment. Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

GR 6 to GR 10

Grade 6 to Grade 10 Stamford American International School offers two rigorous programs of learning: the International Baccalaureate (IB) Program integrated with the American Education Reaches Out (AERO) standards. Stamford students get the best of international and American education to prepare them to live, learn and work in our increasingly globalized world. The curricula is concept-based, building on student’s natural curiosity through formal content mixed with a broad range of associated ‘real-world’ experiences. This creates a solid platform for information and concepts which students will continue to build on while at Stamford and for the rest of their lives.

American Education Reaches Out (AERO) Standards Stamford aligns the AERO standards with the IB programs to ensure that students receive the best of American and international education. The AERO project is supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing American standards-based school curricula. AERO provides a framework for curriculum consistency from Pre-Kindergarten to Grade 12 and for stability of curriculum in overseas schools. AERO’s curriculum and resources are in alignment with research based trends in the development of curriculum worldwide, and in particular with standards-based efforts in the U.S. The AERO Curriculum Framework connects the process strands, which highlight ways of acquiring and using content knowledge, with the content standards, which outline the big concepts, to develop a coherent understanding. The relationship between Process and Content Standards is critical as students will not develop proficient understanding if either is taught in isolation. The AERO project’s primary goal is to develop a framework of voluntary academic standards appropriate for American schools overseas. The AERO standards used the Council for Basic Education’s Standards for Excellence in Education as the base. Standards for Excellence in Education is a condensed, edited version of the U.S. national standards, so there is a strong relationship between the U.S. national standards and AERO.

IB Middle Years Program (MYP) Stamford is an IB World School authorized to offer the IB Middle Years Program (MYP). IB World Schools share a common philosophy - a commitment to high quality, challenging, international education that Stamford believes is important for our students. The MYP is a course of study designed to meet the educational needs of students in Grade 6 to Grade 10 (between the ages of 11 and 16) and is regarded as ideal preparation for the IB Diploma Program (DP). Students who take the MYP are more likely to be successful with the DP, a program designed for university and college entrance worldwide. The MYP consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Students are required to study English (Language A), a Second Language (Language B), Humanities, Sciences, Mathematics, Arts, Physical Education and Technology. In the final year of the MYP, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the program. The personal project is a significant piece of work representative of the student’s own initiative and creativity. Each project must reflect a personal understanding of the areas of interaction. Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves planning, research and a high degree of personal reflection.

GR 6 to GR 10 Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the program. Teachers set assessment tasks that are assessed internally in the school. External checks (either moderation or monitoring of assessment by IB examiners) are carried out on this internal assessment to ensure worldwide consistency of standards. The curriculum is illustrated with eight academic areas or subject groups surrounding the five areas of interaction. The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to align with and enhance the American curriculum standards. The Middle Years Program defines five areas of interaction. These areas of interaction are an explicit expression of the common realities shared by all subject areas and an expression of the varied ways we impact the world through education. They are as follows: Approaches to Learning: Represents general and subject-specific learning skills that the student will develop and apply during the program and beyond. Community and Service: Considers how a student engages with his or her immediate family, classmates and friends in the outside world as a member of these communities. Health and Social Education: Delves into the range of human issues that exist in human societies, such as social structures, relationships and health. This area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Environments: Considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments.

Human Ingenuity: Deals with the way human minds have influenced the world, for example, the way we are, think, interact with each other, create, find solutions to and cause problems, transform ideas and rationalize thought.

The MYP places the concept of areas of interaction at the center of the curriculum model as it serves to combine the learning in the various subject areas and deliver authentic relevance to the learning.

GR 6 to GR 10

Year-Long Courses

Electives Program

The subjects listed below are year-long courses and are offered at all five levels. It is important to note that Stamford offers daily foreign language lessons in Mandarin and Spanish. Stamford also offers â&#x20AC;&#x2DC;Language Aâ&#x20AC;&#x2122; Mandarin and Spanish during the foreign language block for students that are capable of studying these languages at a native level.

Elective courses are one semester long. Elective courses meet regularly for two periods per week for a total of 25 hours per semester. The elective courses give our students an opportunity to augment their rigorous academic experience with a topic or subject of their choosing. Examples of elective courses include: Music Recording, ICT, Global Issues Network, Textiles, and Community and Service. At the beginning of each semester, students will have an opportunity to choose an elective that both appeals to them and complements their learning experience.

Subject

Hours Annually

Subject

Hours Annually

English

125

Visual Arts

Mathematics

125

Music

Science

125

Drama

Humanities

125

Dance

Technology

Physical Education

100

Foreign Language

125

Electives

GR 6 to GR 10

Language A – English Language is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of their language(s). Students need to develop an appreciation of language and literature; the nature of it, the many influences on it and the power and beauty of it. They will be encouraged to recognize that proficiency in language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning that language and literature are creative processes encourages the development of imagination and creativity through self-expression. Language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. Language A is a core element of the MYP and builds on experiences in language learning that students have gained during their time in the IB Primary Years Program (PYP). Knowledge, conceptual understanding and skills will have been developed through transdisciplinary units of inquiry or independent language inquiry. Students continuing on to the Diploma Program (DP) will have a grounding in at least one Language A that will enable them to undertake all the DP course options. If students become proficient in two (or more) Language A courses in the MYP, they can achieve a bilingual diploma in the DP.

Aims The aims of any subject state what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition, the aims suggest how the student may be changed by the learning experience.

The aims of the teaching and study of MYP Language A are to encourage and enable students to: • Use language as a vehicle for thought, creativity, reflection, learning, selfexpression and social interaction • Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • Develop critical, creative and personal approaches to studying and analyzing literary and non-literary works • Engage in literature from a variety of cultures and representing different historical periods • Explore and analyze aspects of personal, host and other cultures through literary and non-literary works • Engage with information and communication technology in order to explore language • Develop a lifelong interest in reading • Apply Language A skills and knowledge in a variety of real-life contexts

Assessment All of the Language A – English aims are assessed using a variety of formative and summative assessment tasks including essays, creative writing, presentations, debates, research assignments, articles, response to literature and performances. Criterion A

Content (receptive and productive)

Maximum 10

Criterion B

Organization

Maximum 10

Criterion C

Style and language mechanics

Maximum 10

GR 6 to GR 10

Grade 6 Language A – English In keeping with the IB learner profile, the Grade 6 Literature portion will be founded on discussion and writing with an eye toward universal themes expressed by various individuals and cultures. To parallel the Humanities theme, students will study a variety of stories and legends, some focusing on Pacific Islander mythology so that they will be able to view things from an indigenous perspective, thereby evaluating evidence to develop opinions. Students will engage in Socratic dialogue relating to the many literary features presented. Students will be required to read books outside of class throughout the year including at least one Poetry book to expand their literary sphere. Students will present a book review of the selected books they have read. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone • Integration of Knowledge and Ideas: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch • Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range Writing • Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence

• Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate • Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Speaking and Listening • Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly • Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation • Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening • Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies

Grade 7 Language A – English In keeping with the IB learner profile, the Grade 7 Literature portion will be founded on discussion and writing with an eye toward universal themes expressed by various individuals and cultures. To parallel the Humanities theme, students will study a variety of stories and legends, some focusing on mythology so that they will be able to view things from a different perspective, thereby evaluating evidence to

GR 6 to GR 10 develop opinions. Students will engage in Socratic dialogue relating to the many literary features presented. Students will be required to read books outside of class throughout the year including at least one Poetry book to expand their literary sphere. Students will present a book review of the selected books they have read. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) • Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text • Integration of Knowledge and Ideas: Compare and contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) • Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range Writing • Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence • Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience • Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation • Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Speaking and Listening • Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly • Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation • Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening • Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies

Grade 8 Language A – English The focus in Grade 8 Language and Literature will be on preparing students to become college and career ready. As such the Language and Literature program focuses on four key domains: Reading, Writing, Speaking and Listening and Language Acquisition and Use (grammar). Students will grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Along with high-quality contemporary works, these texts will come from the classics of American literature and the timeless dramas of Shakespeare. Writing is a key means of asserting and defending claims, showing what students know about a subject, and conveying what they have experienced, imagined, thought and felt. To be college-ready writers, students must take task, purpose and audience into careful consideration by choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing to produce complex and nuanced writing. Students will take part in a variety of rich, structured conversations built around important content in various domains. Students will contribute to these

GR 6 to GR 10 conversations, make comparisons and contrasts and analyze and synthesize a multitude of ideas. Students must have firm control over the conventions of Standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Read and comprehend stories, dramas and poems Writing • Text types and purposes • Production and distribution of writing • Research to build and present knowledge • Extended essays and short time frame writing • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling Speaking and Listening • Comprehension and collaboration • Presentation of knowledge and ideas • Conventions of Standard English grammar when writing • Speaking knowledge of language Vocabulary Acquisition and Use • Determine or clarify the meaning of unknown and multiple-meaning words or phrases • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings • Acquire and accurately use academic and domain-specific words and phrases

Grade 9 Language A – English Grade 9 Literature is a diverse and balanced class that aims to develop students’ skills of reading, writing, speaking, and viewing. Students are encouraged to see literature as a means of understanding the growth processes all humans go through. Students are also encouraged to see literature as a means of seeing into times and places different from our own and as a global human enterprise, an enduring product of human ingenuity. In other words, their attention is directed to the ways in which authors use and build on each others’ works. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) • Integration of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus) Writing • Text Type and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence • Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

GR 6 to GR 10 • Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Speaking and Listening Standards • Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively • Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task Language Standards • Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations • Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening • Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

Grade 10 Language A – English In the final year of the Middle Years Program in Language A, students will continue to develop reading, writing, presentation and analytical skills in response to a range of text types, guiding questions and Areas of interaction. Furthermore, the program is designed to prepare the student for the IB Diploma course. Over the course of the year students will interrogate a series of texts, asking themselves two major guiding questions: ‘What is the role of the individual in society?’ ‘What does it mean to be American?’

The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme • Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise • Integration of Knowledge and Ideas: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare) • Range of Reading and Level of Text Complexity: By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 9–10 text complexity band independently and proficiently Writing • Text Type and Purposes: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization and analysis of content • Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience • Research to Build Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation • Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

GR 6 to GR 10 Speaking and Listening • Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any faulty reasoning or exaggerated or distorted evidence • Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate Language Standards • Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing - Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses - Use a colon to introduce a list or quotation - Spell correctly • Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening • Vocabulary Acquisition: Acquire and use accurately, general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

GR 6 to GR 10

Mathematics Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life. Therefore, Mathematics should be accessible to and be studied by all students. Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. Mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in Mathematics, as well as to prepare those students who will use Mathematics in their workplace and life in general. In Mathematics, four main objectives support the IB learner profile and promote the development of students who are knowledgeable, inquirers, communicators and reflective learners: • Knowledge and Understanding: Promotes learning Mathematics with understanding, allowing students to interpret results, make conjectures and use mathematical reasoning when solving problems in school and in real-world situations • Investigating Patterns: Supports inquiry-based learning; through the use of investigations, teachers challenge students to experience mathematical discovery, recognize patterns and structures, describe these as relationships or general rules, and explain their reasoning using mathematical justifications and proofs • Communication in Mathematics: Encourages students to use the language of Mathematics and its different forms of representation, to communicate their findings and reasoning effectively, both orally and in writing • Reflection in Mathematics: Provides an opportunity for students to reflect upon their processes and evaluate the significance of their findings in connection to reallife contexts; reflection allows students to become aware of their strengths and the challenges they face as learners

Overall, Stamford expects all students to appreciate the beauty and usefulness of Mathematics as a remarkable cultural and intellectual legacy of humankind, and as a valuable instrument for social and economic change in society.

Aims The aims of any subject state what the teacher may expect to teach or do, and what the student may expect to experience or learn. The aims suggest how the student may be changed by the learning experience. The aims of teaching and learning Mathematics are to encourage and enable students to: • Recognize that Mathematics permeates the world around us • Appreciate the usefulness, power and beauty of Mathematics • Enjoy Mathematics and develop patience and persistence when solving problems • Understand and be able to use the language, symbols and notation of Mathematics • Develop mathematical curiosity and use inductive and deductive reasoning when solving problems • Become confident in using Mathematics to analyze and solve problems both in school and in real-world situations • Develop the knowledge, skills and attitudes necessary to pursue further studies in Mathematics • Develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others • Develop a critical appreciation of the use of information and communication technology (ICT) in Mathematics • Appreciate the international dimension of Mathematics and its multicultural and historical perspectives

GR 6 to GR 10

Assessment All of the Mathematics aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, research assignments, projects and application of Mathematics to real-world situations. The following assessment criteria have been established by the IB for Mathematics in the MYP and are used to assess and report on the progress of all students. Criterion A

Knowledge and understanding

Maximum 8

Criterion B

Investigating patterns

Maximum 8

Criterion C

Communication in Mathematics

Maximum 6

Criterion D

Reflection in Mathematics

Maximum 6

Grade 6 Mathematics In Grade 6 Mathematics, instructional time focuses on four critical areas: connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes: • Negative numbers • Writing • Interpreting, and using expressions and equations • Developing understanding of statistical thinking The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Fractions, Ratios and Number System • Apply and extend previous understandings of multiplication and division to divide fractions by fractions • Compute fluently with multi-digit numbers and find common factors and multiples • Apply and extend previous understandings of numbers to the system of rational numbers

Ratios and Pre-algebra • Understand ratio concepts and use ratio reasoning to solve problems • Apply and extend previous understandings of arithmetic to algebraic expressions Geometry • Solve real-world mathematical problems involving area, surface area, and volume Statistics and Probability • Develop understanding of statistical variability • Summarize and describe distributions

Grade 7 Mathematics In Grade 7 Mathematics, instructional time focuses on four critical areas: • Developing understanding of and applying proportional relationships • Developing understanding of operations with rational numbers and working with expressions and linear equations • Solving problems involving scale drawings and informal geometric constructions, and working with two and three-dimensional shapes to solve problems involving area, surface area, and volume • Drawing inferences about populations based on samples The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Fractions, Ratios and Number System • Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers • Analyze proportional relationships and use them to solve real-world and mathematical problems Ratios and Algebra • Use properties of operations to generate equivalent expressions • Solve real-world mathematical problems using numerical and algebraic expressions and equations

GR 6 to GR 10 Geometry • Draw, construct, and describe geometrical figures and describe the relationships between them • Solve real-world mathematical problems involving angle measure, area, surface area and volume Statistics and Probability • Use random sampling to draw inferences about a population • Draw informal comparative inferences about two populations • Investigate chance processes and develop, use and evaluate probability models

Grade 8 Mathematics In Grade 8 Mathematics, instructional time focuses on algebra and geometry and three critical areas: • Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations • Grasping the concept of a function and using functions to describe quantitative relationships • Analyzing two and three-dimensional space and figures using distance, angle, similarity, and congruence and understanding and applying the Pythagorean Theorem The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: The Number System • Know that there are numbers that are not rational, and approximate them by rational numbers

Algebra 1 • Work with radicals and integer exponents • Understand the connections between proportional relationships, lines and linear equations • Analyze and solve linear equations and pairs of simultaneous linear equations

Functions • Define, evaluate and compare functions • Use functions to model relationships between quantities Statistics • Investigate patterns of association in bivariate data Geometry • Understand congruence and similarity using physical models, transparencies, or geometry software • Understand and apply the Pythagorean Theorem • Solve real-world mathematical problems involving volume of cylinders, cones and spheres

Grade 9 Mathematics Grade 9 Mathematics continues developing the students’ understanding and application of algebra, geometry and trigonometry, extending this knowledge to a more advanced level in preparation for pre-calculus studies in Grade 10. The course is organized to encourage students to become aware of the links between Mathematics and other subjects; to emphasize different methods of communicating solutions and to allow students to explore their own ideas mathematically. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Number • Work with number concepts; ratio, proportion and percentage; range, estimation and rounding; conversion, scaling and units; scientific notation Algebra • Work with algebraic expressions, fractions and expansions; linear equations, inequalities, formulae, graphing and problem solving; simultaneous equations; absolute value; indices/exponents; quadratic expressions, equations, factoring, graphing and problem solving, functions; radicals (surds)

GR 6 to GR 10 Geometry • Review basic geometric concepts – points, lines, angles, planes; interior and exterior angles of polygons; parallel and perpendicular lines; congruent and similar Trigonometry • Work with basic trigonometric ratios SOH, CAH and TOA; bearings and XY system trigonometry; 3-dimensional trigonometry; sine and cosine rule for non-rightangled triangles; introduction of the unit circle and concepts of trigonometry for angles greater than 90 degrees Discrete Mathematics • Study Networks and Topology (honors level class) which gives the students a first experience of the language and notation of graph theory; it focuses on analyzing networks to find the shortest path; discovering optimal solutions to real-world problems and classifying and describing topological objects

Geometry and Trigonometry • Study geometry and trigonometry which enhances spatial awareness and provides tools for analyzing, measuring and transforming geometric quantities in two and three dimensions; coordinate geometry, solving triangles, constructions and loci, vectors, and similarity and congruence theorems Statistics and Probability • Work with guiding questions for statistics including: How to collect data? How to display data? How to interpret data? How to use data to make decisions? How to manipulate univariate data? Probability topics include compound events and normal distributions Discrete Mathematics • Work with sets, Venn diagrams and logic; topology and directed networks

Grade 10 Mathematics In Grade 10 Mathematics students will gain the knowledge and understanding of prerequisite skills for IB Diploma Math. They will learn to apply these skills and to develop problem solving strategies. They will be required to communicate in the language of Mathematics. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Number • Review number concepts; exponents, including radical form (surds); be introduced to logarithms and complex numbers Algebra • Extend previous algebra skills with further exploration into functions and equations, sequences and series, inequalities and matrix algebra

GR 6 to GR 10

Science Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of Stamford’s Science Program and aims to support students’ understanding of Sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Following the MYP, Stamford’s Science Program aims to provide students with the opportunity to show their understanding of the main concepts and processes of Science, by applying these to solve problems in familiar and unfamiliar situations. Students should demonstrate critical-thinking skills to analyze and evaluate information in order to make informed judgments in a variety of contexts. Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP Science at Stamford and aims to support students’ understanding of general Science by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Learning Science relies on understanding and using the language of Science, which involves more than simply learning technical scientific terminology. Science at Stamford aims for students to become competent and confident when accessing, using and communicating scientific information. Students are expected to use scientific language correctly and select appropriate communication formats for oral and written communication.

Aims The aims of the teaching and study of Science are to encourage and enable students to: • Develop curiosity, interest and enjoyment towards Science and its methods of inquiry

• Acquire scientific knowledge and understanding • Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways • Develop experimental and investigative skills to design and carry out scientific investigations and to evaluate evidence to draw a conclusion • Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge arguments and make informed decisions in scientific and other contexts • Develop awareness of the possibilities and limitations of Science and appreciate that scientific knowledge is evolving through collaborative activity locally and internationally • Appreciate the relationship between Science and Technology and their role in society • Develop awareness of the moral, ethical, social, economic, political, cultural and environmental implications of the practice and use of Science and Technology • Observe safety rules and practices to ensure a safe working environment during scientific activities • Engender an awareness of the need for and the value of effective collaboration during scientific activities

Assessment All of the Science aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, experiments, essays, research assignments, projects and application of Science to real-world situations. The following assessment criteria have been established by the IB for Science in the MYP and are used to assess and report on the progress of all students.

GR 6 to GR 10 Criterion A

One world

Maximum 6

Criterion B

Communication in Science

Maximum 6

Criterion C

Knowledge and understanding of Science

Maximum 6

Criterion D

Scientific inquiry

Maximum 6

Criterion E

Processing data

Maximum 6

Criterion F

Attitudes in Science

Maximum 6

Grade 6 Science The vision of Grade 6 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Scientific Inquiry • Demonstrate their understanding of the importance of curiosity, honesty, openmindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur • Communicate scientific ideas and activities clearly • Become familiar with the character of scientific knowledge and inquiry and how it is achieved • Select and use tools and instruments to conduct scientific activities • Understand and demonstrate the ideas of system, model, change, and scale in exploring scientific and technological matters The Physical Setting • Become familiar with current scientific theories about the universe and how those theories evolved • Understand how key features of the Earth influence climate, weather, and the water cycle

• Understand scientific theories of how the Earth’s surface is formed and how those theories developed The Living Environment • Become aware of the diversity of living organisms and how they can be compared scientifically • Understand the structure, functions, and reproduction of living cells and organisms • Understand how and why organisms are dependent on one another and their environments

Grade 7 Science The vision of Grade 7 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Scientific Inquiry • Demonstrate their understanding of the importance of curiosity, honesty, openmindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur • Communicate scientific ideas and activities clearly • Become familiar with the character of scientific knowledge and inquiry and how it is achieved • Select and use tools and instruments to conduct scientific activities • Understand and demonstrate the ideas of system, model, change, and scale in exploring scientific and technological matters The Physical Setting • Know and understand scientific theories of the nature of matter and how those theories developed • Understand the relationship between force, mass, and the motion of objects

GR 6 to GR 10 • Recognize gravitational, electrical, and magnetic forces as major kinds of forces acting in nature The Living Environment • Understand the structure, functions, and reproduction of living cells and organisms • Understand how biological traits are passed on to successive generations Human Organisms & Society • Become familiar with important aspects of human development from fertilization to death • Understand the basic processes of the human body

Grade 8 Science The vision of Grade 8 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will: Scientific Inquiry • Demonstrate their understanding of the importance of curiosity, honesty, openmindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur • Communicate scientific ideas and activities clearly • Become familiar with the character of scientific knowledge and inquiry and how it is achieved • Select and use tools and instruments to conduct scientific activities • Understand and demonstrate the ideas of system, model, change, and scale in exploring scientific and technological matters

The Physical Setting • Become familiar with the forms and transformations of energy and the significance of energy in understanding the structure of matter and the universe • Understand how society uses and conserves various sources of energy • Become familiar with the wave nature of sound and electromagnetic radiation The Living Environment • Understand the cycling of matter and the flow and transformation of energy through systems of living things • Understand the arguments for natural selection as scientific explanation of biological evolution Human Organisms & Society • Know and understand the biological, cultural, and social explanations for why human beings have important traits in common yet differ from one another • Understand the basic processes of the human body • Understand that a variety of factors influence learning in human beings

Grade 9 Science The Experimental Sciences course in Stamford in Grade 9 consists of laboratory investigations and classroom instruction, divided equally among Chemistry and Physics. Emphasis is placed on the drawing of conclusions from observations, and the application of these conclusions, as well as related concepts and theories, to the process of solving problems. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: Chemistry • General Chemistry • Reaction energy • Kinetics

GR 6 to GR 10 • • • • • •

Chemical equilibrium Redox processes Acids and bases Environmental week Organic Chemistry Biochemistry

Physics • General Physics • Light and sight • Energy • Medical Physics • Earth and space

Grade 10 Science The Experimental Sciences course in Stamford in Grade 10 consists of laboratory investigations and classroom instruction, divided between Biology, Chemistry and Physics with the major focus on Biology. Emphasis is placed on the drawing of conclusions from observations, and the application of these conclusions, as well as of introduced concepts and theories, to the process of solving problems.

The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: Knowledge Content • General Biology • Cells • Nutrition and digestion • Skeletal and muscular system • Environmental week • Reproduction • Diseases • Animal behavior • Ecology Chemistry • General Chemistry • Reaction energy • Kinetics • Chemical equilibrium • Redox processes • Acids and bases • Environmental week • Organic Chemistry • Biochemistry

GR 6 to GR 10

Humanities Humanities encourages learners to respect and understand the world around them and equips them with a skill base appropriate for a learner in the 21st century. Humanities at Stamford involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. This encourages learners, both students and teachers, to consider varied local and global contexts. MYP Humanities defines itself as incorporating disciplines traditionally found in the Humanities, such as history and philosophy, as well as disciplines found in the social sciences, such as economics, geography, sociology and politics. The Humanities framework, knowledge and conceptual understanding, as well as thinking critically and communication, contribute to the development of the student as a whole.

Aims The aims of the teaching and learning of Humanities are to encourage and enable the student to: • Appreciate the range of human and environmental commonalities and diversities • Understand the interactions and interdependence of individuals, societies and environments in different contexts • Understand how both environmental and human systems operate and evolve over time • Identify and develop a concern for human and environmental well-being • Act upon opportunities to be a responsible global citizen • Develop effective inquiry skills to achieve conceptual understanding in Humanities.

Assessment All of the Humanities aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, essays, research assignments, projects and application of Humanities to real-world situations. The following assessment criteria have been established by the IB for Humanities in the MYP and are used to assess and report on the progress of all students. Criterion A

Knowing and understanding

Maximum 8

Criterion B

Investigating

Maximum 8

Criterion C

Thinking critically

Maximum 8

Criterion D

Communicating

Maximum 8

Grade 6 Humanities Grade 6 Humanities students begin with the opportunity to develop meaningful links and connections between their English and Humanities subjects, as many of the core English skills taught through the Humanities topics. During the year, students use these core skills to assist their further investigations into the significant concepts in Humanities. Students will focus on the themes that are listed below with an attempt to connect their learning to Singapore and the region of South East Asia. Students will study geography, history and economics as it relates to the themes and our geographic region.

GR 6 to GR 10 The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: • Connections and Conflict: Causes and effects of interaction among societies • People, Places, and Environment: The concepts of geography and demography • Production, Distribution, and Consumption: Students will understand fundamental economic principles and ways in which economies are shaped by human factors

Grade 7 Humanities The purpose of the Grade 7 Humanities course is to expand the students’ understanding of the world around them by examining the various elements that have impacted their lives. Students will begin a more global study of the Earth’s people and environment with an emphasis on building critical thinking and analytical skills. Students will focus on the themes that are listed below with an attempt to connect their learning to the wider region of Asia. Students will study geography, history and economics as it relates to the themes and Asia in general. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: • Time, Continuity and Change: Patterns of change and continuity, relationships between people and events through time • Connections and Conflict: Causes and effects of interaction among societies, including trade and systems of international exchange • People, Places and Environment: The concepts of geography and demography and how they are influenced by human history • Culture: Cultural and intellectual developments and interactions among and within societies • Science, Technology and Society: How societies have influenced and been influenced by scientific developments and technological developments

Grade 8 Humanities The aims of Grade 8 Social Studies and Humanities are to encourage and enable students to develop an inquiring mind with the skills necessary for the effective study of Humanities. Students will develop a sense of time and place and a respect and understanding of others’ perspectives, values and attitudes. Their awareness and understanding of people, cultures and events in a variety of places at different times will grow throughout the year. Students will hone their understanding of the interactions and interdependence of individuals, societies, and their environments. Another focus area is to expand their knowledge of the causes and consequences of change through physical and human actions and processes. The course will also sharpen their sense of intercultural awareness and a desire to be proactive as a responsible global citizen. The concepts under study include: time, place and space, change, systems, and global awareness. The skills that will be consolidated throughout the year are technical, analytical, decision-making and investigative in nature. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: • Time, Continuity and Change: Patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships • Connections and Conflict: Causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy • People, Places and Environment: The concepts of geography and demography and how geography and demography influence and are influenced by human history • Culture: Cultural and intellectual developments and interactions among and within societies • Society and Identity: Social systems and structures and how these influence individuals • Governance and Citizenship: Why societies create and adopt systems of governance and how these systems address human needs, rights, and citizen responsibilities

GR 6 to GR 10 • Production, Distribution and Consumption: Fundamental economic principles and ways in which economies are shaped by geographic and human factors • Science Technology and Society: How societies have influenced and been influenced by scientific developments and technological developments

Grade 9 Humanities Grade 9 Humanities is part one of a two-year course. This is a topical and thematic study of modern world history and how the USA interacts with the world. Grade 9 focuses on, but is not limited to, the 19th Century. The course is designed to prepare students for a successful transition to the Diploma Program and is structured into the following units: Geography Examine the fundamentals of Geography as well as learn and acquire geographical skills. The history of Geography will be discussed as well as clearly distinguishing between different types of Geography. There are two central questions: ‘What is Geography and what do geographers do?’ ‘What are the different aspects of Geography?’ Students will be introduced to geographical skills based on maps at a local, national and international scale. The content is as follows: • History of maps – why do they look different? • Symbols • Grid references • Scale • Direction • Relief History Introduction to History using documents and evidence: Students will be introduced to skills based historical analysis by looking at the differences between primary, secondary and biased source material. Central to this is the overarching question:

‘How do we find out about things that happened long ago and far away?’ Significant Questions • What is History? What do historians do? • How do we interpret the past in the modern world? • Been there, done that…what use is History in the 21st Century? • What defines pre-history? Is this fair and valid? • When, why and how did civilization begin?

Grade 10 Humanities Grade 10 Humanities is part two of a two-year course. This is a topical and thematic study of modern world History and how the USA interacts with the world. Grade 10 focuses on, but is not limited to the 20th Century. Students will examine and evaluate primary and secondary sources relevant to the topics and participate in discussion, debate, Socratic seminars during the year. Essay writing skills are emphasized and all students are required to write an historical investigation on a twentieth century topic. The course is designed to prepare students for a successful transition to the Diploma Program and is structured into the following units: The Age of Enlightenment and Revolution Students study the effects of the Enlightenment, and analyze the factors that shape revolutionary change in governments, ideology and technology. Students also discuss the roles of morals, values and interests in society. Key questions include: What is Revolution? • What should government do? • Why do people revolt? • What does revolution mean? • Who controls a revolution? • How long do revolutions last?

GR 6 to GR 10 Industrial Revolution • Is the Industrial Revolution over? • Was the Industrial Revolution successful? • How has the Industrial Revolution affected our lives? • To what extent are we a capitalist/socialist society?

• • • • •

Consolidation of Large Nation-States 1859-1871 • Does nationalism unite people or tear them apart?

Postwar and a New Century Key questions include:

Nationalism and Imperialism This unit focuses on late 19th-20th century Europe, and the impact of economic competition and political domination of Africa and Asia. Students are also introduced to US economic imperialism.

• • • • • • • • • • • • • • •

• • • • • • •

What is imperialism? Is colonialism a derivative of trade? How are nationalism and imperialism related? Social Darwinism – What does race have to do with it? How are industrialization and imperialism related? At what point do the economic ends justify the means? What is the legacy of European Imperialism?

Conflict and Resolution • World War I / Treaty of Versailles (Homo Faber) • Why do nations go to war? • How does the whole world get into a war? • Were the Post-WWI treaties justified? • What is just peace? • How did the post-WWI peace treaties contribute to the outbreak of WWII?

World War II What caused the outbreak of WWII? How can one justify war? Were WWI and WWII just one long war? Post-WWII treaties – was the WWI lesson learned?

How is 20th Century imperialism related to 19th Century imperialism? What is the legacy of 20th Century imperialism? How did Africa break free from European control? How did India break free from British control? Are the numbers of countries in the world increasing or decreasing? When are we done “Self-Determining” ourselves? How successful are measures to avoid war? How can one justify war? How can wars be prevented? How is contemporary (postwar) Europe different from prewar Europe? Who are the “haves” and “have-nots”? When is war “just”? How can wars be prevented? How are we affected by globalization? How are we affected by terrorism? What can be done?

GR 6 to GR 10

Language B – Mandarin and Spanish The principal rationale for learning additional languages is to further intercultural awareness and international-mindedness, through: • The acquisition of the language of a culture • The possibilities to reflect upon and explore cultural perspectives The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding. The role of language is valued as central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness and global citizenship. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. The study of an additional language provides students with the opportunity to: • Develop insights into the features, processes and craft of language and the concept of culture • Realize that there are diverse ways of living, behaving and viewing the world.

Aims The MYP Language B course will encourage students to: • Gain competence in a language other than their mother tongue • Develop a respect for, and understanding of, diverse linguistic and cultural heritages • Become equipped with a skills base to facilitate further language learning Language B Phases Language B is organized into six phases. The phases represent a developmental continuum of additional language learning. Depending on their prior additional language learning experiences, students start and end their Language B course in any phase on the continuum.

The pathways to further study are multiple. Phases 4, 5 and 6 allow for a smooth transition from MYP Language B to Diploma Program Language Learning (Group

2) courses—and, for a number of students, to Language and Literature (Group 1) courses. The MYP framework for Language B reflects the concepts and skills of the presumed knowledge for these DP courses. Students continuing on to the DP will have developed not only an inquiring and reflective approach to language learning but also critical-thinking and literacy skills that they will be able to apply and extend in Language and Literature and Language Learning courses.

Assessment In order to measure a student’s progress and achievement in each phase of the course, four criteria have been established. These criteria correspond directly to the four objectives: • Oral Communication: To measure the student’s development as a speaker of the language • Visual Interpretation: To measure the student’s ability to interpret visual text presented with spoken and written text • Reading Comprehension: To measure the student’s ability to comprehend written text • Writing: To measure the student’s development as a writer of the target language Criterion A

Oral communication

Maximum 8

Criterion B

Visual interpretation

Maximum 8

Criterion C

Reading comprehension

Maximum 8

Criterion D

Writing

Maximum 8

Teaching and learning in Language B is organized into six phases. The phases represent a developmental continuum of additional language learning. Students may commence their Language B course in any phase on the continuum and may exit from any phase on the continuum. However, please take note of the following stipulations. • Students with no prior knowledge of the Language B who wish to study in the MYP should start in phase 1

GR 6 to GR 10 Note: The phases are not organized into age groups or MYP year.

â&#x20AC;˘ It is assumed that students exiting from phase 4 have had the equivalent of at least four years of Language B (foreign language) learning â&#x20AC;˘ Phase 6 can be considered the step-over phase to MYP Language A (reading and literature) and will not be the exit level for most Language B students

Phase 1

Phase 2

Phase 3

Emergent communicators in phase 1 understand and respond to simple phrases, statements and questions. They identify basic messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They convey basic information in a limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They begin to be aware that language use is connected to a purpose and an audience.

Emergent communicators in phase 2 understand and respond to simple spoken and written texts. They identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies according to purpose and audience.

Capable communicators in phase 3 understand and respond to a limited variety of spoken and written texts. They understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for different purposes and audiences.

Phase 4

Phase 5

Phase 6

Capable communicators in phase 4 understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organize ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justify opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

Proficient communicators in phase 5 analyze specific information, ideas, opinions and attitudes presented in oral, visual and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of format and style, and are able to adapt register and style of language to suit the context.

Proficient communicators in phase 6 evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They analyze the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. They organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences, and for a variety of social and academic purposes.

GR 6 to GR 10

Technology Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems. Stamford’s holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students’ development of thinking skills and strategies that will equip them to face the rapidly changing demands of the 21st century. Technology provides the means and the context to help students become skilful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real‑life challenges. Technology at Stamford will: • Challenge all students to apply practical and creative‑thinking skills to solve problems in technology • Encourage students to explore the role of technology in both historical and contemporary contexts • Raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues

Technology branches Technology and technology developments are based upon the foundation of the use of information, materials and systems. Information Technology enables students to identify, access, evaluate and acknowledge a wide range of information sources. Information‑based products and solutions use and/or communicate information to perform a task, achieve a purpose, meet a need or solve a problem.

Materials In many cases creating a product/solution involves using materials. These may be natural or synthetic, and will differ according to geographical location, culture and

available resources. Students should be able to identify, combine, experiment with, shape and handle different types of materials, and safely dispose of, or recycle waste products. Students must select processing techniques that are appropriate to both the chosen material(s) and the product/solution to be created. Note that in Computer Technology, due to the nature of the subject, the range of materials available for use may be less extensive than in Design Technology. Systems Students need to recognize the parts of a system (input, processing and control, and output) as well as the crucial role each component plays as part of the whole. Students should create systems‑based products/solutions involving a group of interdependent items that interact to perform a task or achieve a purpose. These items may be materials, components or information that have been incorporated into a system in order to provide a solution to a problem.

Aims The aims of the teaching and study of Technology are to encourage and enable students to: • Develop an appreciation of the significance of Technology for life, society and the environment • Use knowledge, skills and techniques to create products/solutions of appropriate quality • Develop problem‑solving, critical- and creative‑thinking skills through the application of the design cycle • Develop respect for others’ viewpoints and appreciate alternative solutions to problems • Use and apply Information and Communication Technology (ICT) effectively as a means to access, process and communicate information, and to solve problems

GR 6 to GR 10

Assessment All of the Technology aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, essays, research assignments, projects and application of technology to real-world situations.

The Information and Computer Technology program focuses on the use of the Technology design cycle to solve real-world problems. A variety of applications will be used linking most areas of the design cycle including investigation, design and evaluation criteria areas. Students will be required to bring together evidence within a portfolio to show they are reaching required levels under the MYP Technology criteria in each project undertaken.

The following assessment criteria have been established by the IB for Technology in the MYP and are used to assess and report on the progress of all students. Criterion A

Investigate

Maximum 6

Criterion B

Design

Maximum 6

Criterion C

Plan

Maximum 6

Criterion D

Create

Maximum 6

Criterion E

Evaluate

Maximum 6

Criterion F

Attitudes in Technology

Maximum 6

Grades 6 â&#x20AC;&#x201C; 10 Technology The Design Technology program is aimed at teaching the design and development of materials and system based technologies as ways to solve real-world problems and issues. As with Information Technology, Secondary School is the first time the students will have to bring together a project/portfolio to show evidence throughout all areas of the Design Technology criteria. The course requires students to work through the five elements of the design cycle: investigation, design, plan, creation of a product and evaluation. The emphasis is placed on students working through this process and then completing thorough evaluations (self-assessment and assessment of both product and process) with insight and depth of thought.

GR 6 to GR 10

Physical Education Physical Education at Stamford is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of “intelligent performers” and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years of the MYP, students develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and selfmotivational skills. This in turn encourages choices that will contribute to long-term healthy living. Physical education will bring the unique perspective of learning through the physical, which can greatly contribute to students’ approaches to learning (ATL) skills, and is transferable across other subject groups.

Aims The aims of the teaching and study of Physical Education are to encourage and enable students to develop: • An appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle • An interest in the promotion of health and wellness • The motivation to participate fully in all aspects of physical education • Their optimal level of physical fitness • The skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practising, refining, adapting, thinking, interacting • The ability to reflect critically on all aspects of physical education, including being a critical performer • An understanding of international perspectives on physical activity, sport and health education • A lifelong interest in and enjoyment of physical activities as a participant

Assessment All of the Physical Education aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, research assignments and projects, demonstrations and application of Physical Education skills to realworld situations. The following assessment criteria have been established by the IB for PE in the MYP and are used to assess and report on the progress of all students. Criterion A

Use of knowledge

Maximum 8

Criterion B

Movement composition

Maximum 6

Criterion C

Performance

Maximum 10

Criterion D

Social skills and personal engagement

Maximum 8

Grade 6 – 10 Physical Education Students in Physical Education combine fundamental skills into more complex movement forms in modified game, dance, and recreational activities. Cooperative and competitive small-group games are appropriate at this level, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their healthrelated fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, impacting individual performance. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.

GR 6 to GR 10

Arts The Arts are a universal form of human expression that engage us in affective, imaginative and productive activity. Learning through the Arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self‑confidence, resilience and adaptability. In the MYP, the Arts should challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the Arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas. On-going reflection, along with self‑evaluation and peer evaluation, allows students to identify their progress and organize their learning for themselves. MYP Arts value the process of creating artwork as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey. In this way, the educational value of any artwork is seen by placing it within the context of its creation. Involvement with the Arts can contribute to an inquiring and empathetic world view, stimulate imaginations, challenge perceptions, develop thinking and analytical skills, enrich emotional, cultural and spiritual lives, uplift and entertain: this is the goal of MYP Arts.

Aims The aims of the teaching and study of the Arts are for students to: • Understand how the Arts play a role in developing and expressing personal and cultural identities • Appreciate how the Arts innovate and communicate across time and culture • Become informed and reflective practitioners of the Arts

• • • • •

Experience the process of making art in a variety of situations Explore, express and communicate ideas Become more effective learners, inquirers and thinkers Develop self‑confidence and self‑awareness through art experiences Appreciate lifelong learning in and enjoyment of the Arts

Assessment All of the Arts’ aims are assessed using a variety of formative and summative assessment tasks. Depending on which of the Arts is under study, assessment tasks may include quizzes, tests, exams, research assignments and projects, demonstrations, performances, exhibitions and application of Arts skills to real-world situations. The following assessment criteria have been established by the IB for Arts in the MYP and are used to assess and report on the progress of all students. Criterion A

Knowledge and understanding

Maximum 8

Criterion B

Application

Maximum 10

Criterion C

Reflection and evaluation

Maximum 8

Criterion D

Personal engagement

Maximum 8

Grades 6 – 10 Visual Arts Visual Art helps us to ask deep questions about humanity. It fills a need in us that transcends age, ethnicity and geography. Knowledge of the Arts liberates and shapes our capacity for expression; it enriches our lives and creates cultural bonds. Art teaches us how to handle ambiguity and lends an understanding that in life there is not always one answer.

GR 6 to GR 10 Students will study the following four significant concepts: • Humans are capable of having different views of the world • Colors compromise a system we use for identifying our world • Artworks are reflections of where we live and why • Cultural objects define our place in the world Students will research and be inspired by artists, art movements, world cultures and designers. They will experiment with new art techniques and materials, and also communicate in self, peer, group and artist evaluations using appropriate vocabulary.

Grades 6 – 10 Drama The focus of the Drama program is to teach students to communicate through the language of space, movement, voice and gesture and to invite students to discover and explore their dramatic potential through dramatic play and reflections, selfanalysis and discussion. At every level of the Drama program, students take part in the creation of a performance. Participation in the Drama program develops skills, techniques and conventions necessary for dramatic presentation and empowers students to gain practical experience in effective use of the technical elements of a stage production. In addition, students gain an understanding of social, cultural and ethical value systems of our world through the study of Drama. Participation in drama activities also assists students with overcoming shyness and increasing self-awareness.

Grades 6 – 10 Music The Music program combines a study of music theory and music history with composition and instrumental performance. Students are introduced to the basics of music harmony and chord structure and are taught varied composition techniques. They study varied music styles and genres. Students compose with the help of computer software and learn to play various instruments.

Music students will focus on the following skills: • Attaining and maintaining proper posture while holding an instrument in the correct manner • Tone production • Reading basic musical notation • Playing and singing simple melodies • Playing as an ensemble • Development and appreciation of a practice routine • History of instruments, composers and musical styles • Composition • Performance

Grades 6 – 10 Dance Stamford’s Dance program is a supportive and instructive course that inspires the development of well-rounded, diverse performance artists. The program allows a deeper understanding of movement as a whole by improving strength, flexibility and coordination of body and mind. Our Dance program will motivate students to create choreography, expand movement vocabulary, increase improvisational skills and enhance their performance artistry. The Dance program at Stamford embodies a strong sense of community and performance as students work collaboratively to support each other’s work.

GR 11 to GR 12

Grade 11 to Grade 12 Stamford American International School offers two rigorous programs of learning: the International Baccalaureate (IB) Program integrated with the American Education Reaches Out (AERO) standards. Stamford students get the best of international and American education to prepare them to live, learn and work in our increasingly globalized world. The curricula is concept-based, building on student’s natural curiosity through formal content mixed with a broad range of associated ‘real-world’ experiences. This creates a solid platform for information and concepts which students will continue to build on while at Stamford and for the rest of their lives.

Education is a condensed, edited version of the U.S. national standards, so there is a strong relationship between the U.S. national standards and AERO.

IB Diploma Program (DP) Stamford is an IB World School and a candidate* school for the IB Diploma Program (DP). IB World Schools share a common philosophy - a commitment to high quality, challenging international education that Stamford believes is important for our students. The DP is a well-established two-year program of study completed in Grade 11 and 12. The DP is currently offered by 2,188 member schools and since 1968, more than half-a-million students in 138 countries have participated in the program. The DP was originally developed to accommodate the growing number of mobile international students who belonged more to the world than to any single country. It sought to provide students with a truly international education - an education that encouraged an understanding and appreciation of other cultures, languages and points of view. The DP is a comprehensive and challenging pre-university course of study that demands the best from motivated students and teachers. The program culminates in externally assessed examinations and is widely recognized for its high academic standards.

GR 11 to GR 12 The two-year curriculum is rigorous and intellectually coherent, encouraging critical thinking through the study of a wide range of subjects in the traditional academic disciplines while encouraging an international perspective. Beyond completing college-level courses and examinations, DP students are also required to engage in community service, individual research, and an inquiry into the nature of knowledge. The two-year course of study leads to final examinations in six subject areas and a qualification widely recognized by the worldâ&#x20AC;&#x2122;s leading colleges and universities. The DP curriculum contains six subject groups together with a core made up of three separate parts: extended essay, theory of knowledge and creativity, action, service.

rather than depth, in all subjects, except Group 2 (second language); the depth of the course material is the same at HL and SL. In HL, there is more breadth i.e. more topics studied. In Group 2, the different courses are hierarchical. All three parts of the core (extended essay, theory of knowledge and creativity, action, service) are compulsory and are central to the philosophy of the Diploma Program. Students must study one subject from each of Groups 1-5 (Group 1 is Language A and Group 2 is Language B). The sixth subject may be selected from Group 6 or may be a second subject from Groups 2-5. Subjects listed below are a sample of what will be offered at Stamford. Groups 1 & 2

Group 3

Group 4

Group 5

Group 6

English

History

Biology

Mathematics SL/HL

Visual Arts

Mandarin

Economics

Chemistry

Mathematical Studies SL

Theater Arts

Spanish

Business & Physics Management

Music

Student work is assessed both internally and externally. Internal assessments form about 20% of the final mark. In each IB examination, the student is graded on a scale of 1 (minimum) to 7 (maximum). The award of the diploma requires students to meet defined standards and conditions. These include a minimum total of 24 points and the satisfactory completion of three compulsory core components: 1) Theory of Knowledge (TOK); 2) Extended Essay; and 3) Creativity, Action, Service (CAS). Thus the program has the strengths of a traditional and broad curriculum, augmented by the three requirements shown at the center of the program model above.

Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). The difference between HL and SL courses is normally one of breadth

Worldwide, approximately 80% of students are awarded the diploma. A student who does not satisfy the requirements of the full Diploma Program, or who has elected to take fewer than six subjects, is awarded a certificate for the examinations completed. Detailed information about all aspects of the IB Diploma Program is available on the website of the International Baccalaureate Organization (www.ibo.org/diploma/).

GR 11 to GR 12

Course Descriptions Students must take six subjects, one from each of the subject Groups below over the course of Grade 11 and Grade 12, three at the Higher Level (HL) and three at the Standard Level (SL). In addition, all students will take a Theory of Knowledge course, complete the Creativity, Action and Service (CAS) requirement and submit an Extended Essay. Courses may be offered at both Higher and Standard Level according to class size and student preference.

Theory of Knowledge (TOK) TOK requirement is central to the educational philosophy of the Diploma Program. It offers students and their teachers the opportunity to: • Reflect critically on diverse ways of knowing and on areas of knowledge • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world In addition, it prompts students to: • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge • Recognize the need to act responsibly in an increasingly interconnected but uncertain world As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is “How do we know?” It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected. TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.

Creativity, Action, Service (CAS) CAS is a fundamental part of the IB Diploma curriculum. The CAS requirement takes seriously the importance of life outside the world of scholarship, providing a counterbalance to the academic program. Participation in theatre productions, sports and community service activities encourages young people to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. Stamford provides many opportunities for students to get involved in a variety of Creativity, Action and Service activities. Students are also encouraged to follow their own interests and get involved in other activities not sponsored by the school. Students should thoughtfully align their activities with the 8 learning objectives. Reflection on student participation is another important component of the CAS program.

Creativity Creative activities engage the artistic and aesthetic development of the student. Creative activities must be actively participated in by the student, and not merely involve the student as a spectator. Creative hours may be satisfied (for example) by active involvement in dance, theatre, music and art activities outside the normal curriculum. This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and other activities beyond the normal curriculum which include creative thinking in the design and carrying out of service projects. This could involve doing dance, theatre, music and art, for example. Students should be engaged in group activities, and especially in new roles, wherever possible. Nevertheless, individual commitment to learning an art form is allowed, where it respects the requirements for all CAS activities: that goals are set and the student reflects on progress.

GR 11 to GR 12 Action Action-based activities take place after school hours and are not included in the curriculum. Action hours may include physical activities such as playing on sports teams, participating in after school clubs, participating in civic organizations, etc. This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects. Action may involve participation in sports or other activities requiring physical exertion—such as expeditions and camping trips, or digging trenches to lay water pipes to bring fresh water to a village. Students should be encouraged toward group and team activities, and undertaking new roles, but an individual commitment is acceptable where the general requirements of CAS are met: goals are set and the student reflects on progress. Both creativity and action can be enhanced by incorporating the service element. Students involved in the arts and in physical activities might consider coaching or teaching young children, seniors in residential homes, street children and so on.

Service Service encourages students to experience the rewards of helping others in their community and world. Service hours encompass meaningful interactions between students and those that they help, including such activities as volunteering for peer-tutoring, visiting residents of a retirement home, working at community food or furniture banks, fundraising for emergency disaster relief, etc. Service activities should lead students to “show respect for the dignity and self-respect of others.” Service projects and activities are often the most transforming element for the individual student; they have the potential to nurture and mold the global citizen.

Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels (such as undertaking projects of assistance in a developing country). Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others.

Extended Essay IB students are required to write an extended essay of 4,000 words. They will engage in independent research through an in-depth study of a question related to one of the Diploma subjects they are studying. This academic endeavor offers students the opportunity to learn the research, organization, and academic writing skills expected at university.

GR 11 to GR 12

Group 1 – Language A – Literature The Language A – Literature course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. Through the study of a wide range of literature, the Language A – Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A – Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Group 1 Aims The aims of Group 1 Languages taught at Standard Level (SL) and at Higher Level (HL) are to: • Introduce students to a range of texts from different periods, styles and genres • Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections • Develop the students’ powers of expression, both in oral and written communication • Encourage students to recognize the importance of the contexts in which texts are written and received • Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning • Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts • Promote in students an enjoyment of, and lifelong interest in, language and literature In addition, the aims of the Language A – Literature course taught at SL and at HL are to: • Develop in students an understanding of the techniques involved in literary criticism • Develop the students’ ability to form independent literary judgments and to support those ideas

Language A - Literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus.

Language A – Literature Assessment Component (HL and SL)

Weighting

External Assessment – Assessed by the IB.

70%

• • • •

Part 1: Works in Translation Part 2: Detailed Study Part 3: Literary Genres Part 4: Options (in which works are freely chosen)

Paper 1: Guided Literary Analysis

20%

Paper 2: Essay

25%

Written Assignment

25%

Internal Assessment - Assessed by the teacher and externally moderated by the IB.

30%

Individual Oral Commentary and Discussion

15%

Individual Oral Presentation

15%

GR 11 to GR 12

Group 2 – Language B (Language Learning) and Language ab initio Group 2 consists of two modern language courses—Language ab initio and Language B (Language Learning)—that are offered in primarily Mandarin and Spanish. Language ab initio and Language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The Group 2 courses use a balance between approaches to learning that are teachercentered (teacher-led activities and assessment in the classroom) and those that are learner-centered (activities designed to allow the students to take the initiative, which can also involve student participation in the evaluation of their learning). The teacher is best placed to evaluate the needs of the students and is expected to encourage both independent and collaborative learning. The two modern language courses—Language ab initio and Language B—develop students’ linguistic abilities through the development of receptive, productive and interactive skills. The classical languages course focuses on the study of the language, literature and culture of the classical world.

Language ab initio The Language ab initio course is organized into three themes: • Individual and Society • Leisure and Work • Urban and Rural Environment

Each theme has a list of topics that provide the students with opportunities to practice and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each Language ab initio course has a language-specific syllabus. Language ab initio is available at SL only.

Language B (Language Learning) Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills.

Group 2 Aims Group 2 consists of three language courses accommodating the different levels of linguistic proficiency that students have when they begin. There is a single set of Group 2 aims, which are common to all the courses, but the assessment objectives are differentiated according to what the students are expected to be able to demonstrate at the end of each course. The aims of Group 2 are to: • Develop students’ intercultural understanding • Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes • Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures

GR 11 to GR 12 • Develop students’ awareness of the role of language in relation to other areas of knowledge • Develop students’ awareness of the relationship between the languages and cultures with which they are familiar • Provide students with a basis for further study, work and leisure through the use of an additional language • Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language

Language B and Language ab initio Assessment Component (HL or SL) External Assessment – Assessed by the IB.

Weighting 70%

Paper 1: Receptive Skills

25%

Paper 2: Written Productive Skills

25%

Written Assignment: Receptive and Written Productive Skills

20%

Internal Assessment - Assessed by the teacher and externally moderated by the IB.

30%

Individual Oral Presentation and Discussion

20%

Interactive Oral Activity

10%

GR 11 to GR 12

Group 3 - Individuals and Societies Group 3 Aims

History Assessment

The aims of all subjects in Group 3, individuals and societies are to: • Encourage the systematic and critical study of: human experience and behavior; physical, economic and social environments; and the history and development of social and cultural institutions • Develop in the student the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • Enable the student to collect, describe and analyze data used in studies of society, to test hypotheses, and to interpret complex data and source material • Promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and to the culture of other societies • Develop awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity • Enable the student to recognize that the content and methodologies of the subjects in Group 3 are contestable and that their study requires the tolerance of uncertainty

Assessment Objective 1: Knowledge and Understanding • Recall and select relevant historical knowledge • Demonstrate an understanding of historical context • Demonstrate an understanding of historical processes: cause and effect; continuity and change • Understand historical sources • Deploy detailed, in-depth knowledge • Demonstrate knowledge and understanding of a specific historical topic

History The aims of the History course at SL and HL are to: • Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations • Encourage an understanding of the present through critical reflection upon the past • Encourage an understanding of the impact of historical developments at national, regional and international levels • Develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures

Assessment Objective 2: Application and Interpretation • Apply historical knowledge as evidence • Show awareness of different approaches to, and interpretations of, historical issues and events • Compare and contrast historical sources as evidence • Present a summary of evidence Assessment Objective 3: Synthesis and Evaluation • Evaluate different approaches to, and interpretations of, historical issues and events • Evaluate historical sources as evidence • Evaluate and synthesize evidence from both historical sources and background knowledge • Develop critical commentary using the evidence base • Synthesize by integrating evidence and critical commentary • Present an analysis of a summary of evidence Assessment Objective 4: Use of Historical Skills • Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments • Demonstrate evidence of research skills, organization and referencing

GR 11 to GR 12 History Assessment Component External Assessment

SL Weighting 75%

HL Weighting 80%

Paper 1

30%

20%

Paper 2

45%

25%

Paper 3 Internal Assessment

35% 25%

20%

• Demonstrate the extent to which economic information is used effectively in particular contexts • At HL only: Demonstrate application and analysis of the extension topics

Demonstrate synthesis and evaluation • Examine economic concepts and theories • Use economic concepts and examples to construct and present an argument • Discuss and evaluate economic information and theories • At HL only: Demonstrate economic synthesis and evaluation of the extension topics

Economics Economics enables students to develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application. Students: • Develop an appreciation of the impact on individuals and societies of economic interactions between nations • Develop an awareness of development issues facing nations as they undergo the process of change

Economics Assessment There are four assessment objectives for the SL and HL Economics course. Having followed the Economics course at SL or HL, students will be expected to do the following: Demonstrate knowledge and understanding of specified content • Demonstrate knowledge and understanding of the common SL/HL syllabus • Demonstrate knowledge and understanding of current economic issues and data • At HL only: Demonstrate knowledge and understanding of the higher level extension topics Demonstrate application and analysis of knowledge and understanding • Apply economic concepts and theories to real-world situations • Identify and interpret economic data

Select, use and apply a variety of appropriate skills and techniques • Produce well-structured written material, using appropriate economic terminology, within specified time limits • Use correctly labeled diagrams to help explain economic concepts and theories • Select, interpret and analyze appropriate extracts from the news media • Interpret appropriate data sets • At HL only: Use quantitative techniques to identify, explain and analyze economic relationships

SL Weighting

HL Weighting

Knowledge and Understanding

30%

Application and Analysis

30%

Synthesis and Evaluation

25%

20%

Selection, Use and Application of a Variety of Appropriate Skills and Techniques

15%

20%

Economics Assessment Component

Business and Management Business and Management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact and are affected by internal and external environments.

GR 11 to GR 12 It is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources. It is, therefore, perfectly placed within the Group 3 subject area. The Diploma Program Business and Management course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the dayto-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity. The Business and Management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy. The ideals of international cooperation and responsible citizenship are at the heart of Diploma Program Business and Management. The course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The Business and Management course will contribute to students’: • Development as critical and effective participants in local and world affairs

The aims of the Business and Management course taught at HL and SL are to: • Promote the importance of exploring business issues from different cultural perspectives • Encourage a holistic view of the world of business • Enable the student to develop the capacity to think critically about individual and organizational behavior • Enhance the student’s ability to make informed business decisions • Enable the student to appreciate the nature and significance of change in a local, regional and global context • Promote awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations • Appreciate the social and ethical responsibilities associated with businesses operating in international markets SL Weighting

HL Weighting

Paper 1: Answer Structured Questions Using Evaluative Skills

35%

40%

Paper 2: Answer Structured Questions With a Quantitative Element

40%

35%

Research Project

25%

Business and Management Assessment Component

GR 11 to GR 12

Group 4 – Sciences Through studying any of the Group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the Group 4 subjects from other disciplines and characterizes each of the subjects within Group 4.

Assessment Objectives

Group 4 Aims

It is the intention of all the Diploma Program experimental science courses that students achieve the following objectives:

It is in this context that all the Diploma Program experimental science courses should aim to: • Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students • Provide a body of knowledge, methods and techniques that characterize science and technology • Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology • Develop an ability to analyze, evaluate and synthesize scientific information • Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities • Develop experimental and investigative scientific skills • Develop and apply the students’ information and communication technology skills in the study of science • Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology • Develop an appreciation of the possibilities and limitations associated with science and scientists • Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method

The objectives for all Group 4 subjects reflect those parts of the aims that will be assessed. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science.

Demonstrate an understanding of: • Scientific facts and concepts • Scientific methods and techniques • Scientific terminology • Methods of presenting scientific information Apply and use: • Scientific facts and concepts • Scientific methods and techniques • Scientific terminology to communicate effectively • Appropriate methods to present scientific information Construct, analyze and evaluate: • Hypotheses, research questions and predictions • Scientific methods and techniques • Scientific explanations Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety

GR 11 to GR 12

Biology Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Program Biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject. Although the Diploma Program Biology course taught at SL and HL has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout:

Assessment Component (HL and SL)

Weighting

Structure and Function This relationship is probably one of the most important in a study of Biology and operates at all levels of complexity. Students should appreciate that structures permit some functions while, at the same time, limiting others.

Paper 1: Multiple-Choice Questions

20%

Paper 2: Data-Based Questions and Extended Response Questions

36%

Paper 3: Short-Answer Questions

20%

Practical Work

24%

Universality Versus Diversity At the factual level, it soon becomes obvious to students that some molecules (for example, enzymes, amino acids, nucleic acids and ATP) are ubiquitous, and so are processes and structures. However, these universal features exist in a biological world of enormous diversity. Species exist in a range of habitats and show adaptations that relate structure to function. At another level, students can grasp the idea of a living world in which universality means that a diverse range of organisms (including ourselves) are connected and interdependent. Equilibrium within Systems Checks and balances exist both within living organisms and within ecosystems. The state of dynamic equilibrium is essential for the continuity of life.

Evolution The concept of evolution draws together the other themes. It can be regarded as change leading to diversity within constraints, and this leads to adaptations of structure and function. These four concepts serve as themes that unify the various topics that make up the three sections of the course: the core, the additional higher level (AHL) material and the options. The order in which the syllabus is arranged is not the order in which it should be taught, and it is up to individual teachers to decide on an arrangement that suits their circumstances. Option material may be taught within the core or the AHL material, if desired.

Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Program Chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both

GR 11 to GR 12 standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

SL Weighting

HL Weighting

Paper 1: Multiple-Choice Questions

20%

Paper 2: Data-Based Questions and Extended Response Questions

32%

36%

Physics Assessment Component

Chemistry Assessment Component

SL Weighting

HL Weighting

Paper 1: Multiple-Choice Questions

20%

Paper 3: Short-Answer Questions

24%

20%

Paper 2: Data-Based Questions and Extended Response Questions

32%

36%

Practical Work

24%

Paper 3: Short-Answer Questions

24%

20%

Practical Work

24%

Physics Physics is a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of Physics in a context of dynamic change, in contrast to the static context in which Physics has sometimes been presented. This can give students insights into the human side of Physics: the individuals; their personalities, times and social milieu; and their challenges, disappointments and triumphs. At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Program physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of Physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavor and are important life-enhancing, transferable skills in their own right.

GR 11 to GR 12

Group 5 – Mathematics Group 5 Aims The aims of all mathematics courses in Group 5 are to enable students to: • Enjoy mathematics, and develop an appreciation of the elegance and power of mathematics • Develop an understanding of the principles and nature of mathematics • Communicate clearly and confidently in a variety of contexts • Develop logical, critical and creative thinking, and patience and persistence in problem-solving • Employ and refine their powers of abstraction and generalization • Apply and transfer skills to alternative situations, to other areas of knowledge and to future developments • Appreciate how developments in technology and mathematics have influenced each other • Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics • Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives • Appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the Theory of Knowledge course.

Assessment Objectives Problem-solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP Mathematical Studies SL course, students will be expected to demonstrate the following:

• Knowledge and Understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts

• Problem-Solving: Recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems • Communication and Interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation • Technology: Use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems • Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions • Inquiry Approaches: Investigate unfamiliar situations, both abstract and realworld, involving organizing and analyzing information, making conjectures, drawing conclusions and testing their validity

Mathematical Studies SL   This course is available only at standard level, and is equivalent in status to Mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the Mathematical Studies SL course in their future studies. Topics covered include the following:

GR 11 to GR 12 • • • • • • •

Numbers and Algebra Descriptive Statistics Logic, Sets and Probability Statistical Applications Geometry and Trigonometry Mathematical Models Introduction to Differential Calculus

The Mathematical Studies course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. The course includes project work, a feature unique to Mathematical Studies SL within Group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative Mathematics course.

Owing to the nature of Mathematical Studies SL, teachers may find that traditional methods of teaching are inappropriate and that less formal, shared learning techniques can be more stimulating and rewarding for students. Lessons that use an inquiry-based approach, starting with practical investigations where possible, followed by analysis of results, leading to the understanding of a mathematical principle and its formulation into mathematical language, are often most successful in engaging the interest of students. Furthermore, this type of approach is likely to assist students in their understanding of mathematics by providing a meaningful context and by leading them to understand more fully how to structure their work for the project.

Mathematical Studies SL Assessment Component External Assessment - Assessed by the IB.

Weighting 80%

Paper 1: Short-response questions

40%

Paper 2: Extended-response questions

40%

Internal Assessment - Assessed by the teacher and externally moderated by the IB. Project: Collection of information/measurements, analysis and evaluation

20%

Mathematics SL This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

GR 11 to GR 12 This course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigor required for Mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course does not have the depth found in the Mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should therefore opt for a Mathematics HL course rather than a Mathematics SL course. Mathematics SL Assessment Component External Assessment

Weighting 80%

Paper 1: Short and extended response questions

40%

Paper 2

40%

Internal Assessment

20%

Mathematics HL This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students 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 subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. Topics covered include the following: • • • • • • • •

Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Sets, Relations and Groups Discrete Mathematics

Mathematics HL Assessment Component External Assessment - Assessed by the IB.

80%

Paper 1: Short and extended response questions

30%

Paper 2: Short and extended response questions

30%

Paper 3: Extended response questions

20%

Internal Assessment - Assessed by the teacher and externally moderated by the IB. Project: Collection of information/measurements, analysis and evaluation

Weighting

20%

GR 11 to GR 12

Group 6 – The Arts Group 6 Aims

Music

Through studying any of the Group 6 subjects, the Arts, students become aware of how artists work and communicate. The aims of all subjects in Group 6 are to enable students to: • Enjoy lifelong engagement with the arts • Become informed, reflective and critical practitioners in the arts • Understand the dynamic and changing nature of the arts • Explore and value the diversity of the arts across time, place and cultures • Express ideas with confidence and competence • Develop perceptual and analytical skills

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study.

Assessment Objectives Having followed an Arts course at HL or SL, students will be expected to: • Respond to and analyze critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts • Develop and present independent ideas and practice, and explain the connections between these and the work of others • Explore and develop ideas and techniques for studio work through integrated contextual study and first-hand observations • Develop and maintain a close relationship between investigation and a purposeful, creative process in studio work • Produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness • Develop and demonstrate technical competence and artistic qualities that challenge and extend personal boundaries (option A) and technical competence and selfdirection (option B)

Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity. The Diploma Program music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

GR 11 to GR 12

Music Assessment Objectives

Theatre

Having followed the Music course at SL or HL, students will be expected to demonstrate:

Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains and extends the human spirit. It is a means of exploring society and relationships within it. Through it, there may emerge possibilities for individual and communal understanding. Theatre is about transformation. It is the application, through play, of energy and imagination to frame, reflect, expose, critique and speculate. These activities should engage and develop the sensibilities of all the students who participate in them. By studying theatre, and engaging with it practically, students will discover how elusive, fascinating and varied theatre can be.

• Knowledge, understanding and perception of music in relation to time, place and cultures • Appropriate musical terminology to describe and reflect their critical understanding of music • Comparative analysis of music in relation to time, place and cultures • Creative skills through exploration, control and development of musical elements • Performance skills through solo music making or group music making • Critical-thinking skills through reflective thought In addition, the aim of the Music course at SL and HL is to enable students to: • Develop their knowledge and potential as musicians, both personally and collaboratively

Music Assessment Component

SL Weighting

HL Weighting

External Assessment - Assessed by the IB.

50%

Listening Paper: 5 musical perception questions.

30%

Musical Links Investigation: Script of more than 2,000 words investigating the significant musical links between two (or more) pieces of music from distinct musical cultures. Internal Assessment - Assessed by the teacher and externally moderated by the IB. SL students choose one of the following options:

20%

50%

20%

50%

• Creating

25%

• Solo Performing

25%

• Group Performing

30%

At one extreme, theatre is national, institutionalized and commercial, while at the other it is provincial, subversive and experimental. The Diploma Program theatre course is designed to encourage students to examine theatre in its diversity of forms around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work shopping, devised work or scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us. The Theatre course emphasizes the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organizational and technical skills needed to express themselves creatively in theatre. A further challenge for students following this course is for them to become aware of their own perspectives and biases and to learn to respect those of others. This requires a willingness to understand alternative views, to respect and appreciate cultural diversity, and to see the varied role that theatre plays in reflecting these. As a result, the theatre course can become a way for students to celebrate the international and intercultural dynamic that inspires and sustains some forms of contemporary theatre, while appreciating the specifically local origins that have always given rise to performance, and which, in many parts of the world, still do.

GR 11 to GR 12 At the core of the Theatre course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis all of which should be achieved through practical engagement in theatre.

Theatre Assessment Objectives Having followed the Theatre course at HL or SL, students will be expected to: • Demonstrate a theoretical and practical knowledge of theatrical traditions from more than one culture • Demonstrate an understanding of production elements and theatre practices • Evaluate critically a range of diverse performances • Engage practically in creating and presenting performances, which will include a basic level of technical proficiency • Reflect on their own development in theatre through continual self-evaluation and recording acquire appropriate research skills and apply them • Demonstrate an ability to interpret play texts and other types of performance texts analytically and imaginatively • Demonstrate initiative and perseverance in both individual and group projects In addition, students at HL will be expected to: • Evaluate the relevance of selected research sources to personal practice • Demonstrate an understanding of the complex processes of performance, from its initial conception to the impact the final result leaves on spectators

SL Weighting

HL Weighting

Studio: External Assessment - Student presents a selection of studio work to a visiting examiner following an interview with the student about the work.

60%

Investigation: Internal Assessment - Student presents selected pages of investigation workbooks produced during the course to the teacher and externally moderated by the IBO at the end of the course.

40%

Investigation: External Assessment - Student presents selected pages of investigation workbooks produced during the course to a visiting examiner following an interview with the student.

60%

Studio: Internal Assessment - Student presents a selection of studio work to the teacher and externally moderated by the IBO at the end of the course.

40%

Theatre Assessment Component Option A

Option B

GR 11 to GR 12

Advanced Placement (AP) Program Students with a strong academic background may pursue college level studies while in Stamford’s Secondary School through the American-based Advanced Placement Program (AP). Students take AP examinations in Grades 11 and 12 and based on their performance, students can earn credit, advanced placement or both, for college. The Advanced Placement examinations are administered on set dates each May and consist of: • Multiple-choice questions • Free response (essay, problem-solving) questions Through the AP Scholar Program, introduced in 1991, students who earn grades of ‘3’ or higher in three or more Advanced Placement examinations are designated ‘AP Scholars’. An AP Scholar with Honors indicates a student who has achieved ‘3’ or higher on 4 or more AP examinations. An AP Scholar with Distinction has achieved a grade of ‘3’ or higher on 5 or more AP examinations.

AP English Language and Composition Knowledge Content Students will: • Learn to read complex texts with greater understanding and develop a richness, clarity, and complexity in their own reading and writing • Be offered an opportunity to sample a college level course, owing to its rigorous curriculum • Receive an effective understanding of language an ability to read critically, to evaluate sources, and to cite sources

• Learn to recognize and analyze a variety of rhetorical devices, strategies and modes used in effective writing

Skills Content Upon completing this course, students should be able to: • Analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques • Apply effective strategies and techniques to their own writing • Create and sustain arguments based on readings, research, and/or personal experience • Synthesize various sources to craft an informed argument, properly documenting and citing those sources using MLA standards • Demonstrate an understanding and mastery of standard written English as well as stylistic maturity in their own writing • Write in a variety of genres and contexts, both formal and informal, employing appropriate conventions • Produce expository and argumentative compositions that introduce a complex central idea and develop it with appropriate, specific evidence, cogent explanations and clear transitions. • Move effectively through the stages of the writing process, with careful attention to inquiry and research, drafting, revising, editing and review • Analyze images as text

GR 11 to GR 12

AP English Literature and Composition Knowledge Content Students will, through a careful reading of selected works from various genres and periods, learn to critically analyze imaginative writing of recognized literary merit, thus deepening their understanding of the ways writers use language to provide both meaning and pleasure for their readers.

Skills Content Upon completing this course, students should be able to: • Consider structure, style and themes as well as the use of figurative language, imagery, symbolism and tone in their literary analysis • Use expository, analytical and argumentative writing based on their reading of both primary and secondary sources, placing emphasis on content, purpose and audience, which should guide the organization of their writing • Demonstrate, through the use of a wide range of vocabulary, stylistic maturity in their own writing, paying careful attention to the stages of the writing process – inquiry and research, drafting, revising, editing and review

AP Calculus AB Knowledge Content Students will study the following topics: • • • • •

Analysis of graphs Limits of functions Asymptotic and unbounded behavior Continuity Concept and definition of derivatives

• • • • • • • • • •

Derivative at a point Derivative as a function Second derivative Computation and applications of derivatives Integrals Interpretations and properties of definite integrals Fundamental Theorem of Calculus Techniques of antiderivatives Applications of antiderivatives Numerical approximations to definite integrals

Skills Content Upon completing this course, students should be able to: • Work with functions represented in a variety of ways and understand their connections • Understand the meaning of the derivative in terms of a rate of change • Use derivatives to solve a variety of problems • Understand the meaning of the definite integral and use integrals to solve problems • Identify the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus • Communicate mathematics both orally and written, and explain solutions to problems • Model a written description of a physical situation with a function, a differential equation, or an integral • Use technology to help solve problems, experiment, interpret results, and verify conclusions • Determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement

GR 11 to GR 12

AP United States History Knowledge Content Students who take this course will study the political, social and economic history of the United States from the colonial period to the end of the 20th Century.

Skills Content

Upon completing this course, students should be able to:

Students will: • Learn a broad body of historical knowledge • Gain an understanding of historical chronology • Gain an analytical framework for examining cause and effect, continuity and change, similarity and difference • Gain the ability to use historical data to support an argument or position • Gain skills to differentiate between historiographical schools of thought • Gain the ability to interpret and apply data from original documents, including cartoons, graphs, letters, etc. • Acquire analytical tools to compare and contrast historical phenomena, causes and viewpoints • Develop the habit of working effectively with others to produce and dissect arguments • Gain personal linguistic and communication skills

AP Macroeconomics/Microeconomics Knowledge Content Students will study the following topics:

• Macrotheories: Keynesian, monetarists, interventionists and non-interventionists • Monetary and fiscal policies • Supply side solution • Economic growth

• • • • •

Development economics National income analysis, role of government, US economy Inflation and unemployment, business cycles AD/AD analysis, Phillips curve International trade, balance of payments, exchange rates

• • • • • • • • • • •

Recall and understand basic economic terms and concepts See the relationship between economic variables Apply theory to the real world Interpret economic information Predict possible consequences arising from changing variables Present economic arguments in a clear and logical manner Identify economic problems from real world data Solve problems Use economic theory to explain cause and effect Use real-world evidence to substantiate arguments Evaluate and discuss critically some of the ideas or theories of the different schools of thought

AP Biology Knowledge Content Students will study the following topics: • • • • • • • • •

The Chemistry of life Cells Cellular energetics Heredity and molecular genetics Evolutionary biology and diversity of organisms Plant structure and growth Ecology Plant physiology, environmental responses, development and reproduction Animal physiology, growth, reproduction, development and behavior

GR 11 to GR 12 Skills Content Upon completing this course, students will develop: • An understanding of the facts and principles of biology including conceptual and practical skills as a result of involvement in a scientific activity • The ability to analyze and communicate scientific information critically and to recognize the limitations of scientific knowledge • An awareness of the impact of science on society and an appreciation of the responsibilities facing the scientist as well as a respect for all forms of life through an understanding of the interaction between organisms and the unique position of man within such an interacting system • An appreciation of the impact of biology upon issues of ethical, philosophical and political importance will be developed

AP Chemistry Knowledge Content Advanced Placement Chemistry is a second-year course designed to meet the needs of the advanced science-oriented student. This course is roughly equivalent to college freshman general chemistry courses. This may enable the student to enroll in second semester courses as a freshman, or take courses that list chemistry as a pre-requisite. For other students, this may fulfill a college’s lab science requirement and free some time for other courses. The College Board AP Exam must be taken in the spring.

Skills Content Students are expected to be consistently self-directed in their study - it is expected that students will spend about six hours per week on home preparation. Many more labs are performed to illustrate good lab techniques, and apply and underscore chemical knowledge. Emphasis is on energy, molecular orbital theory, solution chemistry (including acid/base, equilibrium, and rate laws), and chemistry in the world around us. This course is mostly inorganic, but organic compounds are discussed and the basis of their bonding described.

AP Physics B The AP Physics B course covers topics typically found in a first-year introductory college physics course and advances the student’s understanding of concepts normally covered in high school physics. It provides a solid preparation for the AP Physics B exam.

Knowledge Content Students will study the following topics: • • • • • • • • • • •

Newton’s Laws Pascal’s and Archimedes’ Principles Solid and fluid mechanics Wave motion and sound Magnetism Thermodynamics Circuits Optics Quantum mechanics Particle physics Astrophysics

AP Music Theory Knowledge Content This course will be introducing and developing the student in musicianship, theory, musical materials, and procedures. It may emphasize one aspect of music, such as harmony; more often, however, it integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, and, to some extent, history and style.

GR 11 to GR 12 Skills Content Musicianship skills such as dictation and other listening skills, sight-singing, and keyboard harmony are considered an important part of the theory course, although they may be taught as separate classes. The student’s ability to read and write musical notation is fundamental to such a course. It is also strongly recommended that the student will have acquired thorough performance skills in voice or on an instrument. This course is a self-motivated class and will require daily note taking and neat handwriting skills.

AP Studio Art Knowledge Content AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. The portfolio must reflect the student’s ability to utilize the elements of art and principles of design, use a variety of media, and demonstrate a sophisticated level of creativity. Students will independently investigate an area of concentration in their artwork which will be composed of research, exploration, practice and development of an idea.

Skills Content All students must complete a portfolio of 24 artworks to be submitted to the teacher. In addition, students may submit this portfolio to the College Board in May. Students will not only create the required work, but they must also strive to make their art as interesting, creative and unique as possible. Although creative expression and experimentation are important aspects of what is accomplished in this course, the quality of each work should be as high as possible.

High School Diploma Program Students who require a less rigorous program, can devise a program in Grades 11 and 12 that has a mix of one of the DP certificate courses, i.e. just one subject, or an AP course or just Honors courses, and MYP courses, especially if studying a language or a Science at an achievable level. Working with the Academic Dean, students can ensure fulfillment of the graduation requirements. For a Regular Diploma, a student must earn a minimum of 20 Credits in acceptable High School courses and must complete at least one senior year semester at Stamford in order to be eligible for a Stamford diploma. The following are required credits: • • • • • •

4 credits in English 6 credits in Social Studies and Foreign Languages* 6 credits in Mathematics and Science** 1 credit in Arts (Art, Music and/or Drama) 2 credits in Physical Education*** 1 elective credit

* At least two credits in the same foreign language and three credits in Social Studies. ** At least two credits in each. *** Students are required to take Physical Education in Grades 9-12.

ADVISORY PROGRAM

Advisory Program Advisory Program Each student is assigned to an advisory Group and Advisor. Much of the advisory time is devoted to the idea of learning how to learn. Topics such as note-taking, goal-setting, time management, study strategies and test-taking are addressed. The Advisory Program also focuses on health and social education issues, which are appropriate and relevant to the particular grade. Students learn to accept responsibility for their actions, and through positive and negative consequences begin to understand the link between their behavior and its effect on themselves and others.

Advisory Aims The aims of the Advisory Program are to: • Create a sense of community • Provide a time in the day when the focus is on the overall development of each individual student • Engage students in learning how they learn • Provide strategies for learning • Offer a source of guidance for the student • Offer opportunity for social and emotional education • Serve as the organizational and informational hub of the school

Social and Emotional Education Program At Stamford, we want all of our students to be successful and to achieve more than they believe they can. Success in school is not just about academic disciplines; it is also about knowing how to learn and how to get along with others.

Second Step was developed by the Committee for Children, a non-profit organization helping students develop skills that help them stay safe, manage their emotions, solve problems, avoid risky behavior and improve their academics. The Second Step Program received the prestigious “Exemplary” award from the U.S. Department of Education and also received the highest rating from the Collaborative for Academic, Social and Emotional Learning (CASEL). The Second Step Program focuses on building student skills and empowering students to appropriately express themselves. In the Secondary School, the Second Step Program aims to reduce risk factors, such as aggression, peer rejection, and early initiation of substance abuse. It is also intended to increase proactive factors, such as social skills, school connectedness, and engagement. Using high-interest, interactive lessons, the program addresses the problematic behaviors and core competencies shown to affect school success of Secondary School students. • Universal Prevention: Designed to decrease aggression, bullying and substance abuse and to increase student’s social skills and school-related success • Research-Based: Based on research on risk and protective factors related to aggression, bullying, and substance abuse that can be addressed in classroom lessons • Developmental and Sequential: Provides a developmental and sequential curriculum designed for Grade 6 to 8

Second Step Grade 6: Stepping Up Grade 6 students start by learning to work in groups, and then move on to such topics as recognizing bullying and identifying hopes and plans. Teachers guide students through important skills, such as recognizing and dealing with strong emotions, and class discussions and skill practices help them try out communication and problemsolving skills.

ADVISORY PROGRAM

Second Step Grade 7: Stepping In Grade 7 students learn about cyber bullying, sexual harassment, and coping with stress. They move on to myths and facts about drugs and alcohol, and through skill practice, group work, and class discussion they learn to make good decisions.

Second Step Grade 8: Stepping Ahead Grade 8 students wrap up their Middle School years and prepare for High School with lessons about handling grievances and avoiding labels, stereotypes and prejudice, and bullying in dating relationships. Teachers help students learn about goal setting and keeping commitments—key factors in substance abuse prevention.

Grade 9 through 12 Stamford’s Advisory Program provides a structure and a set of practices for monitoring and supporting students’ academic progress and college and career readiness throughout their Secondary School career. Students develop key life skills, metacognitive skills, and habits of learning in support of academic achievement, postsecondary planning, personal growth, and interpersonal skill development. The Advisory Program in Grade 9 through 12 is run through the daily Homeroom period. Homeroom is a more personalized learning environment where each students have a daily touchpoint with their Homeroom teacher and receive support and guidance. Stamford’s Advisory Program includes a full College Counseling Program through which students are advised on course selection and college preparation and introduced to prestigious universities throughout the world.

CAMPS

Camps – Outdoor Education ‘We shall not cease from exploration and the end of all our exploring will be to arrive where we started and know the place for the first time.’ — T.S. Eliot Experiential Learning, as defined by Houle, is “education that occurs as a direct participation in the events of life”. Experiential learning is learning that occurs through reflection of daily experiences. The aim of the Middle Years Camps at Stamford is to afford students experiences that encourage a model of holistic learning whilst promoting our vision and mission. As global citizens, students of Stamford have been presented with a rich, palatable menu of natural and multi-cultural surroundings and venues to investigate, discover and experience. Curriculum objectives and targets are just one aspect of the Camp, it is hoped that through these activities, students will develop such skills as teamwork, leadership, self-esteem, cooperation and empathy that are pertinent in today’s 21st century society. Another aim of Stamford Camps is to foster a spirit of multiculturalism that will result in a deeper understanding and appreciation of a variety of cultural practices and traditions. Learning occurs throughout a lifespan, by giving students the opportunity to savor these experiences, it is our hope they will be able to transfer these lifelong skills to other facets of their lives.

Aims Stamford’s Camps will focus on the five aspects of the MYP Areas of Interaction which are as follows: Community and Service Through the embodiment of participation and teamwork, students will experience community living and service, as they begin to understand the concept of ‘togetherness’ with their fellow classmates working alongside them as colleagues and partners. They

will begin to discover the importance of teamwork and cooperation, co-existing in a spirit of harmony yet maintaining their separate identity and independence. Environments In order to fully understand our true selves, our identity, we must also come to know our environments for it is within these varied domains that we exist. The week long Camp serves to educate students about our Earth, her past, present and future, in the hopes that we will engage in her sustainability. It also serves to present students with different perceptions of the environment from a variety of cultural lenses, from an indigenous and non-indigenous perspective. Human Ingenuity By truly observing the world around us, we investigate the evolution, development and creation of new social, political systems and models that have made an impact on our world. Students will examine and discover new innovations in geographical, scientific, literary and cultural contexts and be given opportunities to critique, build on and reflect on them. Approaches to Learning Learning is not static; it is flexible and occurs on a subliminal level as well. The Camp affords students a classroom without borders, to inquire, to infer, to draw conclusions from information gathered from their surroundings. The Camp presents students with a brilliant opportunity to investigate ‘the real world’ and apply such skills as social interaction, communication, collaboration and reflection. Health and Social Education The Camp seeks to foster an understanding of health and social issues and its impact on human life. By discussing these pertinent issues and presenting students with opportunities to observe them from a variety of cultural perspectives, we seek to inform and educate students on how different societies adapt and deal with these issues. Diverse issues of gender, religion, and social economic status are just some of issues that will be focused on.

CAMPS

Grade 6 Camp – Telunas Beach, Batam, Indonesia Students complete a five-day trip to Telunas Beach, Batam in Indonesia where they participate in a variety of activities that help develop their confidence and perseverance. Students are challenged to work as a team when they participate in the ‘Great Telunas Beach Race’ and when working together to investigate the living ecosystems that surround Telunas Beach. The Grade 6 Camp will address these specific ‘Physical Setting’ and ‘Living Environment’ standards from Science: • Students will be familiar with current scientific theories about the universe and how those theories evolved • Students will describe the stability and movement of patterns of stars, their seasonal appearance, and the relative movement of planets against the background of stars • Students will understand how and why organisms are dependent on one another and their environments • Students will define ecosystem and provide examples of different ecosystems • Students will provide examples showing relationships among organisms, such as mutually beneficial and competitive relationships • Students will define the roles of consumers, producers, and decomposers in an ecosystem and provide examples • Students will know that changes in an organism’s habitat are sometimes beneficial and sometimes harmful to the organism

Grade 7 Camp – Sedili, Malaysia Grade 7 students will complete a five-day trip to Sedili Besar in Malaysia, where students will investigate beach and tidal ecology, study and participate in local cultural activities, as well as develop their teamwork and leadership skills.

Sedili Besar is located on the South East coast of Malaysia, a 1.5 hour drive from Singapore. The most prominent feature of this location is the impressive rocky shore, where students can explore the variety of life to be found in amongst the tidal pools, practice their survey skills and compare what they find with a sandy shore located just down the road. The resort where the students stay is just a short distance away from the local village. Walking down towards the village, students will discuss some of the cultural changes that have taken place, discover a herb garden and even try their hand at some orienteering. Reaching the village, students learn about the way of life there, largely based on fishing, and experience mending nets and learning important knot skills. The nearby mangrove can be easily visited to learn about the features and importance of this ecosystem. Activities like kite making, weaving and ondeh ondeh cooking expose the students to the local Malay culture. There is additional opportunity to learn about streams and rivers, visit plantations, and a wonderful rainforest nearby in which students learn about ecology.

Grade 8 Camp – Tioman, Malaysia The Rainforest to Reef program has been developed over 15 years by our camp provider Ecofieldtrips, and is refined into an excellent educational program for MYP students. It is one of Stamford’s most popular camps. Students will explore the reef and jungle ecology on and around the island of Tioman in Malaysia. Students learn about the impact of the effective decision making and action versus consequence. There is a strong element of planning and time management as students take responsibility for their own camp belongings and tasks (like snorkeling equipment). The Grade 8 Camp will address these specific ‘Living Environment’ standards from Science:

CAMPS • Students will be aware of the diversity of living organisms and how they can be compared scientifically • Describe responses of plants and animals to various stimuli in their environment Students will understand how and why organisms are dependent on one another and their environments: • Define the terms individual, population, community, and biome and provide examples of each • List and describe ways living organisms interact with the abiotic factors in an ecosystem • Describe and provide examples demonstrating negative and positive relationships among organisms (such as predator/prey, parasite/host, mutualism, and commensalism) • Compare and contrast physical and behavioral adaptations to changes in an organism’s environment • Describe the impact of pollution to living organisms and to the environment • Propose methods of reducing and controlling pollution • Describe positive and negative ways humans can affect ecosystems

Grade 9 Camp – Chiang Mai, Thailand Stamford is committed to encouraging and guiding our students to become responsible and contributing global citizens. Our Camp in Chiang Mai is an opportunity for our Grade 9 students to create and enact a year-long action plan that focuses on making a difference in the world. Students will participate in a workshop in order to develop their service projects. In Chiang Mai, students will have an opportunity to collaborate with several different nongovernmental organizations (NGO) in order to refine their service project. The students will continue to work on and enact their service project as well as liaise (bi-monthly basis) with their NGO throughout the duration of their Grade 9 year.

The specific objectives are as follows: • To engage students in the development of personal leadership skills • To build a sense of community amongst the Grade 9 students • To introduce students to personal development models they can incorporate into their lives • To provide tools and techniques for communication and trust building within Grade 9 • To create a safe space for students to discover who they are as individuals, community members and global citizens

Grade 10 – Cambodia Grade 10 students will visit Cambodia for their Grade 10 academic Camp. Students will travel to Banteay Chmar for a rural homestay in the countryside village around 3 hours from Siem Reap. This will be a wonderful opportunity to learn first-hand about the way that rural Cambodians live – pumping their own water, bucket showering with traditional Cambodian sarongs, sleeping under mosquito nets and being woken bright and early in the morning by the roosters outside! Students will have an opportunity to visit Cambodia’s ancient temples, including Angkor Wat. Angkor Wat is a grand piece of Cambodian architecture and a national treasure. Students will visit the different parts of the enormous structure and learn about its construction and history. Camp learning goals and commitments for the week include: • A cultural orientation and discussion about our comfort and “learning” zones. • Concept of a “house” vs. a “home” • Concept of investing time in people vs. things, and defining development terms (sustainability, scale, capacity building) • Discussion of responsible tourism: what rights and requirements come with being a “tourist”? • Cambodia’s varied religious history • Cambodian history including Khmer Rouge and the Khmer Rouge Trials • Potential positive and negative impacts of “voluntourism” • Work with several non-profit Non-Governmental Organizations (NGOs)

FAQ

Frequently Asked Questions General 1. What is the curriculum at Stamford? S tamford provides two rigorous programs of study: American standards and benchmarks delivered using the International Baccalaureate’s Middle Years Program and Diploma Program. The American content standards for all subjects are taken from the Common Core Standards based on American-based standards initiative and American Education Reaches Out (AERO) standards. Stamford’s Grade 6 to 10 curriculum contains eight subject groups (Humanities, Technology, Mathematics, Arts, Physical Education, Language A and Language B) together with a core made up of five areas of interaction. These areas include approaches to learning, community and service, human ingenuity, environments and health and social education. The MYP Framework and methodology assists us in organizing and teaching the curriculum, as well as assessing our students.

2. What is the AERO Program? American Education Reaches Out (AERO) began as a project to adapt the U. S. national standards in Mathematics, Science, Language Arts and Social Studies to serve the needs of multi-national student bodies. Over the years, standards have also been developed in Music, Visual Arts and World Languages. AERO is a project supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing standards-based curricula. AERO provides a framework for curriculum consistency across grades and for stability of curriculum in overseas schools. AERO’s curriculum model is in alignment with research-based trends in the development of curriculum worldwide, and particularly with the Common Core initiative in the U.S.

3. What are the strengths and benefits of AERO?

AERO standards provide a framework for curriculum consistency across Pre-Kindergarten to Grade 12 and for stability of curriculum across the school. The AERO standards were developed so that American Overseas schools had a fully articulated, in-depth curriculum to meet the academic needs of students living abroad. AERO standards represent rigorous academic guidelines that ensure students can easily transfer to a school in the United States or readily transition to other schools abroad.

4. How are teachers trained to teach the program? Teachers will have received and will continue to receive training to teach the program. Teachers may either attend an IB teacher-training workshop or may participate in schoolbased training organized by our IB Coordinator. In addition, teachers will have scheduled common planning time throughout the year.

5. How are students assessed? T eachers organize continuous assessment over the course of the program, taking account of specific criteria that corresponds to the objectives for each subject. The IB offers a criterion-referenced model of assessment. This means that students’ results are determined by performance against set standards, not by each student’s position in the overall rank order. Teachers are responsible for structuring varied and valid assessment tasks, which allow students to demonstrate achievement according to the required objectives within each subject group. These tasks may include for example, tests and/ or examinations, open-ended problem-solving activities and investigations, organized debates, hands-on experimentation, analysis and reflection.

6. How is the transition from Stamford to a non-IB school? Stamford provides two rigorous programs of study, American standards enhanced by the International Accredited curriculum which will ease transition to a number of school environments. For students who won’t continue in the American system or with the IB following their time at Stamford, they will adapt to a different system as they do now when they arrive at Stamford. Stamford provides sufficient transcript information to ensure that future schools will be informed of their academic level in all subject areas.

7. How will number grades be translated to US standards? Stamford will provide a conversion table to parents and to the students’ future school so that they may convert grades appropriately. Stamford’s Academic Dean works closely with families in transition to ensure that the receiving school understands the student’s transcript.

FAQ 8. What is the school’s current official accreditation status? Stamford American International School is an IB World School authorized to offer the IB Middle Years Program and the IB Primary Years Program and a candidate* school for the IB Diploma Program. IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that Stamford believes is important for our students.

9. Are standardized tests like the SAT and ACT offered at Stamford? Stamford will offer students the opportunity to sit both the SAT and ACT tests for college admission purposes.

10. What diploma do students graduate Stamford with? Students that graduate from Stamford will have the opportunity to graduate with a full International Baccalaureate Diploma. Students will also have the opportunity to participate in AP examinations. Students not opting for a full IB Diploma will have the opportunity to get IB certificates for the subjects that they study.

11. Can students choose not to pursue the DP and still graduate from Stamford? In exceptional circumstances, students can choose not to pursue the IB Diploma and still graduate from Stamford. Students would graduate with a Stamford Diploma

Middle Years Program 1. What is the Middle Years Program (MYP)? The MYP is a program of international education designed to help students aged from 11 to 16 develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

2. What are the strengths and the benefits of the MYP? T he MYP is based on a Constructivist Model for Learning. One of the strengths of the program is that students learn that knowledge is connected. The curriculum offered is broad and balanced and the students must study a second language. Community and service and the personal project are also features of the program. Overall, the MYP supports students in achieving their academic, physical, social and emotional potential in becoming global citizens.

Diploma Program 1. What is the Diploma Program? The International Baccalaureate Diploma Program (DP) is a two-year educational program aimed at students aged 16 to 19 that provides an internationally accepted qualification for entry into higher education, and is recognized by many universities worldwide. It was developed in the early to mid-1960s in Geneva, Switzerland by a group of international educators. Following a six-year pilot program ending in 1975, a bilingual diploma was established.

2. What are the strengths and benefits of the DP? Key benefits of the DP include: • Academic Rigor: Students learn how to learn, analyze and reach thoughtful conclusions. Diploma candidates function at the level of an introductory college student. • Comprehensiveness: Students encounter rigor throughout all disciplines. They refine areas of strength, and developmentally improve areas of weakness. • Internationalism: The program encourages students to think globally and the curriculum is based on international standards. Coursework and exams are graded by an international grading team.

3. Can you earn college credit through the DP? Currently, similar to the way credit is given to students for AP testing, most colleges award credit for DP courses. In most cases, credit is given for high-level IB courses only when the college offers similar courses. However, some colleges also provide credit for standard level courses (although more credit is provided for the HL). As with AP tests, a minimum IB test score must be achieved, generally a score of 5 or higher (IB exams are scored on a range of 1 - 7). For some schools, even a score of 4 may satisfy a core class requirement. Each college and university differs in the course recognition it provides. The IBO maintains an online database of universities that recognize the IB diploma along with details of their IB recognition. All information should be verified at individual school websites, since current data is not guaranteed. For more information, see www.ibo.org.

279 Upper Serangoon Road Singapore, 347691 Next to Woodleigh MRT For more information, please contact us: Phone: +65 6602 7247 Email: admissions@sais.edu.sg www.sais.edu.sg Stamford American International School CPE Registration Number: 200823594D Period of Registration: August 10, 2010 to August 9, 2014 ÂŠ 2012 Stamford American International School All images in this brochure were photographed on the Stamford American International School Campus