High School Course Offerings - The International School of Belgrade [PDF]

TABLE OF CONTENTS

Introductions

………………………………………………………p.2

Course Offerings Summary ………………………………………………………p.6 English

………………………………………………………p.7

Other Languages

………………………………………………………p.12

Humanities

…..…………………………………………………p.16

Science

………………………………………………….…p.19

Mathematics

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Arts: Visual

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Arts: Performing

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Technology

………………………………………………………p.31

Physical Education

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Additional Courses

………………………………………………………p.33

Course Selection Forms

………………………………………………………p.34

Graduation Requirements

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INTERNATIONAL BACCALAUREATE (IB) PROGRAMMES: Middle Years (grades 9, 10) and Diploma (grades 11, 12) As an international school with a transient student body, ISB strongly believes that offering IB Programmes is the way to meet diverse needs and requirements of our students, especially the international ones, who many times change the place they live and the school they attend. The IB curriculum is respected around the world and many European universities require it. ISB is a full IB World School, which means that we offer all three IB programs. In the High School, the fourth and fifth years Middle Years Programme (MYP) cover our Grades 9 and 10. The MYP is grounded with its three fundamental concepts – Holistic Education, Communication, and Intercultural Awareness, which strongly agree with our school mission statement’s focus on “open-mindedness” and “global responsibility.” The curriculum consists of eight subject areas integrated through five areas of interaction. It encourages students’ positive attitudes towards learning and provides academically challenging, interesting and balanced international curriculum. Further on, this program is an excellent preparation for future Diploma students in many ways. Please visit the IB website (www.ibo.org/myp/) for more details on this programme. ISB was first authorized for the MYP program August of 2006. The Diploma Programme is the culmination of an ISB education. In support of the school mission statement’s focus on “excellence,” the IB Diploma Programme is a rigorous university preparation curriculum. Through this two-year course of study, students practice essential skills, and strive to become responsible, independent learners. We feel the Diploma Programme is the best preparation of university study. Our students have a big advantage over non-IB Diploma students in the first year of university study. We also strongly believe in preparing our students to be caring citizens of the world. The DP offers many opportunities for students to serve our local, regional and global communities through the Creativity Action & Service requirement. We expect our graduates to use their ISB education to serve the needs of whatever community they join as alumni. It builds directly on the holistic approach of the Primary and Middle Years Programmes. DP students in grades 11 and 12 are required to take classes in six academic subject areas. Please visit the IB website (www.ibo.org/diploma/) for more details on this program. ISB was first authorized for the Diploma Programme in April 2005.

Ms. Branka Srećković Minić MYP & Diploma Coordinator

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Which Program is Right For Me? Our grade 10 students have choices to make when entering Diploma Programme. The full IB Diploma Programme may not be best for every student. It is important that students and parents, working in collaboration with the counselor, coordinator, faculty, and administration, choose the best program. We treat every student as an individual and recognize that students have a wide range of interests and talents. We offer options for our students and they are as follows: 1) Full IB Diploma: The majority of our students choose to do the complete Diploma Programme. This is a large commitment to their studies due to the demanding requirements of the programme. Many students choose this option because European and UK universities require it and they have the aptitude and interest to make this commitment. Students must complete 100% of the requirements to earn the IB Diploma and are externally assessed towards the end of their final year of study. 2) ISB High School Diploma with IB Diploma Certificates: All students successfully completing the requirements of the classes offered at ISB earn an ISB High School Diploma. This includes students enrolled in the full IB Diploma and those not enrolled. The High School Diploma is accredited with the New England Association of Colleges and Schools (NEACS) and the Council of International Schools (CIS). All American universities and many international universities accept this diploma. The students choose to earn certificates in various subject areas within the IB Diploma programme. They complete the external IB Diploma exams along with the full Diploma students. The difference is they do not do all the requirements, only some of them. Students opt for this because they will be studying in the USA or they may have other time priorities after school such as sports or fine arts. They also may not be interested in all subject areas and want to focus on fewer areas. 3) ISB High School Diploma with no IB Diploma Certificates: The third option offered to students is to complete courses without preparing for any certificates through the IB. The students take the same classes as our Diploma students, they just have less rigorous assessment criteria. The High School Diploma is accepted throughout the world.

The choice of the full IB or not is made by the family in consultation with the school. We promise to challenge every student academically, regardless if they are in the full Diploma Programme or not. At this point in their lives, many students understand their interests, strengths and weaknesses, and what they want to study and this drives their choices. All of our teachers differentiate in instruction, whether it is between a Higher Level and Standard Level course, or between an IB course or ISB course. All of our classes are taught together and the teacher sets different assessment criteria for each program. Some students may find they need to adjust their program as they go through their classes. More details on this are found in the Diploma Handbook as well as the Student-Parent Handbook. We encourage you to meet personally with our counselor and coordinator to discuss the choices. 3

INTERNATIONAL SCHOOL OF BELGRADE: Enrichment Courses (grades 9 - 12)

Enrichment courses are outside of the framework of our MYP and Diploma programs. They serve a variety of purposes. They may focus on the affective domain of student development and develop the traits in the IBO Learner Profile (ex – Personal Fitness). Other electives may further develop skills in a discipline (ex - Journalism), or give a different perspective to a discipline (ex - Choir). They may also be used to develop Diploma programs in the MYP years in the form of introductory courses. A positive aspect of enrichment courses is to give the opportunity for students of different ages to work together. Enrichment courses provide mentoring opportunities of older students learning alongside younger students. This benefits all students, not only in the academic realm, but in the social realm as well. All enrichment courses are graded courses for credit towards ISB High School graduation. Most are full-year courses, some are semester long courses. The teacher sets the assessment criteria for the course. The enrichment courses are considered the same as the core classes of our IBO program, and will be taken into consideration when considering academic probation, CEESA Extra-Curricular eligibility, Honor Roll, etc. The number and variety of electives ISB can offer is limited. Our main mission is the MYP and Diploma curriculum. The enrichment courses offered in any school year will be determined by the facilities, personnel work load, faculty expertise, and student needs and interest. Because of these practical scheduling limitations, enrichment courses may only be offered at certain times, and not all students may be able to register for some or all enrichment courses. When scheduling of these, we take the approach of serving the greatest good for the greatest number of students. Some of the enrichment courses offered in this book may be cancelled if there is not sufficient student interest. Students are asked to list preferences when registering for classes. We try our best to schedule these preferences, but sometimes students have to choose as well as the school between two valuable courses.

Note – Because of our small high school population (approximately 100 students) courses from yearto-year may not begin due to lack of student interest, class size, schedule parameters, etc. We try our best to accommodate the needs of the greatest number of our students.

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HIGH SCHOOL COURSE OFFERINGS: 2011 -2012 Subject Area 1

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ENGLISH

OTHER LANGUAGES

GRADE 9/MYP IV

GRADE 10/MYP V

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EAL IV English IV Journalism Elective

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EAL V English V Journalism Elective

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Serbian A (Mother Tongue) Serbian B (Foreign Language) French B (Advanced) French B (Beginning)

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Serbian A (Mother Tongue) Serbian B (Foreign Language) French B(Advanced) French B (Intermediate)

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3

HUMANITIES

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Humanities IV

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Humanities V

4

SCIENCE

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Science IV

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Science V

5

MATHEMATICS

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Math Standard IV Extended Math IV

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Math Standard V Extended Math V

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Visual Arts IV Performing Arts: o Drama IV o Choir IV

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Visual Arts V Performing Arts: o Drama V o Choir V

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Technology V Physical Education V Personal Fitness

6

ARTS: Visual and Performing

7

TECH / OTHER

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Technology IV

8

PHYSICAL EDUCATION

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Physical Education IV Personal Fitness

5

GRADE 11/DP 1

GRADE 12/DP 2

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English B English A1 Lang. & Lit

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Serbian A1 Russian ab. initio Language A1 (Schoolsupported/self-taught) French B Spanish ab. Initio*

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English B English A2 English A1 Serbian A1 SL Russian ab. initio Language A1 (Schoolsupported/self-taught) French B Spanish ab. Initio*

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History: Europe Psychology

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Biology Physics Chemistry Math HL Math SL Math Studies High School Math

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History: Europe Psychology Business Management* Biology Physics Chemistry Math HL Math SL Math Studies High School Math

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Visual Arts Theater Choir

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Visual Arts Theater Choir

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Theory of Knowledge

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Theory of Knowledge

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PE – Personal Fitness

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PE – Personal Fitness

&

ENGLISH Course Progression

IB MIDDLE YEARS PROGRAM (MYP) Grade 6

English I

EAL Support

Grade 7

English II

EAL Support

Grade 8

English III

EAL Support

IB DIPLOMA PROGRAM (DP) Grade 9

English IV

EAL Support

Grade 10

Grade 11

Grade 12

English A1 SL1 or HL1

English A1 SL2 or HL2

English B SL1 or HL1

English A2 SL2 or HL2

English V

EAL Support

English B SL2 or HL2

DP Course Entry Guidelines: 1. English A1 (Higher Level): Intended for native English (Mother Tongue and/or First Language) speakers who enjoy reading and are familiar with English speaking cultures. This is a pre-university course in literature for students who intend to pursue literature studies, or a related field, at the university level. 2. English A1 (Standard Level): Intended for native English speakers (Mother Tongue and/or First Language). This is a pre-university course in literature for students whose formal study of literature will likely not continue beyond this level. 3. English A2 (Higher Level): Intended for students with a high level of competence in English, who are bi/multi-lingual. Students who pass this exam and their DP Language A1 exam can earn a Bilingual IB Diploma. 4. English A2 (Standard Level): Students are required to be near-native speakers of English. Students who pass this exam and their DP Language A1 exam can earn a Bilingual IB Diploma. 5. English B (Higher Level): Intended for students with previous experience learning English. The focus is on language acquisition and skill development. A fairly sophisticated degree of fluency and accuracy is expected. 6. English B (Standard Level): Intended for students with previous experience learning English. The focus is on language acquisition and skill development. 6

ENGLISH Course Descriptions English as an Additional Language (EAL Support)

Grades 9, 10

Based on their initial knowledge, students are designated into two levels where they learn/review grammar and vocabulary necessary for success in the mainstream classroom, as well as for the dayto-day communication with their peers. Listening, speaking, reading and writing are covered at both levels. Different texts are used and the topics will be adjusted to the current needs of the students. Students attend EAL lessons during the Language B slots. In certain cases, students would be provided with additional EAL support during other lessons, such as Language A, Humanities, etc. During those pullouts, apart from the regular improvement of grammar and vocabulary, EAL teachers offer assistance with the curriculum, helping students master the knowledge necessary for achievement of passing grades. Students may receive support with their lessons, projects, and preparation for tests. Level 1: Beginners/Elementary is for students with little formal English. Instruction focuses on acquiring social language skills and feeling comfortable in the school environment. Level 2: Intermediate is for students who have successfully completed the Elementary program or whose level of English meets the criteria for this level. Instruction moves from a focus on social to academic English and the skills needed to be successful in the content areas. To exit EAL, students need to show independent language skills in social and academic settings. English IV

Grade 9

This language and literature course allows students to further develop their reading, writing, listening, speaking, viewing and representing communication skills and aims to start preparing students to enter the DP program in grade 11. Students engage in the active reading (focusing on the elements of literature and stylistic devices) of a variety of genres, including: novels, short stories, epic poetry, and drama. Careful attention to the writing process and regular writing workshops are utilized to support students as they develop their analysis and essay writing skills. Students have opportunities to explore creative expression through short story and poetry writing, as well as, exploring their research skills for the purpose of technical and persuasive writing. The course also includes a sustained vocabulary development program, and technology is integrated where appropriate. Finally, interdisciplinary units include: Epic Revolutions and Shakespeare in the Park. Texts:   

McDougal, Littell, Word Skills (Orange 9 level) Great Source Education Group, Daybook (9th Grade level) Prentice Hall, Literature: Timeless Voices, Timeless Themes (Gold)

Selections will be made from the following literary works:   

Shakespeare, Romeo and Juliet Lee, To Kill a Mockingbird Craven, I Heard an Owl Call my Name 7

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Golding, Lord of the Flies Steinbeck, The Pearl Selected short stories Selected poetry

English V

Grade 10

This language and literature course allows students to further develop their reading, writing, listening, speaking, viewing and representing communication skills and aims to prepare students to enter the DP program. Students engage in the active reading and annotating (focusing on the elements of literature and stylistic devices) of a variety of genres, including: novels, short stories, poetry, and drama. Careful attention to the writing process and regular writing workshops allow students to continue to develop their literary analysis and essay writing skills. Students have opportunities to explore creative expression through short story and poetry writing, as well as, exploring their research skills for the purpose of technical and persuasive writing. The course also includes a sustained vocabulary development program, and technology is integrated where appropriate. Finally, interdisciplinary units include: Multi-media Poetry Project, Animal Farm Showcase and Shakespeare in the Park. Texts:   

McDougal, Littell, Word Skills (Blue 10 level) Great Source Education Group, Daybook (10th Grade level) Prentice Hall, Literature: Timeless Voices, Timeless Themes (Platinum)

Selections will be made from the following literary works:        

Shakespeare, A Midsummer Night’s Dream Shakespeare, The Taming of the Shrew Orwell, Animal Farm Frank, The Diary of a Young Girl Bradbury, Fahrenheit 451 Miller, The Crucible Selected short stories Selected poetry

DP English B (Standard or Higher Level)

Grades 11-12

This two-year foreign language course allows students to further develop their reading, writing, listening, and speaking skills and aims to support students in their acquisition and refinement of the English language. The course is designed to meet the requirements of DP English B syllabus. The focus is on effective communication and the understanding of how ideas can best be expressed to the audience concerned. Students engage in the active reading and annotating of a variety of genres, including: novels, short stories, and drama. Careful attention to the writing process and regular writing workshops allow student to continue to develop their writing and equip them to write in a range of texts types, while considering their target audience. The course also includes a sustained vocabulary development program. 8

Texts:    

McDougal, Littell, Word Skills (Yellow 11 level) May, Towards Proficiency (CEF C2 level) Stephens, Practice Advanced Writing Swan, Kaleidoscope

Selections will be made from the following literary works:       

Haddon, The Curious Incident of the Dog in the Night-time Jeffrey, A Twist in the Tale Salinger, The Catcher in the Rye Spiegelman, A Survivor's Tale Satrapi, Persepolis Selected short stories Selected poetry anthologies

DP English A2 (Standard or Higher Level)

Grade 12

This two-year language and literature course allows students to further develop their reading, writing, listening, speaking, viewing and representing communication skills and aims to prepare students for university. The course texts, materials, and resources reflect both literary options, as well as topic options, including: Language and Culture, and Media and Culture. Students engage in the active reading and annotating of a variety of texts; including both fiction and non-fiction, with a focus on the subtleties of stylistic and technical features. There is also a focus on the writing process with emphasis on persuasive essay writing and comparative commentaries. Students have opportunities to explore creative expression through the A2 Written Task (poetic, mass, and professional) assignments. Students also engage in a variety of speaking and listening activities aimed to promote fluency and confidence. The course includes a sustained vocabulary and idiom development program, and technology is integrated where appropriate, particularly in the study of media. Students are assessed in both written and oral forms. Texts:          

Goshgarian, Exploring Language, 11th ed. Kramsch, Language and Culture Clark, Language: Readings in Language and Culture, 6th ed. Baugh, A History of the English Language, 5th ed. Moran, Teaching Culture Berger, Media & Society Sullivan, Studying the Media Rayner, AS Media Studies: The Essential Introduction Branston, The Media Student’s Book Duncan, Mass Media and Popular Culture

Selections will be made from the following literary works:  

Achebe, Things Fall Apart Tan, Joy Luck Club 9

          

Orwell, 1984 Heaney, Selected Poetry De Lillo, White Noise Kilbourne, Can’t Buy My Love Beinhart, Wag the Dog Mander, Four Arguments for the Elimination of Television McKibben, The Age of Missing Information Crystal, English as a Global Language Postman, Amusing Ourselves to Death McLuhan, The Global Village McLuhan, Understanding Media

DP English A1 (Standard or Higher Level)

Grade 12

This two-year literature course allows students to further develop their reading, writing, listening, and speaking communication skills and aims to prepare students for university level English literature or a related field. The text selections are chosen to meet the DP Syllabus and include: three World Literature works studied as a group; four works suitable for Detailed Study; three works of the same genre by different authors but linked by theme, style, or subject matter for the Groups of Works category; and four works of literature by different authors but linked in some way for the School’s Free Choice Category. Students engage in the active reading and annotating (focusing on the elements of literature and stylistic devices) of a variety of genres, including: novels, short stories, poetry, and drama. These works also reflect a range of periods and regions. There is a focus on persuasive essay writing and close text commentaries, on both familiar and unfamiliar works. Furthermore, students engage in oral commentaries that are also of a contextual, as well as close text analysis nature. Technology is integrated where appropriate, particularly in terms of research and presentations. Students are assessed in both written and oral forms. Texts:   

Roberts, Writing About Literature, 11th ed. Croft/Cross, English for the IB Diploma Culler, Literary Theory: A Very Short Introduction

Selections will be made from the following literary works:          

Hemingway, The Complete Short Stories of Ernest Hemingway Andrić, The Damned Yard and Other Stories Munro, Selected Stories Chopin, The Awakening and Selected Short Stories Shakespeare, Taming of the Shrew Shakespeare, Richard III Owen, Selected Poetry Plath, The Collected Poems: Sylvia Plath Achebe, Things Fall Apart Esquivel, Like Water for Chocolate

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     

Garcia Marquez, One Hundred Years of Solitude Allende, The House of the Spirits Zamyatin, We Orwell, 1984 Mistry, A Fine Balance Atwood, The Handmaid’s Tale

DP English Language A: A1 Language and Literature (Standard or Higher Level) Grade 11 This is a new A1 course created by IB to replace the current A2 English Course. It will start running in August 2011, with its first examinations in May 2013. ISB is running this course for grade 11 students who are fluent in English and able to read, analyze and write about literary texts. Students will be required to read a range of texts, both fiction and non-fiction, literary and non-literary. These texts will be selected from a variety of different periods, cultures, styles and genres, from Shakespearean tragedy to advertisements. In order to develop “critical literacy”, students will examine how the language, culture and context all contribute to the meaning of these texts. The course also aims to develop in students an awareness of how text, audience and purpose interact and influence one another. Students will be challenged to develop their communication skills and assessed in two main ways: orally, in presentations and oral commentaries; in writing, as they practice writing persuasively in a variety of genres.

     

Texts: Shakespeare, Richard III Hemingway, Selected short stories Owen, Selected Poetry Garcia Marquez, Chronicle of a Death Foretold Roy, The God of Small Things Tan, The Joy Luck Club.

           

Selections will be made from the following texts: Postman, Amusing Ourselves to Death Lasn, Culture Jam Berger Rowan and Little, Ads, Fads and Consumer Culture Pratkanis, Age of Propaganda Quindlen, Loud and Clear Bryson, Made in America Greene, You are What you Speak Joes and Kitchen, In Brief: A Collection of Brief, Creative Non-Fiction Kitchen, Short Takes Shapard and Thomas, Flash Fiction Forward Nunan and Choi, Language and Culture Oates and Atwan, Best American Essays

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OTHER LANGUAGES Course Progression

IB MIDDLE YEARS PROGRAM (MYP)

IB DIPLOMA PROGRAM (DP)

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Serbian A (Mother Tongue)

Serbian A (Mother Tongue)

Serbian A (Mother Tongue)

Serbian A (Mother Tongue)

Serbian A (Mother Tongue)

Serbian A1 SL1 or HL1 Serbian A1 SL2 or HL2

Serbian B (Foreign Language)

Serbian B (Foreign Language)

Serbian B (Foreign Language)

Serbian B (Foreign Language)

MYP: Foundation or Standard levels

MYP: Foundation or Standard levels

MYP: Foundation or Standard levels

MYP: Foundation or Standard levels

French B (Foreign Language)

French B (Foreign Language)

French B (Foreign Language)

French B (Foreign Language)

MYP: Foundation or Standard Levels

MYP: Foundation or Standard Levels

MYP: Foundation or Standard Levels

MYP: Foundation or Standard Levels

Serbian B (Foreign Language)

French B (Foreign Language)

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Grade 12

Russian ab. initio SL1 Spanish ab. initio SL1

Russian ab. initio SL 2 Spanish ab. initio SL 2

Mother Tongue Language A1, SchoolSupported/Self-Taught

Mother Tongue Language A1, SchoolSupported/Self-Taught

French B SL1 or HL1

French B SL2 or HL2

OTHER LANGUAGES Course Descriptions Serbian Mother Tongue (MT)

Grades 9, 10

Students enrolled in Serbian MT during their MYP years 1 – 3 will continue with this course at the High School level for MYP years 4 and 5. The main aim of the subject is to develop bilingualism and strengthen language skills since it is known that knowledge of the language transfers from one to another. These classes include a strong concept of literature and advanced language learning and understanding their own culture and traditions. In high school, students will also have more connections with world literature (in Serbian translations). In grade 9 the focus is on genres and literature, both written and oral analysis. From “Style Practice” by Raymond Keno through a drama course, from Sterija Popović to Dušan Kovacević, with Epic Poetry as a central unit. They also comparie traditional Serbian oral poetry and Epic Poems from different cultures, some examples are excerpts from Gilgamesh, The Iliad, etc.. Besides language and literature, students are involved in interdisciplinary work which contributes to their excellence in other subjects. In grade 10, the focus is more on comparative literature from the Renaissance to Realism. Some of the authors studied are: Dante, Boccacio, Molière, Pushkin and Serbian authors from Zmaj, Radicević, and Jaksić to Dragoslav Mihajlović (“Kad su cvetale tikve”). Spoken and written language is developed through literature analysis, essay writing, different forms of writing (narrative, descriptive, argumentative) and oral presentations, storytelling and oral literature interpretation.

Serbian B (Foreign Language)

Grades 9, 10

This course encourages students to develop language and conversational skills and learn about the host country tradition, values and customs. The course enables students to use language to communicate real meanings. It also aims to develop ability to understand overall meaning when listening and reading. The course is divided into units that are related to everyday life and understanding Serbian culture. The topics provide a number of opportunities for listening and understanding, interacting and observing others. We use literature and resources that are in accordance with MYP requirements and within the specific level of students’ knowledge. Students are assessed by formative and summative methods, and each summative assessment will include MYP Language B Assessment Criteria.

French B (Foundation or Standard Level)

Grades 9, 10

The aim of this course is to systematically develop all four language skills: listening, speaking, reading and writing. The course is divided into ten units of study that students will approach from a communication perspective. These units are related to daily life in the Francophone world and its culture. The following topics will be covered throughout the course: school life, leisure time 13

activities, nature, food and different eating habits, transportation, teenage life, shopping, art forms, and fashion. The grammar objectives include present, near future, imperative form, and past tense of basic regular and irregular verbs, personal pronouns and adjectives. By the end of the school year, students are expected to understand simple questions and conversation and be able to do short written assignments (100-150 words), tests, and projects based upon the themes studied. They will also be prepared to pass A1 DELF exam.

DP Russian ab initio (Standard Level) Year 1

Grade 11

This course provides an introduction to Russian language in all four skill areas via theme-based units concentrating on basic vocabulary and grammar needed for communication in every-day situations. Units cover such topics as friends and school, family and living, health and environment, and travel and leisure. The grammar objectives include present, future, and past tense of regular and irregular verbs, adjectives and adverbs, direct and indirect pronouns and declensions of nouns. By the end of the school year, students are expected to understand simple questions and conversation and be able to communicate at an advanced beginner level in speaking and writing. They will do short written assignments (100-150 words), tests/quizzes, and project work based upon the themes studied. Text book: Л. И. Пирогова и М. П. Преображенская, Учебник русского языка, Книга I, Издательство «Прогресс», Москва DP Russian ab initio (Standard Level) Year 2

Grade 12

The aim of this course is to systematically develop all four language skills: listening, speaking, reading and writing. The course is divided in units that student will approach from a communicative perspective. These units are related to daily life in Russia and its culture. The following topics will be covered throughout the course: school life, leisure time activities, nature, food and different eating habits, transportation, family life, shopping, arts, fashion. The grammar objectives include present, future, imperative form, and past tense of regular and irregular verbs, personal pronouns and adjectives, declension of nouns. By the end of the school year, students are expected to understand questions and conversation and be able to do short written assignments (200 words), tests, and projects based upon the themes studied. Text book: Л. И. Пирогова и М. П. Преображенская, Учебник русского языка, Книга II, Издательство «Прогресс», Москва DP Serbian A1 (Standard or Higher Level) Year 1

Grade 11

This is a pre-university course in literature. Selected stories by various authors and HispanoAmerican novels are introduced through World Literature and Group of Works units. Students will be encouraged to approach works in an independent manner, to develop appreciation and understanding of literature and ability to express ideas with clarity, coherence, precision and fluency in both written and oral communication. Comprehension and appropriate use of literary terms will be acquired. Analytical and comparative approaches to different pieces of writing are implemented. Students will do oral presentations, quizzes, essays based on studied themes, as well as a World Literature Paper (1000 – 1500 words). 14

DP Serbian A1 (Standard or Higher Level) Year 2

Grade 12

This is a second year of the DP Serbian and World literature program. It contains detailed study of dramas and poetry as well as satirical and science fiction novels within the School’s Free Choice units. Students will further elaborate literature knowledge. They will reach an academic level of both oral (commentary and discussion) and written (essay) skills by gaining awareness of the effects of structure, technique and style; by perfecting their ability to comment on the language, structure, meaning and significance of both familiar and unfamiliar pieces. At the completion of this program students are will be prepared to take the IB exam. DP French B (Standard and Higher Level)

Grades 11-12

From the IBO Guide: “Language B is a serious foreign language learning course designed for students with some previous experience of the language.(preferably 3 years of studying). It may be studied at either higher level or standard level. The main focus of the course is on language acquisition and development in the four primary language skills: listening, speaking, reading and writing. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills. It should not be intended solely for the study of specific subject matter or content. Although the nature of the language B course is the same for both higher level and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. These differences are reflected in the objectives and the assessment criteria.”

DP Mother Tongue Language A1, School-Supported/Self-Taught (SL)

Grades 11-12

Students who would like to pursue their best academic language in the Diploma Program are encouraged to do so in a school-supported independent study. Students are required to choose a variety of works from an IBO Prescribed Book List and the Prescribed World Literature list. Families are responsible for locating and purchasing these required books. Students are taught literature analysis skills in a school-based class, but read and write all works in their own language. In addition, students should use the help of a community tutor to refine their written work. The IB examination in the self-taught languages consists of an oral exam designed for the student specifically by the IBO, a World Literature essay (two at Higher Level) and the same external exam as all other A1 students in that language.

DP Spanish ab initio (Standard Level) Year 1 & Year 2

Grade 11 & 12

The ab initio courses are designed as a “two-year crash course” of a language. Students choosing this course must have no or limited experience with the language. The students will obtain a basic level 15

of fluency, focusing on communication in everyday situations. The grammar objectives include verb tenses, adjectives and adverbs, etc. ISB does these courses with the assistance and support of the Cervantes Center, the Spanish government’s cultural development program. Spanish is also a great option for those students pursuing further studies in the USA, as Spanish is use more frequently every year in America. This course is offered through Pamoja Education, an education company dedicated to providing quality online courses for the IB. Our DP Coordinator will facilitate the course and support student learning. The fees for the course our outside our normal tuition and must be paid by the family.

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HUMANITIES Course Progression

IB MIDDLE YEARS PROGRAM (MYP) Grade 6 Grade 7 Grade 8

Humanities I

Humanities II

Humanities III

Grade 9

Humanities IV

Grade 10

IB DIPLOMA PROGRAM (DP) Grade 11 Grade 12 History SL 1 or HL1

History HL2

Psychology SL1 or HL1

Psychology SL2 or HL2

Humanities V

Business & Management SL1

DP Course Entry Guidelines: Entrance to these courses does not depend on previous Humanities studies. Students should use future university goals as a guide in their selection.

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HUMANITIES Course Descriptions Humanities IV

Grade 9

Subtitled “The Modern World: From the Renaissance and Protestant Reformation to the Industrial Revolution and 19th Century Ideology”, this course traces the systems and revolutions which brought about modernity. Students will identify the causes and effects of: the Reformation, the Scientific Revolution, the rise of Nation-States, the Enlightenment, Constitutionalism, the American and French Revolutions, the Industrial Revolution, Nationalism, and the Age of Ideology. To do this, we will utilize essential questions to address the three main MYP Grade 9 themes: Systems, Revolutions, and Global Awareness. Text: Brooman, Longman: 20th Century History Series Humanities V

Grade 10

Subtitled “20th Century History: From the End of Old Europe to the End of the Cold War”, this course uses essential questions to address the three main MYP Humanities Grade 10 themes: Conflicts/Alliances, Transformations, and Values. Specifically, we will look at: the Causes of WWI, the “Great War”, the Paris Peace Treaties, Weimar Germany, the rise of Fascism, Hitler’s Germany, WWII, Stalin and the Soviet Union, America’s New Deal Economics, the Cold War, and the age of Global Capitalism. Text: Holt, World History: Continuity & Change DP History: Europe (Higher Level) Year 1

Grade 11

The course consists of the 20th Century World History Topics, covering causes, practices and effects of wars; origins and development of authoritarian and single party states; democracy, discrimination and dissent; the Cold War, and the IB Prescribed Subject: Peacemaking, peacekeeping: international relations 1918-1935. Students will be taught to “demonstrate historical understanding through the acquisition, selection and effective use of knowledge, compare and contrast issues across time and space, and evaluate different approaches to, and interpretations of historical events and topics” (DP History Guide). Texts: A selection of primary sources is prepared by the instructor, and a variety of secondary topic related sources published mainly by the Oxford University Press is provided for students; the Questia database is available for students’ use. DP History: Europe (Higher Level) Year 2

Grade 12

The course consists of the History of Europe and the Middle East (DP Option 5) in the period from the mid-18th century until the end of the 20thcentury: the French Revolution and Napoleon mid-18th century to 1815; unification and consolidation of Germany and Italy 1815-1890; imperial decline 1853-1920: Tsarist Russia, Austria-Hungary; European diplomacy 1870-1923; inter-war years/consolidation and cooperation 1919-1939; the Soviet Union and Eastern Europe 1917-1964. To do this detailed study, students will be taught to “present historical explanations using arguments that are clear, coherent, relevant and well substantiated; undertake individual research and present results using a formal plan or organization and presentation; and demonstrate in-depth historical 18

understanding of a period of regional history through the critical evaluation and synthesis of appropriate knowledge and concepts” (DP History Guide). Texts: A selection of primary sources is prepared by the instructor, and a variety of secondary topic related sources published mainly by the Oxford University Press is provided for students; the Questia database is available for students’ use. DP Psychology (Standard and Higher Level) Year 1

Grade 11

This course designed to help students gain insight into human mind and behavior. Phenomena such as perception, emotion, personality, behavior and interpersonal relationships are explored. The students will investigate learning and cognitive perspectives and their applications to understanding human experiences and processes such as phobias, depression, attention and memory. Topics include cognitive development, sensation, perception, gender roles and memory. Students will gain insight into research methods used in psychology by designing and conducting their own experiments and observations. Texts:    

Wade and Tavris, Psychology in Perspective Morris and Maisto, Understanding Psychology Rathus and Nevid, Psychology and the Changes of Life, Adjustments in the New Millennium Roger R. Hock, Forty Studies that Changed Psychology

DP Psychology (Standard and Higher Level) Year 2

Grade 12

In the second year, students will continue to broaden their understanding of the nature and scope of psychology. They will investigate the relationship between physiology and psychology by studying the human brain. They will investigate humanistic perspective in psychology and its emphasis on innate goodness of the individual as well as social psychological phenomena such as mob mentality and how we form first impressions about people. Finally, the students will learn about the dysfunctional behavior disorders such as anxiety disorders and schizophrenia. Texts:    

Wade and Tavris, Psychology in Perspective Morris and Maisto, Understanding Psychology Rathus and Nevid, Psychology and the Changes of Life, Adjustments in the New Millennium Roger R. Hock, Forty Studies that Changed Psychology

Business & Management Standard Level Only Year 1

Grade 11

The Diploma Programme Business and Management SL course is designed to develop students´ understanding of business theory, as well as their 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 organisations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource 19

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 on business and to promote their appreciation of cultural diversity in the business environment. The ideals of international cooperation and responsible citizenship are at the heart of Diploma Programme 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. This course is offered through Pamoja Education, an education company dedicated to providing quality online courses for the IB. Our DP Coordinator will facilitate the course and support student learning. The fees for the course our outside our normal tuition and must be paid by the family.

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IB MIDDLE YEARS PROGRAM (MYP) Grade 6 Grade 7 Grade 8 Grade 9

Grade 10

IB DIPLOMA PROGRAM (DP) Grade 11 Grade 12 Physics SL 1 or Physics SL 2 or HL1 HL2

Science I

Science II

Science III

Science IV

Science V

Chemistry SL 1 Chemistry or HL1 (Elective) Biology SL1 or Biology SL2 or HL 1 HL 2

DP Course Entry Guidelines: 1. Physics (Standard Level or Higher Level): Intended for students planning on pursuing math, math-based sciences, or engineering at the university level. Students taking Physics HL must take Math SL or HL concurrently. This course is the preferred choice for students who are more mathematically inclined, with sound problem solving skills. Please check university course requirements in the UK. 2. Biology (Standard Level or Higher Level): Intended for students planning on pursuing medicine, natural science or agricultural courses of study at university level. Students taking Biology SL should have strong language and reading skills as this course involves a great deal of new vocabulary and concepts. Students will develop strong skills at designing and conducting experiments and writing lab reports. 3. Chemistry (Standard Level or Higher Level): Intended for students planning on pursuing education in natural sciences, medicine, pharmacology, and engineering at the university level. Students taking Chemistry HL must take Math SL or HL concurrently and should have strong problem solving skills. Major focuses of both SL and HL courses are solving chemical algebra problems, understanding general chemical theory and designing experiments to better understand the chemical properties of our environment

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SCIENCE Course Descriptions Science IV

Grade 9

Grade 9 The Science IV course covers topics from biology, chemistry, and physics. The format will focus heavily on designing experiments and collecting data to illuminate scientific laws or relationships. Specific concepts studied include chemical reactions and stoichiometry, human body systems, genetics, physics, and electricity and magnetism. The second semester will focus on applied mathematics and physics. By the end of grade 9, each student will have solid math skills and understand how these skills are used in the real world. Assessments are based on the six MYP science criteria and include: research papers, presentations, tests, lab experiments and skills, group work and daily homework assignments. Text: Holt Science Spectrum: Physical Science (2008) Science V Grade 10 Science V is an integrated science course, focusing primarily on physics and its applications in astronomy during the first semester, and organic chemistry during the second semester. The physics topics deal primarily with energy, how it manifests itself, and what laws govern its movement, while the chemistry topics cover structures and reactions of organic molecules. Additionally, there are sections on biology and engineering that last approximately one month each during semester two. The course focuses on applied math during semester one, and research/experimentation during semester two, giving ample opportunities to assess students on all MYP criteria. At the conclusion of this course, students should be able to make a comfortable choice between DP Physics or DP Biology based on the skills acquired during this year. A working knowledge of basic algebra is a prerequisite for this course. DP Biology (Standard & Higher Level) Year 1

Grade 11

DP Biology is designed to help students to acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of modern biology. There are four key themes in DP Biology that will be studied through various topics: structure and function, universality vs. diversity, equilibrium within systems, and evolution. In addition, students in DP Biology will further their knowledge and application of scientific principles and methods of scientific investigation. Students will design and conduct experiments, collect and analyze data, and form conclusions that lead to a greater understanding of biological concepts. Specific concepts studied in Year 1 include biochemistry, cells, metabolism, photosynthesis, genetics, and introductory evolution. Students are assessed through a variety of written assignments, group projects, lab reports, tests and quizzes. Text: Campbell and Reece, Biology (7th edition) DP Biology (Standard Level & Higher Level) Year 2

Grade 12

The second year of DP Biology continues the course of study from Year 1. Specific concepts studied in Year 2 include advanced genetics, ecology, evolution, human health and physiology, and human reproduction. Assessments will include a variety of written assignments, group projects, lab reports, 22

tests and quizzes, and will focus on preparation for the IB exam. Lab reports are chosen to address a variety of skills and are submitted to the IBO as the internal assessment portion (24%) of students’ IB exam grade. By taking both years of DP Biology students should be prepared to take the external IB Biology exam. Text: Campbell and Reece, Biology (7th edition) DP Physics (Standard Level & Higher Level)

Grades 11 & 12

This is a two-year Standard & Higher Level Diploma Program course designed to cover the equivalent of two introductory semesters of college level physics. It promotes in-depth investigation, the honing of applied math skills, and allows students the opportunity to work in small groups while uncovering the finer details lying beneath the surface of classical physics. The topics covered include kinematics, thermodynamics, electricity and magnetism, nuclear and atomic physics, quantum mechanics, astrophysics, and relativity. Students must have a solid math background, and are required to take Math SL or HL concurrently with this course Student work is internally assessed by the teacher and externally moderated by the IBO. The performance during internal assessments is judged against IBO assessment criteria. Additionally, tests given throughout the two year period will account for part of the ISB grade, while preparing them for their externally assessed final exams. *DP Chemistry (Standard & Higher Level) Year 1&2

Grade 11

DP Chemistry is a new two-year Standard & Higher level IB diploma program course that is designed to help students develop a chemical literacy essential for everyday life and university level science courses. The course is a continuation of chemical principles being taught throughout years 35 of the MYP program and offers a smooth transition for students entering the IB diploma program. The content is split between developing a fundamental understanding of chemical reactions and learning about current topics such as medicinal and environmental chemistry. Topics of interest during the first year are stoichiometry, chemical structure and bonding, energetics of chemical reactions, kinetics of chemical reactions and acid-base chemistry. The second year students fine-tune their knowledge of chemical fundamentals by investigating electrochemical reactions, organic reactions and by surveying topics in medicinal chemistry, food chemistry and environmental chemistry. A major portion of DP chemistry involves practical work that focuses on the development of hands-on laboratory skills and mathematical problem solving. Students are expected to design and perform university level experiments by the end of the course. Student work is internally assessed by the teacher and externally moderated by the IBO. The performance during internal assessments is judged against IBO assessment criteria. Additionally, tests given throughout the two year period will account for part of the ISB grade, while preparing them for their externally assessed final exams. * Depending on enrollment, either DP physics or DP chemistry will be officially offered as part of the IB diploma program. However, an ISB high school equivalent of physics and chemistry will be offered as an extra class for those students requiring both physics and chemistry for their university programs.

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MATHEMATICS Course Progression

IB MIDDLE YEARS PROGRAM (MYP) Grade 6 Grade 7 Grade 8 Grade 9

Math I

Math II

Grade 10

Math Standard IV

Math Standard V

Extended Math IV

Extended Math V

Math III

IB DIPLOMA PROGRAM (DP) Grade 11 Grade 12 Math Studies SL1 Math Studies SL2 High School Math (non-DP) High School Math (non-DP) Math SL1 Math SL2 Math HL1 Math HL2

DP Course Entry Guidelines: 1. Math Studies (Standard Level): Intended for students who do not anticipate a need for mathematics in their future university studies, but are interested in real world applications of mathematics (in business or marketing, for example). 2. Mathematics (Standard Level): Intended for students whose future studies at university need a sound mathematical background as they prepare for subjects such as physics, computer programming, economics, psychology and business administration. A grade of 4 or higher in Extended Mathematics V or a grade of 6 or higher in Mathematics Standard V, and a teacher recommendation is required for all students. 3. Mathematics (Higher Level): Intended for students who expect 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. Students should have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. A grade of 6 or above in Extended Mathematics V and a teacher recommendation is required for all students who wish to enroll in this Higher Level course.

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MATHEMATICS Course Descriptions Note: The framework for MYP mathematics is organized so that students at the high school level can work at two different levels of ability: Mathematics Standard and Mathematics Extended. Mathematics IV

Grade 9

Standard Mathematics Standard IV is designed to further prepare students for the DP Mathematical Studies SL course in grades 11 and 12. In this course, math concepts are presented and applied using real life occurrences and situations. For the most part calculations are not complex, but instead require a solid understanding of math concepts. A student must develop skills necessary to apply these concepts to a wide variety of practical problems. Each student is expected to own a Texas Instruments TI-83/84 series graphing calculator. Prerequisite: A passing grade in Mathematics III Text: Haese and Harris, Mathematics for the International Student MYP 4 Extended Extended Mathematics 9 is designed to prepare students for the DP Mathematics SL and Mathematics HL courses in grades 11 and 12. It caters to students who anticipate they will need a strong mathematical background in preparation for future university studies, Students most likely to select this course will be those who expect to go onto study in fields that have a significant mathematical content, for example, engineering, computer programming, science, physics, economics, psychology and business administration. Extended Mathematics 9 is a demanding course and looks to challenge students who seek a deeper knowledge of mathematics. It is presumed that students entering this course have a solid grounding in algebra. Each student is expected to own a Texas Instruments TI-83/84 series graphing calculator. Prerequisite: A grade of 5 or higher in Mathematics III and a teacher recommendation is required for all students. Text: Haese and Harris, Mathematics for the International Student MYP 4 - there may also be other textbooks or handouts to supplement this course. Mathematics V

Grade 10

The fifth year of MYP mathematics offers ISB students an opportunity to reach their full potential and at the same time, achieve a suitable level of knowledge necessary for future education, especially in the Diploma Program.

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Standard Mathematics in grade 10 is very much a continuation of the work done in grade 9 and with a similar approach to the discovery of the subject. There is an emphasis on preparing the students for entry into the DP Mathematical Studies SL program offered in grades 11 and 12, designed for students who do not anticipate a need for mathematics in their future studies. Text: Haese and Harris, Mathematics for the International Student MYP 5 A Graphing Display Calculator is required for this course. The school recommends the TI 84 plus or the TI 84 plus Silver Edition. Extended High-ability students who are likely to gain the highest grades in mathematics have the opportunity to take Extended Mathematics. The aim is to make the students aware of the importance of individual study in the form of investigations. Extended level implies a thorough grounding in the concepts and skills of the mathematics with extensive use of the Graphical Display Calculator through modeling and solving mathematically real life situations. Extended mathematics is the presumed base for the DP Mathematics SL and HL courses in grades 11 and 12. Text: Haese and Harris, Mathematics for the International Student MYP 5 plus A Graphing Display Calculator is required for this course. The school recommends the TI 84 plus or the TI 84 plus Silver Edition

DP Mathematical Studies (Standard Level) High School Mathematics

Grades 11-12 Grade 11

This course is designed to build confidence and encourage an appreciation of mathematics. In this course, the skills needed to cope with the mathematical demands of a technological society are developed. Emphasis is placed on the application of mathematics to real-life situations and a research project for submission to the IBO is a requirement. The two-year course is organized in eight topics: 1) Using technology in mathematical processes; 2) Number and algebra; 3) Sets, logic and probability; 4) Functions; 5) Geometry and trigonometry; 6) Statistics; 7) Introductory differential calculus; 8) Financial mathematics. The High School Mathematics course follows along with the eight topics but offers them with less depth, focusing on the most useful concepts and skills in each unit. This is not an IB Diploma course, and is not available for full Diploma students. It is taught simultaneously with the Mathematical Studies course with differentiated instruction. Text: Haese and Harris, Mathematics for the International Student Mathematical Studies SL.

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A Graphing Display Calculator is required for this course. The school recommends the TI 84 plus or the TI 84 plus Silver Edition

DP Mathematics (Standard Level)

Grades 11-12

Mathematics SL caters to students who already possess a strong knowledge of mathematics. This is a demanding two-year course which focuses on math concepts through the development of correct mathematical techniques and skills. The course covers a broad range of core topics:  Algebra  Functions and Equations  Circular Functions and Trigonometry  Matrices  Vectors  Statistics and Probability  Calculus At the conclusion of this course, full-Diploma or Certificate candidates will sit external exams which account for 80% of the total IB exam score for this course. For the remaining 20% (the portfolio), students are expected to undertake work of an independent nature in the areas of mathematical investigation and modeling. This collection of two chosen pieces of work is internally assessed by the teacher and externally moderated by IBO examiners. Each student is expected to own a Texas Instruments TI-83/84 series graphing calculator. Text: Oxford, Mathematics Standard Level for the IB Diploma DP Mathematics (Higher Level)

Grades 11-12

Mathematics HL caters to students with a strong background in mathematics who are competent in a range of analytical and technical skills. This course requires students to study a broad range of mathematical topics through a number of different approaches and to a varying degree of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses. The course covers a broad range of core topics under the following general headings:  Algebra  Functions and Equations  Circular Functions and Trigonometry  Matrices  Vectors  Statistics and Probability  Calculus.  Further advanced studies in equations 27

At the conclusion of this course, IB Diploma or Certificate candidates will sit external exams which account for 80% of the total IB score for this course. For the remaining 20% (the portfolio), students are expected to undertake work of an independent nature in the areas of mathematical investigation and modeling. This collection of two chosen pieces of work is internally assessed by the teacher and externally moderated by IBO. Each student is expected to own a Texas Instruments TI-83/84 series graphing calculator. Text: Haese and Harris, Mathematics for the international student – Mathematics HL

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ARTS Course Progression

IB MIDDLE YEARS PROGRAM (MYP) Grade 6 Grade 7 Grade 8

Visual Arts I

Performing Arts I

Visual Arts II

Performing Arts II

Visual Arts III

Performing Arts III

Grade 9

Visual Arts IV

Drama IV Choir IV (elective only)

Grade 10

IB DIPLOMA PROGRAM (DP) Grade 11 Grade 12 Visual Arts HL1

Visual Arts HL2

Visual Arts SL1 (Option A)

Visual Arts SL2 (Option A)

Visual Arts V

Drama V

Theatre SL1 or HL1 Theatre SL2 or HL2 ------------------------------------- -----------------------------------Choir V Choir (elective only) Choir (elective only) (elective only)

DP Course Entry Guidelines: 1. Visual Arts (Standard Level, Option A): Intended for students who were satisfactory in Visual Arts V. A basic art history knowledge, interest in visual arts, as well as basic artistic skills are required. 2. Visual Arts (Higher Level): Intended for the strongest students in Visual Arts V. Thorough art history knowledge, strong interest in visual arts, as well as developed artistic skills is required. 3. Theatre (Standard or Higher Level): Students do not need previous stage experience; instead, they need curiosity, initiative, and a desire to explore theatre arts in many forms. Students must be proficient writers, and an entry-level writing sample is required.

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VISUAL ARTS Course Descriptions

Visual Arts IV

Grade 9

The focus of this course is on Art History and the aesthetic. Through theory as well as art production students will study themes, styles, traditions, and purposes of art through the world and over time from Pre-History until Modernism. They will also learn about individual artists and how their artwork reflected or influenced ideas and beliefs of the time in which they were created. Using art historical inquiry processes students learn to consider their own perceptions of artworks along with contextual information and to propose historical explanations. Through reflection and discussion students learn that ideas about art vary among individuals and cultures. Students’ studio work will be kept in Art Portfolios during the academic year. A part of the art portfolio is the Developmental Workbook where each student takes notes, describes the procedure, reflects on the process, and evaluates the quality of his/her work. Text: Brommer, Discovering Art History Visual Arts V

Grade 10

The focus of this course is on art production and art criticism. The program includes many opportunities for students to express their ideas and feelings by using a variety of art materials and techniques through basic art subjects: still life, portrait, nature, abstraction and fantasy. As students observe the world, recall and reflect upon past experiences and use imagination to engage purposefully in the creation of their own artworks, they learn that reflection is an important part of the art-making process. Through discussions and self-reflections, students consider the ways their artworks reflect their ideas and feelings. They consider the decisions they make during the creative process, their ways of using materials as well as their work habits. Students learn how to analyze the structure and organisation and how to offer interpretations of artworks. They also learn how to judge the merit and significance of artworks, using standards from individual and socio-cultural beliefs, values, purposes and traditions. Throughout the year, students will work on art projects for the inclusion in their portfolios. They are also required to have a Developmental Workbook to take notes and sketches, describe the procedures, reflect on the art processes and evaluate the quality of their work. Text: Hobbs, Salome, and Vieth, The visual experience DP Visual Arts (Standard Level Option A or Higher Level) Year 1

Grade 11

This course serves as the first year of the DP Visual Arts course and consists of two linked compulsory parts, with many activities integrating work in the studio with workbook research. Studio work includes wide-ranging personal research (which should be of a more experimental nature but also concerned with both form and content) and free choice of media and techniques and themes in order to help students to discover their individual strengths. DP Year 1 Studio Work focuses on the exploration of materials, media and equipment as well as on learning about formal qualities of visual arts. 30

The Research Workbook should contain visual and written information, including the student’s own original works such as sketches and diagrams, and should function as a working journal. They should reflect the student’s personal interests and may be a wide-ranging personal investigation into many fields. During DP Year 1, research workbook assignments encourage students to focus on personal art discoveries and media experiments. Text: H.M. Sayre, A World of Art DP Visual Arts (Standard Level Option A or Higher Level) Year 2

Grade 12

This course serves as the second year of the DP Visual Arts course and consists of two linked compulsory parts, with many activities integrating work in the studio with workbook research. Studio work includes wide-ranging personal research (which should be of a more experimental nature but also concerned with both form and content) and free choice of media and techniques and themes in order to help students to discover their individual strengths. DP Year 2 Studio Work focuses on learning about the aesthetic qualities of visual arts, the relationships between form and meaning in visual arts and the social and cultural functions of visual arts. Year 2 Research Workbook assignments encourage student’s personal research and discovery which function interactively with work in the studio. During this year the workbooks focus on interpretation. There should be a balance between analytical research and open-ended inquiry, illustrating the creative processes of the student.

After a two-year course of study, the external IB exam in this course consists of a 20-30 minute oneon-one interview with a visiting examiner from the IBO, about the student’s portfolio of work. Text: H.M. Sayre, A World of Art

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PERFORMING ARTS Course Descriptions THEATRE Drama IV

Grade 9

Drama may be repeated in grades 9 & 10. This class is available as an MYP class or Elective. This course is an ideal opportunity for inexperienced students in theatre to get theatre and speaking experience without any after-school commitment to the co-curricular drama program, while experienced students can broaden their skills with focused projects and studies. With an integrated experience in improvisational and ensemble work, movement, basic stage terminology, and technical theatre basics, the course is designed for those who enjoy collaborative and creative problem solving, while combining many different skills. Students will work with different units dealing with various theatre topics in a variety of projects. Through this process students will become more confident and creative actors, speakers, critics, leaders, and collaborators. Assessment will be conducted using many forms through the MYP Assessment Criteria for the Arts. Topics include: Stage conventions, improvisational acting, ensemble acting and drama exercises, basic staging and direction, concepts of realistic acting, scene performance, original scriptwriting and devised performance, script analysis, study of theatre genres. The course will culminate in a second semester performance that will rehearse during the class time. Drama V

Grade 10

Drama may be repeated in grades 9 & 10. This class is available as an MYP class or Elective. Drama 10 is open to students with or without previous drama experience. Those with experience will be able to take on leadership roles in group ensemble work, while those without experience will gain introductory and then more advanced work in theatre. Participation in after-school theatre activities is not part of this course. Students will continue on with ensemble work, improvisational theatre, and devised work, while exploring more in-depth character work, scripted theatre, and stage conventions. Assessment will be made using the MYP Arts criteria. The course will culminate in a second semester performance that will rehearse during class time.

DP Theatre I and II (Standard or Higher Level)

Grades 11-12

DP Theatre is a two-year course intended for students who wish to study theatre arts and develop a range of in-depth theatrical skills. Study includes:   

Theatre in Performances Theatre in the World Theatre in the Making

These studies engage students in challenging, creative, and collaborative projects through reading, writing, speaking, performance, and research. Active participation in a wide variety of activities and assessments is a major expectation of students in the course. Students will also maintain a journal, write critically and informatively, and devise original work. All students will present work in public 32

in some format through class performances and 24 Hour Theatre. (Participation in after-school theatre activities is not mandatory for this course.) Students will be engaged in acting, directing, technical theatre, and design work. Additionally, the DP syllabus requires the development of a portfolio, a research investigation, an oral presentation at the end of the course, and an individual project (started in Year 1, finished in Year 2). Requirements for HL differ from SL in word length and depth of work.

MUSIC Choir Elective 9-12

Grades 9, 10, 11, 12

The yearlong course may be repeated. Choral music provides a context for developing vocal technique, performance skills (including confidence), creativity (improvising and composing), leadership, social skills, and musical literacy and understanding. The repertoire includes a variety of choral music styles, and in-class rehearsals will culminate in end of semester performances held outside of class. This choir is not auditioned. All ISB students are welcome to join. Members of HS Choir may audition to participate in CEESA CHOIR, a mass choir festival held annually at one of the CEESA member schools. Participation in CEESA CHOIR is not mandatory for ISB Choir members. Assessment will be ongoing through daily class participation, through written assessments and reflections, and through concert participation. The MYP Arts Criteria are used for those enrolled in Choir as their MYP Arts course.

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TECHNOLOGY Course Progression and Descriptions

IB DIPLOMA PROGRAM (DP) Grade 6 Grade 7

Technology I

Technology II

Grade 8

Grade 9 / 10 Grade 11

Technology III

Technology IV

Technology IV

Grade 12

Technology is not a separate course of the curriculum in the IB Diploma Program (DP).

Grade 9

The skills of this course are integrated into the other classrooms through collaboration of the ISB Technology Coordinator working with the classroom teachers. The goal is to extend students’ knowledge of computer software by learning a variety of multimedia applications and learning the use of digital still-image and digital video cameras through a project based learning cycle. The course emphasizes the process not the product through various intermediate evaluation steps throughout. Students are required to keep a process journal and create an end-of-course portfolio. Students will create various multimedia projects through the use of desktop publishing (Microsoft Office Publisher), presentation software (Microsoft Power Point), photo editing (Adobe Photoshop), video editing (Movie Maker), illustration (Adobe Illustrator), animations and other multimedia applications. Students are assessed through a variety of formative and summative tasks, and each summative assessment includes one or more MYP Technology Criteria. Technology V

Grade 10

The skills of this course are integrated into the other classrooms through collaboration of the ISB Technology Coordinator working with the classroom teachers. The aim is for students to master their knowledge and understanding of design cycle and multimedia applications through individual and group interdisciplinary projects. Students are required to keep a process journal and create an end-ofcourse portfolio. Students will create various multimedia projects through the use of a variety of software such as: Adobe Photoshop, Adobe InDesign, Movie Maker, Ulead Video 8, and Macromedia Dreamweaver. The multimedia applications are chosen based upon current trends, software availability and school needs. Students are assessed through a variety of formative and summative tasks, and each summative assessment includes one or more MYP Technology Criteria.

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PHYSICAL EDUCATION Course Progression and Descriptions IB MIDDLE YEARS PROGRAM (MYP) Grade 6 Grade 7 Grade 8 Grade 9

P.E. I

P.E. II

P.E. III

Grade 10

P.E. IV

P.E. V

Personal Fitness

Personal Fitness

Physical Education IV/V

IB DIPLOMA PROGRAM (DP) Grade 11 Grade 12 Physical Education is not part of the curriculum in the IB Diploma Program (DP).

Personal Fitness – Non DP

Grades 9, 10

At this development level, skills initiated at the lower grades are built on and expanded. The emphasis is placed on the acquisition of higher levels of ability and knowledge in a great variety of activities within each area. The level of students’ abilities is tested by the Physical Fitness Test. Students will participate in the following units: Physical Fitness Test (once at the beginning, once at the end of the school year), Team Handball, Volleyball, Fitness Unit, Gymnastics, Floor Hockey (grade 9), Dance (grade 10), Aerobics, Basketball, Soccer and Track and Field. Within these units a variety of assessment techniques will be applied, such as self-evaluation, peer evaluation, teacher’s observation, written tests and unit extension projects. Active, regular participation is an essential component of a student’s grade in this course.

Physical Education: Personal Fitness

Grades 9 - 12

This course will be a mixture of practical and theory lessons. Students will have an exciting opportunity to improve and develop on their practical skills and to develop an understanding of selected theoretical aspects of physical education. An emphasis is on activities that can be done over a life time. The teacher guides students to make individual decisions about their personal fitness programs and to develop positive attitudes and behaviors toward proper nutrition and fitness activities. Students become proficient in the use of a variety of assessments, measurement devices, exercise equipment, web and community resources, and computer software. The theory focuses on factors affecting performance, physiology, health, safety and principles of training. This is a one semester course that can be repeated. It is open to all students in the high school although students in grades 11 and 12 may have difficulty in scheduling this elective due to heavy Diploma program demands.

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Additional DIPLOMA PROGRAM Courses:

Theory of Knowledge (TOK) Year 1

Grade 11

TOK is a required course for full IB Diploma candidates. It challenges students to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. It encourages students to become aware of themselves as thinkers and to develop a fascination for the complexity of knowledge. The TOK program is composed almost entirely of questions. This unique course incorporates philosophy and epistemology, in addition to elements that make it completely its own entity. Theory of Knowledge (TOK) Year 2

Grade 12

In the second year, students continue their reflection on, and the questioning of, the bases of knowledge. By the end of the course, they will possess an understanding of why critically examining knowledge claims is important. They will develop a critical capacity to evaluate beliefs and knowledge claims and make interdisciplinary connections. Students will become aware of the interpretative nature of knowledge including personal and ideological biases and consider that knowledge may place responsibilities on the knower. Students will produce an essay and oral presentation which will be internally assessed and then sent for moderation to the IBO. Along with the Extended Essay requirement, the TOK essay can contribute a maximum of three (3) additional points towards earning the final IB Diploma. Note: Certificate candidates and High School diploma students who take the TOK class must complete a final essay and oral presentation, but they are graded for an internal ISB grade. The TOK course is not required for students not enrolled in the full IB Diploma programme. TOK is scheduled during the first semester for Grade 12 students. The Grade 11 students are scheduled to take TOK during the second semester only. Additional Non Diploma Courses: Journalism

Grade 9 - 11

This course is designed for students who plan to enter the English A2 course in the Diploma Program. The course is structured around the principles and practices of journalism: fact-gathering, developing interview skills, writing news stories, determining news worthiness, studying and applying editing skills, and thinking critically about the freedom and responsibility of the press. It is a writing intensive course aimed at improving students’ written English skills with an emphasis on the writing process. In addition, students learn first-hand how to layout and publish a newspaper as they produce ISB’s student newspaper, Blue & Gold. The course also places importance on the skills 36

of problem solving, critical thinking, and effective listening. The students also contribute heavily to the ISB Yearbook. Academic Writing (Advanced English as an Additional Language)

Grades 9, 10

Academic writing is a course designed for students who are not fully proficient in English and need further support with reading and writing while working with a range of grammatical structures and new vocabulary. The students are asked to read and respond to different text. The course takes students form paragraph structuring to essay writing and includes work on how to generate idea, organize material, draft, review and revise written work

Creativity, Action, Service (CAS)

Grades 11 -12

Grade 11 & 12 students are eligible for flex periods. These are also known as study halls, and the purpose is to give students time to do homework and unwind from a busy diploma schedule. Students occasionally need time scheduled with the CAS Coordinator to complete the 150 hour obligation in the Diploma Program. A CAS course may be placed during a flex period to support students in reaching the 150 hour requirement. General Chemistry Elective This is a laboratory-based course that will cover the standards in a regular high school chemistry program. The course is offered either after school hours or in the elective block depending on the timetable. This is a non-Diploma Programme course and will be offered if the DP Chemistry class is NOT offered.

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FOUR-YEAR HIGH SCHOOL COURSE PLAN

NAME: _______________________________________________________

Grade: _________

Use this form to plan out your high school courses – keeping in mind where you might want to study for university. Fill in your choices for each subject area (including the level, if applicable). Then, fill out the Course Selection Form (on the back) for your course choices for next year. Subject Area*

Subject Area*

Grade 9 (MYP IV)

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

Subject Area*

Grade 11 (DP Year 1)

SL/HL

Subject Area*

1

1

2

2

3

3

4

4

5

5

6

6 TOK

Grade 10 (MYP V)

Grade 12 (DP Year 2)

TOK

* Subject Area

* Subject Area * Subject Area * Subject Area

1 English

3 Humanities

2 Other Languages 4 Science

5 Mathematics

7 Technology

6 Arts

8

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Physical Education

SL/HL

HIGH SCHOOL COURSE SELECTION FORM for 2010-2011 INSTRUCTIONS: Use the “High School Course Offerings Program of Studies” document to fill in your course requests in each space below. IB Diploma candidates should select 3 SL and 3 HL courses. Discuss your choices with your current teacher for each subject area: s/he should sign off on their recommendation for you for next year. Then, you and your parents should sign this form. Finally, turn it in to the HS Counselor (or MS Receptionist for grade 8 students) by

NAME: _______________________________________________________ Subject Area*

Grade: _________

DP Teacher’s signature: SL/HL:

Course choice:

1 2 3 4 5 6 7 8*

Subject Area 1 English

2

Other Languages

Subject Area

Subject Area

MYP Subject Area

3 Humanities

5 Mathematics

7 Technology

4 Science

6 Arts

8

Physical Education

DP Subject Area

TOK *DP students can list a second choice from Group 1-5 courses to take instead of a Group 6 Arts class. Scheduling will dictate whether or not this choice is possible, so also list an Art selection in row 6.

Student’s Signature: _______________________________________________________ Date: _________

Parent’s Signature: _______________________________________________________ Date: _________

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Counselor’s Signature: _____________________________________________________ Date: _________

International School of Belgrade High School Diploma Graduation Requirements

Students must successfully complete the minimum credits and course requirements prescribed by the ISB to be eligible for graduation. Below are the minimum course and credit requirements. While this represents the minimum it is likely that students will earn credits beyond this requirement. Students not meeting these minimum requirements will be reviewed by the Administration. Students may be required to take summer, on line courses, or make other arrangements determined by the Administration for equivalent course credit. Subjects must be successfully completed with a cumulative GPA of 2.0 or the student has met performance achievement criteria acceptable to the Principal. Each year’s performance achievement will be reviewed to ensure all students will eventually meet graduation requirements. For students coming to ISB from another high school, the previous transcript will be used to determine credit with ISB. This is done by the Principal and Counselor. Academic Area English Science Other Languages Mathematics Humanities Physical Education / Life Skills Technology Fine Arts Additional Credits Total Number of Credits

Required Credits for Graduation 4 2 2 2 3 2 1 2 4 22

Approved by the ISB Board of Trustees September 3, 2008

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