Advanced Language Studies 
Grade Placement: 9th Grade, 10th Grade 
Credit: 1.0 units per course 

Course Description: 

Advanced Language Studies is designed for students who have completed foundational language coursework and are ready to deepen their fluency in English. The course emphasizes rich, authentic language use through thematic units that draw on history, art, current events, and global perspectives. Students engage with a wide range of materials—including newspaper articles, podcasts, films, and short stories—to develop nuanced comprehension and communication skills. 

Throughout the year, students refine their grammar and expand their academic vocabulary through sustained writing, collaborative dialogue, and targeted feedback. Emphasis is placed on clear, confident expression in both spoken and written formats, with particular attention to real-world communication and intercultural competence. 

Interactive projects, presentations, and research-based inquiry challenge students to apply their language skills in meaningful, globally relevant contexts. By the end of the course, students demonstrate increased fluency, critical thinking, and the ability to navigate complex ideas in English across academic and social settings. This course happens concurrently with Language and Literature: English, for students who are not already bilingual.  

Course Outline:

Unit 1: Voices of Dissent – Language, Control, and Civic Engagement 
7 Weeks (August – October) 
Global Context: Power and Politics 

Students explore the intersection of language and power through authentic texts such as political speeches, protest songs, editorials, and oral histories. Texts may include excerpts from Frederick Douglass, Malala Yousafzai, Greta Thunberg, or newspaper coverage of major movements. 
Students analyze persuasive strategies, rhetorical devices, and the role of language in protest and public discourse. 

Summative Tasks: 

• Group presentation analyzing how a specific figure uses language to challenge systems of power 
• Written argument evaluating how truth is constructed or contested through language in a real-world context 

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Unit 2: Love, Identity, and Expression Across Cultures 
9 Weeks (October – December) 
Global Context: Identities and Relationships 

This unit examines expressions of love, loyalty, and conflict across cultures and time periods through poetry, short stories, and film. Texts may include poems by Pablo Neruda, short fiction by Jhumpa Lahiri or Sandra Cisneros, and scenes from international cinema. 
Students compare perspectives on emotional expression and familial expectation, practicing oral fluency and interpretive analysis. 

Summative Tasks: 

• Paired oral performance of a poem or short dialogue (with reflection on tone, cultural meaning, and personal interpretation) 
• Comparative written response analyzing a theme across two cultural texts 

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Unit 3: The Hero’s Journey – Myth, Memory, and Modern Storytelling 
12 Weeks (January – March) 
Global Context: Space and Time 

Students explore archetypes and storytelling structures across global traditions. Readings may include excerpts from The Ramayana, West African folktales, Japanese manga, and contemporary graphic novels. The unit emphasizes cultural fluency, storytelling structure, and reflective writing. 

Summative Tasks: 

• Multimedia presentation mapping a character’s journey using personal reflection and symbolic analysis 
• Personal narrative connecting the hero’s journey archetype to the student’s own lived experience 

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Unit 4: Media, Message, and Meaning 
7 Weeks (April – June) 
Global Context: Fairness and Development 

Students become critical media consumers and creators, analyzing advertising, social media, and public service campaigns from different global perspectives. Lessons focus on visual rhetoric, cultural bias, and ethical storytelling. 

Summative Tasks: 

• Group creation of an original media piece (advertisement, PSA, or podcast) promoting a cause 
• Analytical reflection explaining techniques used and audience impact 
• Advanced Language Studies Learning Goals 

Grade Placement: 9th Grade, 10th Grade 
Credit: 1.0 units per course 

Course Description: 

These courses, in 9th and 10th grades, focus on English language development through in-depth study of literary and informational texts from diverse cultures. Students analyze how authors convey meaning and influence readers through structure, language, and voice. Through reading, discussion, and writing, students build the skills to interpret and express complex ideas.

They develop their own voice through narrative, expository, and persuasive writing. Independent and group activities encourage close reading and inquiry, while creative tasks allow students to connect personal experience to global themes. The course fosters confidence in both written and spoken English.

Students also study media texts, explore issues of bias and representation, and build vocabulary for academic and real-world contexts. They learn to edit their work with precision and engage critically with a range of texts.

Course Outline:

Unit 1: Animal Farm – Power, Propaganda, and the Politics of Language 
7 Weeks (August – October) 
Global Context: Power and Politics 

Students examine how individuals and institutions use language to control, manipulate, and maintain power. Readings focus on Orwell’s Animal Farm, paired with modern media texts. The unit emphasizes critical reading, propaganda analysis, and literary essay writing. 

Summative Tasks: 

• Literary analysis essay exploring Orwell’s use of language to construct power and control 
• Research-based inquiry linking a global issue to the text’s themes and stylistic devices 

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Unit 2: Romeo and Juliet – Conflict, Fate, and the Language of Love 
9 Weeks (October – December) 
Global Context: Identities and Relationships 

Students analyze how love, loyalty, and fate intersect with societal pressure in Shakespeare’s Romeo and Juliet. They explore dramatic structure, poetic language, and modern interpretations to understand how personal identity is shaped by emotional and cultural conflict. 

Summative Tasks: 

• Memorized performance of a selected scene with interpretive oral reflection 
• In-class literary essay analyzing character or theme 

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Unit 3: The Odyssey – Maps of Myth and Meaning 
12 Weeks (January – March) 
Global Context: Space and Time 

Students explore how ancient and modern epics reflect the values of their cultures. Readings include The Odyssey and contemporary texts. The unit emphasizes character analysis, comparative writing, and personal reflection on journeys and identity. 

Summative Tasks: 

• Comparative literary essay connecting The Odyssey with a modern text 
• Visual journey map and oral presentation 

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Unit 4: Media Literacy, Analysis, and Research 
7 Weeks (April – June) 
Global Context: Fairness and Development 

Students examine how media shapes societal values and access to information. They learn to analyze, evaluate, and create media messages. The unit emphasizes critical literacy, visual analysis, and digital communication. 

Summative Tasks: 

• Written media analysis essay on persuasive techniques 
• Creative media project with oral defense of design and messaging choices 

Grade Placement: 9th Grade, 10th Grade 
Credit: 1.0 units per course  

Course Description: 

This course is designed for students who are proficient in German and ready to engage with a broad range of literary and non-literary texts. Students explore works from different genres, time periods, and regions, building analytical skills and a deep understanding of language and style. Emphasis is placed on structured writing, oral expression, and critical interpretation. 

Students engage in independent and collaborative tasks that foster thoughtful discussion and debate. They learn to formulate arguments, evaluate perspectives, and examine how language can shape ideas and identity. Through regular reflection and feedback, students enhance their ability to communicate effectively and authentically. 

In addition to literature, the course integrates film, media, and contemporary texts, enabling students to develop cultural awareness and insight. Assessments include analytical essays, creative responses, oral presentations, and research projects. 

Course Outline:

Unit 1: Stimme zeigen – Argumentieren im Wettbewerb 
7 Weeks (August – October) 
Global Context: Fairness and development – Civic participation and voice 

Students explore the role of argumentation in democratic societies and develop persuasive speaking and writing skills. They analyze real-world debates and write their own arguments for submission to the student competition of the Bundeszentrale für politische Bildung. Emphasis is placed on formulating evidence-based opinions, structuring arguments, and using rhetorical strategies effectively. 

Summative Tasks: 

• Written argumentative essay for the competition 
• Oral presentation or debate on a chosen civic issue 

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Unit 2: Lola rennt – Film verstehen und deuten 
9 Weeks (October – December) 
Global Context: Orientation in time and space – How we interpret reality through storytelling 

In this unit, students conduct a film analysis of Lola rennt, examining narrative structure, cinematic techniques, and character development. They learn to describe and interpret filmic language, compare media texts, and evaluate how film conveys meaning. The unit builds critical media literacy and deepens students' understanding of German contemporary culture. 

Summative Tasks: 

• Analytical essay on a key cinematic device or theme 
• Creative project: storyboard or short scene reinterpretation 

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Unit 3: Der Teufel in der Literatur – Faust und Timm Thaler 
12 Weeks (January – March) 
Global Context: Identities and relationships – Ethics, choices, and consequences 

This unit explores how the theme of temptation and the devil is portrayed in German literature across time. By comparing Goethe’s Faust and Krüss’ Timm Thaler, students investigate how moral dilemmas and personal transformation are represented in different eras. They analyze figurative language, archetypes, and historical context. 

Summative Tasks: 

• Comparative literary essay on Faust and Timm Thaler 
• Dramatic monologue or interior dialogue exploring a character’s moral conflict 

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Unit 4: Slam Poetry – Sprache als Ausdruck und Performance 
7 Weeks (April – June) 
Global Context: Personal and cultural expression – Creativity, performance, and identity 

In the unit, students discover the performative power of language through slam poetry. They examine examples of contemporary spoken word, explore poetic devices and rhythm, and write their own original texts. The unit culminates in the production of an audiobook or live performance, encouraging students to reflect on language, identity, and audience. 

Summative Tasks: 

• Production of a spoken-word audio recording (Audiobook track) 
• Reflective commentary on linguistic choices and performance 

Grade Placement: 9th–10th Grade 
Credit: 1.0 units per course 

Course Description: 

This course is designed for students with strong proficiency in French who are ready to engage with literature in its original form. Students read and analyze poetry, prose, and drama from a range of Francophone cultures, building advanced skills in literary interpretation, critical thinking, and written communication. Through class discussions and writing, students explore themes of identity, power, and belonging while refining their understanding of narrative structure and authorial voice. 

They examine how French language and literature evolve across historical and cultural contexts, and how texts reflect—and challenge—social values. Writing workshops foster both academic precision and creative expression. In addition to literary texts, students work with non-literary sources such as political speeches, opinion pieces, and media texts. Presentations and debates offer opportunities to develop oral fluency and argumentation skills in a variety of authentic contexts. 

Course Outline:

Unit 1: Le Pouvoir des Mots – Langage, Vérité et Propagande 
7 Weeks (August – October) 
Global Context: Power and Politics 

This unit explores how language can be manipulated to serve political agendas. Students study excerpts from La Ferme des animaux (Orwell, French edition) alongside historical speeches and articles, analyzing rhetorical techniques and narrative allegory. 

Summative Tasks: 

• Analytical essay on manipulation of language in fiction and nonfiction texts 
• Group debate on the ethical use of persuasive language 

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Unit 2: Voix Jeunes – Amour, Identité et Rébellion 
9 Weeks (October – December) 
Global Context: Identities and Relationships 

This unit explores how youth navigate love, identity, and societal expectations through rebellion and emotional intensity. Students engage with excerpts from Roméo et Juliette (in translation) as a lens to examine impulsivity, loyalty, and generational conflict. These themes are then compared with modern Francophone texts—such as slam poetry, spoken word performances, YA fiction, and film excerpts—that spotlight the voices and struggles of young people today. 

Discussions center on how language, form, and cultural context shape the way youth express themselves, resist authority, and seek belonging. Students reflect on how their own generation uses language—formal and informal, written and digital—to construct identity and challenge norms. 

Summative Tasks: 

• Comparative essay exploring how youth identity and rebellion are portrayed in Roméo et Juliette and a contemporary Francophone text 
• Slam poem or creative monologue written and performed from the perspective of a modern-day “Juliet” or “Romeo” 

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Unit 3: Le Voyage du Héros – Mythes, Mémoire et Quêtes Culturelles 
12 Weeks (January – March) 
Global Context: Space and Time 

This unit investigates epic storytelling traditions and their resonance in contemporary culture. Students read Francophone folktales, excerpts from L’Odyssée, and modern narratives that mirror heroic journeys. 

Summative Tasks: 

• Multimedia presentation tracing a character’s journey across texts and cultures 
• Personal narrative or creative writing piece inspired by the hero’s journey structure 

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Unit 4: Médias et Société – Langage, Image et Pouvoir 
7 Weeks (April – June) 
Global Context: Fairness and Development 

Students critically analyze how media texts shape perception and reflect societal structures. They explore advertisements, opinion pieces, and social media content to evaluate rhetorical strategies, bias, and audience impact. 

Summative Tasks: 

• Research-based presentation analyzing media influence 

• Creation of a bilingual media campaign addressing a social issue 

Grade Placement: 9th and 10th Grade 
Credit: 1.0 units per course 

Course Description:

This course is for students with a high level of Spanish proficiency who are ready to explore literature in its original language. Students read poetry, prose, and drama from across the Spanish-speaking world, developing skills in literary analysis, critical thinking, and written communication. 

Class discussions and analytical writing deepen their appreciation of narrative technique, authorial choices, and cultural context. Students reflect on how stories shape identity, challenge norms, and reveal human complexity across time and region. Writing workshops support both academic and creative growth, while students also engage with non-literary texts such as speeches, journalism, and visual media. 

Oral presentations, debates, and interpretive performances strengthen fluency and confidence in expressing complex ideas in Spanish. 

Course Outline:

Unit 1: El Lenguaje del Poder – Censura, Control y Voz Pública
7 Weeks (August – October) 
Global Context: Power and Politics 

This unit explores how governments, institutions, and movements across the Spanish-speaking world have used—and resisted—language as a tool of control. Through texts such as La lengua de las mariposas by Manuel Rivas, poetry by Pablo Neruda, and speeches from historical and modern figures, students examine how language can either silence or amplify voices. 

They analyze persuasive techniques, metaphors, and stylistic features used in literature, film, and journalism, and reflect on the role of censorship and truth in shaping history and public opinion. 

Summative Tasks: 

• Critical essay analyzing the power of language and censorship in a selected text 
• Creative editorial or speech that responds to a contemporary political or social issue in the Spanish-speaking world 

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Unit 2: Voces Rebeldes – Amor, Identidad y Juventud en Conflicto
9 Weeks (October – December) 
Global Context: Identities and Relationships 

This unit focuses on youth navigating love, identity, and resistance across generations. Starting with selected scenes from Romeo y Julieta (Spanish edition), students draw connections between Shakespeare’s tragic lovers and young protagonists in contemporary Hispanic literature and media. 

Texts may include excerpts from Como agua para chocolate by Laura Esquivel, lyrics from Latin American protest music, or short stories by authors like Mariana Enríquez or Junot Díaz. Students explore tone, point of view, and cultural attitudes toward love, family, and societal expectations. 

Summative Tasks: 

• Comparative literary analysis of rebellion and identity in Romeo y Julieta and a contemporary Spanish-language work 
• Creative monologue or dialogue from the perspective of a modern teen facing cultural or generational conflict 

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Unit 3: Héroes, Mitos y Memorias – Narrativas que Trascienden el Tiempo
12 Weeks (January – March) 
Global Context: Orientation in Space and Time

This unit explores how myth and memory shape collective identity across the Spanish-speaking world. Students read excerpts from epic poetry, Indigenous legends, magical realism, and autobiographical works such as Cien años de soledad by Gabriel García Márquez or Leyendas de Guatemala by Miguel Ángel Asturias. 

They examine recurring archetypes (the reluctant hero, the wise elder, the trickster) and themes of exile, transformation, and return. Emphasis is placed on storytelling structure, symbolism, and historical context. 

Summative Tasks: 

• Personal narrative that parallels the hero’s journey, incorporating mythic structure and cultural symbolism 
• Multimedia presentation mapping a chosen character’s journey and connecting it to a historical or personal experience 

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Unit 4: Lenguaje y Sociedad – Medios, Mensajes y Representación
7 Weeks (April – June) 
Global Context: Fairness and Development

This unit helps students decode and critique the messages embedded in visual and written media across the Spanish-speaking world. Analyzing advertisements, news articles, opinion pieces, and public campaigns, students consider how issues such as race, gender, class, and identity are constructed and portrayed. 

They also examine their own roles as media consumers and creators. Students research media bias, stereotypes, and the evolving language of digital culture, building skills that support informed, ethical communication. 

Summative Tasks: 

• Analytical essay examining bias and representation in a selection of Spanish-language media 
• Original media piece (e.g., podcast, video, infographic, or editorial) addressing a current social issue with an accompanying rationale 

Grade Placement: 11th Grade, 12th Grade 
Prerequisite: English Language and Literature 10 or equivalent (required) 
Credit: 2.0 units 

Course Description: 
IB English Language & Literature HL is a challenging two-year course that builds on students’ prior experience in literary and media analysis, with an emphasis on the power of language to influence, persuade, and reflect. Students will engage with a broad range of literary texts, non-literary texts, and multimodal works from diverse cultures and historical periods. Emphasis is placed on developing students’ critical reading, analytical writing, and oral communication skills through close study of how meaning is constructed and received. 

Students examine the impact of cultural context, text type, authorial choices, and audience expectations on the creation and interpretation of meaning. The course is taught in English and supports students in preparing for both internal and external IB assessments while fostering a lifelong appreciation for language and literature. 

Course Purpose: 

The purpose of this course is to deepen students' understanding of language as a means of expression and identity. It invites students to think critically about the role of language in shaping culture, values, and perspectives. The course also aims to strengthen students’ ability to communicate effectively in academic, creative, and real-world contexts through sustained engagement with a variety of text forms and cultural voices. 

Course Outline: 

Instruction is organized into thematic units aligned with the IB curriculum, focused on concepts such as identity, transformation, culture, creativity, and communication. Units are structured to prepare students for the full range of IB assessments and include both guided instruction and independent inquiry. 

Sample units may include: 

• Language and Identity – analyzing personal essays, memoirs, speeches, and media 

• Power and Persuasion – studying political texts, advertising, and editorial writing 

• Voices from the Margins – exploring literature by underrepresented authors 

• Intertextual Journeys – examining how texts influence and respond to each other 

Prescribed Texts and Resources: 

Students will study a mix of literary works (novels, plays, poetry) and non-literary texts (media, essays, speeches, visual texts) drawn from the IB Prescribed Reading List and curated materials. Text selection may vary by cohort but typically includes: 

• The Handmaid’s Tale – Margaret Atwood 

• Hamlet – William Shakespeare 

• A Streetcar Named Desire – Tennessee Williams 

• Citizen: An American Lyric – Claudia Rankine 

• Persepolis – Marjane Satrapi 

• Non-literary works such as op-eds, advertisements, TED Talks, news media, and graphic narratives 

Instructional Methods and Strategies: 

• Textual Analysis: Close reading, annotation, and literary commentary 

• Socratic Seminars and Class Discussions: Student-led inquiry and interpretive dialogue 

• Comparative Studies: Drawing connections across time, genre, and culture 

• Oral Communication: Structured debates, presentations, and oral commentaries 

• Creative Writing: Emulating authorial styles and crafting original texts 

• Multimodal Exploration: Analyzing visual, digital, and performance texts 

• Collaborative Learning: Group work and peer feedback on projects and essays 

Assessment Methods and Tools: 

• Participation & Engagement – measured through discussion, preparation, and collaboration 

• Quizzes & Analytical Responses – formative checks on understanding and interpretation 

• Formal Essays – literary analysis, comparative writing, and critical argumentation 

• Oral Assessments – practice and preparation for the Individual Oral 

• Creative Assessments – imitative writing, visual projects, and narrative transformation 

• IB Internal Assessment – individual oral based on one literary and one non-literary text 

• IB External Assessments – Paper 1 (unseen analysis), Paper 2 (comparative essay), HL Essay (HL only) 

Grade Placement: 11th Grade, 12th Grade 
Prerequisite: German Language & Literature 10 (required) 
Credit: 2.0 units 

Course Description: 
IB German Language & Literature HL/SL is a rigorous, two-year course that builds on prior study of German and engages students in exploring how language, literature, and meaning intersect across time, culture, and context. Through a range of literary and non-literary texts, students will expand their ability to analyze, interpret, and produce complex written and spoken German. The course challenges students to consider the social, cultural, and political forces that shape language, and to reflect on their own roles as critical readers, writers, and speakers. 

The course is taught almost entirely in German and emphasizes the development of high-level academic language skills. In addition to close readings and discussions of texts, students engage in oral presentations, comparative essays, and creative tasks. The course also supports students in preparing for official IB assessments in both HL and SL pathways. 

Course Purpose: 

The purpose of this course is to help students grow as confident, critical, and creative communicators in German. It aims to deepen their appreciation of the language’s expressive possibilities while developing analytical skills essential for interpreting meaning and perspective across different text types. The course also emphasizes intercultural understanding and encourages students to reflect on global and local issues as they relate to language and literature. 

Course Outline: 

Thematic units are built around IB-prescribed texts and explore key concepts such as identity, culture, communication, creativity, transformation, and perspective. Units are designed to prepare students for both internal and external IB assessments. Sample units may include: 

• Language, Power, and Media – analyzing news articles, speeches, and advertising 

• Literary Perspectives – exploring major literary works from German-speaking authors 

• Translation and Global Contexts – engaging with texts in translation and reflecting on language as a cultural tool 

• Creative Production – composing pastiches, short stories, and literary commentaries 

Prescribed Texts and Resources: 

Each student reads a variety of texts selected from the IB’s Prescribed Reading List and course-specific supplementary materials. These include: 

• Die Physiker – Friedrich Dürrenmatt 

• Der Vorleser – Bernhard Schlink 

• Berlin Alexanderplatz – Alfred Döblin 

• Selected poetry by Rainer Maria Rilke or Bertolt Brecht 

• Essays, speeches, journalistic texts, and visual media from German-speaking contexts 

• Translated works for comparative analysis, such as The Metamorphosis by Franz Kafka 

Instructional Methods and Strategies: 

• Total Immersion: Class is conducted almost entirely in German to build fluency 

• Close Textual Analysis: Line-by-line interpretation of literary and media texts 

• Seminar-Style Discussions: Promoting dialogue and multiple interpretations 

• Comparative Studies: Analyzing differences in cultural context and expression 

• Oral Presentations: Emphasizing clarity, structure, and academic register 

• Creative Tasks: Reimagining texts through alternative genres or voices 

• Student-Led Inquiry: Encouraging independent thinking and text selection 

Assessment Methods and Tools: 

• Participation & Discussions – assessed based on use of German and critical thinking 

• Quizzes & Short Analyses – vocabulary, grammar, and literary devices 

• Written Assignments – comparative essays, commentaries, and creative pieces 

• Oral Presentations – individual and group presentations on texts and themes 

• IB Internal Assessment – individual oral comparing a literary and non-literary work 

• IB External Assessments – Paper 1 (literary analysis), Paper 2 (comparative essay), HL Essay (HL only) 

By the end of the year, students should be able to: 

• Analyze the content, context, language, structure, technique, and style of texts and the relationship among texts. 
• Analyze the effects of the creator’s choices on an audience. 
• Justify opinions and ideas using examples, explanations, and terminology. 
• Evaluate similarities and differences by connecting features across and within genres and texts. 

By the end of the year, students should be able to: 

• Employ organizational structures that serve the context and intention. 
• Organize opinions and ideas in a sustained, coherent, and logical manner. 
• Use referencing and formatting tools suitable to the context and intention. 

By the end of the year, students should be able to: 

• Produce texts that demonstrate insight, imagination, and sensitivity through personal engagement. 
• Make stylistic choices (linguistic, literary, visual) with awareness of impact. 
• Select relevant details and examples to develop ideas. 

By the end of the year, students should be able to: 

• Use appropriate and varied vocabulary, sentence structures, and forms of expression. 
• Write and speak in a register and style suitable to context and intention. 
• Use correct grammar, syntax, and punctuation. 
• Spell/write/pronounce with accuracy. 
• Use appropriate non-verbal communication techniques. 

Grade Placement: 9th & 10th Grade 
Prerequisite: None or based on prior experience (Beginning and Intermediate levels offered) 
Credit: 1.0 unit per course 

Course Description: 

This course supports students in developing their ability to understand and communicate in Spanish through immersive, real-life themes. Depending on prior experience, students are placed in beginning (A2) or intermediate (B1–B2) levels to meet their needs. The course builds grammar, vocabulary, pronunciation, and cultural understanding through engaging lessons that integrate listening, speaking, reading, and writing. 

Students explore the rich diversity of Spanish-speaking countries through units that focus on home life, cuisine, celebrations, travel, and global citizenship. Real-world simulations, projects, and interactive learning help students build confidence in everyday communication while deepening their appreciation for Hispanic cultures. Each unit culminates in a meaningful assessment that connects language learning to cultural discovery. 

In line with our Spanish curriculum, the course incorporates sociocultural orientation, critical thinking, and empathy through discussions of daily life, geography, the environment, education, and media in the Spanish-speaking world. Students build intercultural competence by exploring values, behaviors, and communication styles across cultures. 

Course Outline: 

Unit 1: “Mi Casa y Mi Rutina” – Home and Daily Life Across the Spanish-Speaking World  
Time Frame: 7 Weeks (August – October)
Global Context: Identities and Relationships 

Focus: 
Students explore daily routines and home life in Spanish-speaking countries such as Mexico, Colombia, and Spain. They learn to describe family members, homes, school schedules, and daily habits while practicing present-tense verbs and essential vocabulary for routines. 

Summative Assessment: 
Students create a narrated photo tour (in Spanish) of a home and daily routine in a Spanish-speaking country. They present this as if they were living in that region, including cultural details about school life, meals, and community customs. 

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Unit 2: “Sabores y Fiestas” – Food and Celebration in the Hispanic World  
Time Frame: 9 Weeks (October – December)
Global Context: Personal and Cultural Expression  

CEFR Focus: A2–B1 Reading, Writing, Past-Tense Narration 

Focus: 
This unit focuses on cuisine and cultural celebrations across the Spanish-speaking world. Students explore the traditions of Día de los Muertos in Mexico, La Tomatina in Spain, and Carnaval in the Dominican Republic. They learn to talk about foods, plan parties, describe past events, and use food-related vocabulary and expressions. 

Summative Assessment: 
Students create a digital recipe book or cultural video guide (in Spanish) highlighting a celebration and its traditional foods. The project includes a description of the celebration, a recipe with instructions, and a short oral or video segment sharing its cultural meaning. 

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Unit 3: “¡Vamos de Viaje!” – Travel and Exploration in the Spanish-Speaking World  
Time Frame: 12 Weeks (January – March)
Global Context: Orientation in Space and Time 

CEFR Focus: A2–B2 Listening and Speaking in real-world scenarios 

Focus: 
Students plan a journey to a Spanish-speaking destination such as Argentina, Costa Rica, or Peru. They learn travel-related vocabulary, practice describing locations, weather, and transportation, and build skills to handle real-world travel situations such as booking a hotel, asking for directions, or exploring a city. 

Summative Assessment: 
Students design and present a travel plan for a one-week trip to a Spanish-speaking destination. Their presentation includes visuals, a day-by-day itinerary, transportation details, and a spoken or recorded “travel guide” tour that demonstrates both language proficiency and cultural awareness. 

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Unit 4: “Mi Voz Global” – Youth, Language, and the World   
Time Frame: 7 Weeks (April – June)
Global Context: Globalization and Sustainability

CEFR Focus: B1–B2 Writing and Speaking with argumentation and purpose 

Focus: 
In this culminating unit, students explore the role of youth and language in creating change. They investigate social, environmental, or educational challenges facing Spanish-speaking communities and learn how to express opinions, make suggestions, and describe causes and effects. 

Summative Assessment: 
Students create an advocacy project in Spanish (such as a podcast, video, digital poster, or presentation) on an issue affecting a Spanish-speaking country. They present a persuasive message calling for awareness or action, using vocabulary and grammar structures developed throughout the course. 

Grade Placement: 9th & 10th Grade 
Prerequisite: None or based on prior experience (Beginning and Intermediate levels offered) 
Credit: 1.0 unit per course

Course Description: 

In this course, students develop their ability to understand and communicate in French through engaging, real-world themes. Whether beginning or continuing their study, students build grammar, vocabulary, and pronunciation skills through meaningful contexts and authentic materials. Lessons are immersive and interactive, supporting students in expressing themselves with increasing confidence across listening, speaking, reading, and writing domains. 

Through thematic units, students explore Francophone cultures, foods, festivals, travel, and communities across the globe. The course emphasizes not only language learning but also the importance of cultural fluency. Students gain appreciation for French-speaking societies and traditions and develop a global mindset. Each unit culminates in a creative or communicative summative assessment that allows students to apply their skills in practical and culturally rich scenarios. 

Course Outline: 

Unit 1: “Bienvenue Chez Moi” – Exploring Daily Life Across the Francophone World 

Time Frame: 7 Weeks (August – October) 
Global Context: Personal and Cultural Expression 

Focus: 
Students explore the concept of home and daily routines in different Francophone regions, comparing traditions, school life, and leisure activities in places such as France, Senegal, and Québec. They learn to describe people, schedules, homes, and habits using present-tense structures. 

Summative Assessment: 
Students create a virtual “house tour” video or photo presentation (in French), showcasing a home from a chosen Francophone country. They narrate daily routines and cultural traditions as if they were local residents, integrating researched facts and vocabulary from the unit. 

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Unit 2: “Festivals et Saveurs” – Celebrations and Cuisine Around the Francophone World 

Time Frame: 9 Weeks (October – December) 
Global Context: Identities and Relationships 

Focus: 
This unit focuses on food, traditions, and festivals. Students explore how cultural identity is expressed through cuisine and celebration in various French-speaking communities such as Morocco, Martinique, and Belgium. They practice ordering food, reading recipes, and discussing celebrations using the past and present tenses. 

Summative Assessment: 
Students design a digital cookbook or vlog (in French) featuring a Francophone festival. They include a recipe, a written narrative about the cultural significance of the celebration, and a short video segment demonstrating how to prepare a dish or describe how the festival is celebrated. 

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Unit 3: “En Route!” – Travel and Transportation in the Francophone World 

Time Frame: 12 Weeks (January – March) 
Global Context: Orientation in Time and Space 

Focus: 
Students learn to plan a trip to a French-speaking destination, learning vocabulary related to geography, transportation, weather, and tourism. They practice giving directions, making reservations, and describing itineraries while discovering cities like Dakar, Brussels, and Tahiti. 

Summative Assessment: 
Students create and present a personalized travel itinerary (in French) for a week-long trip to a Francophone destination. The presentation includes visuals, daily plans, transportation methods, weather forecasts, and a recorded or live oral travel guide performance. 

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Unit 4: “Ma Voix, Mon Monde” – Global Citizenship Through Language 

Time Frame: 7 Weeks (April – June) 
Global Context: Globalization and Sustainability 

Focus: 
This culminating unit invites students to consider how learning a language connects them to the world. They explore social and environmental issues in French-speaking communities, reflect on youth activism, and discuss how language helps foster change. 

Summative Assessment: Students create a short advocacy campaign in French (poster, video, or digital story) addressing a global issue (e.g., climate change, education, equity) in a French-speaking country. They write and present a persuasive message showing how youth can make a difference through language and connection. 

IBDP Spanish ab Initio (Standard Level) 
Grade Placement: 11th Grade, 12th Grade 
Prerequisite: No prior formal study of Spanish required (or up to 1 year of introductory Spanish) 
Credit: 2.0 units 

Taught Through Pamoja

Course Description: 

IB Spanish ab Initio SL is a two-year course designed for students with little to no prior experience in the Spanish language. The course supports the development of receptive, productive, and interactive skills through structured exposure to authentic texts, communicative tasks, and cultural exploration. 

Students engage with everyday situations and global themes through listening, speaking, reading, and writing activities, progressively building their confidence and fluency. The course emphasizes purposeful communication, cultural competence, and practical language use in personal, social, and academic contexts. 

All instruction is conducted in Spanish, using scaffolding techniques to support comprehension and encourage immersion. Students work toward both internal and external IB assessments and emerge with a functional command of the language for travel, study, or interpersonal engagement. 

Course Purpose: 

The purpose of this course is to provide students with the foundational skills needed to communicate effectively in Spanish and to understand the perspectives, practices, and products of cultures where Spanish is spoken. The course fosters intercultural awareness and prepares students to interact with others in multilingual environments, both in person and online. 

Students will also learn to reflect on their language-learning journey, set goals, and apply their skills across a variety of real-world scenarios. 

Sample Units May Include: 

• Yo y mi mundo – Describing self, family, and personal interests 

• Explorando nuevas culturas – Travel, festivals, and food in the Spanish-speaking world 

• Tecnología y sociedad – Digital life, media, and communication 

• Comunidades y justicia – Community issues, environmental concerns, and cultural values 

Prescribed Texts and Resources: 

Students engage with a variety of curated materials, including: 

• IB-published ab Initio support texts 

• Teacher-developed resources and vocabulary banks 

• Short articles, infographics, menus, blog posts, and video clips from Spanish-speaking media 

• Visual and audio resources to support listening and comprehension skills 

Instructional Methods and Strategies: 

• Task-Based Learning: Emphasis on completing meaningful communication tasks 

• Spiral Grammar Instruction: Gradual reinforcement of key structures over time 

• Pair and Group Activities: Peer interaction to build fluency and confidence 

• Cultural Exploration Projects: Research and presentation of cultural practices 

• Scaffolded Speaking Practice: From structured scripts to spontaneous dialogue 

• Reflection and Goal Setting: Regular self-assessment and learning portfolios 

Assessment Methods and Tools: 

• Formative Tasks: Listening and reading comprehension checks, vocabulary quizzes, grammar practice 

• Written Tasks: Short compositions, letters, descriptions, and opinion pieces 

• Oral Tasks: Guided interviews, photo descriptions, and interactive dialogues 

• IB Internal Assessment: Individual Oral based on a visual stimulus and follow-up discussion 

• IB External Assessments: 

• Paper 1: Productive writing (two short written tasks) 

• Paper 2: Receptive skills (reading and listening comprehension) 

IBDP Spanish B (Standard Level or Higher Level) 
Grade Placement: 11th Grade, 12th Grade 
Prerequisite: Minimum 2–3 years of prior Spanish study or equivalent proficiency (required) 
Credit: 2.0 units 

Taught Through Pamoja

Course Description: 

IB Spanish B is a rigorous two-year language acquisition course designed for students with previous experience in Spanish. Offered at both Standard Level (SL) and Higher Level (HL), the course develops students’ fluency, accuracy, and confidence in all language domains—reading, writing, listening, and speaking—while fostering intercultural understanding and global awareness. 

Students explore a broad range of authentic texts and media from Spanish-speaking countries, including articles, speeches, short stories, blogs, interviews, films, and advertisements. Through thematic units, students examine real-world issues and develop the linguistic tools necessary to express themselves thoughtfully and persuasively in Spanish. 

The course emphasizes meaningful communication, critical reflection, and cultural literacy. HL students engage with additional literary texts and more complex language functions in both written and spoken formats. 

Course Purpose: 

The aim of Spanish B is to help students become competent communicators who can function effectively and creatively in a Spanish-speaking context. The course supports students in using Spanish for a variety of academic and interpersonal purposes while deepening their appreciation for cultural diversity across the Spanish-speaking world. 

Sample Units May Include: 

• La identidad y el lenguaje – Exploring how language shapes personal and cultural identity 

• Tecnología y sociedad – Evaluating the impact of digital communication and innovation 

• Derechos humanos y justicia – Investigating global issues through case studies and media 

• Literatura y cultura popular (HL) – Analyzing short stories, poetry, or film from Latin America or Spain 

Prescribed Texts and Resources: 

• News articles, blogs, short stories, songs, infographics, videos, podcasts, and speeches from Spanish-speaking contexts 

• HL literary texts may include works by authors such as Gabriel García Márquez, Laura Esquivel, or Federico García Lorca 

• Teacher-created materials, vocabulary banks, and grammar supports 

Instructional Methods and Strategies: 

• Interactive Language Practice: Role plays, simulations, and structured dialogue 

• Textual Analysis: Understanding tone, perspective, and authorial intent 

• Collaborative Projects: Group presentations and cross-cultural investigations 

• Media Integration: Podcasts, short films, music, and digital tools 

• Writing Workshops: Personal writing, formal correspondence, and opinion pieces 

• Intercultural Reflection: Comparing values, traditions, and societal norms 

Assessment Methods and Tools: 

• Class Participation: Engagement in discussions, debates, and collaborative tasks 

• Formative Assessments: Vocabulary quizzes, listening logs, grammar checks, journal entries 

• Summative Assessments: Presentations, written essays, listening and reading comprehension tasks 

• IB Internal Assessment: Individual Oral based on a visual stimulus and discussion of course themes 

• IB External Assessments: 

• Paper 1: Productive writing (SL: 250–400 words / HL: 450–600 words) 

• Paper 2: Listening and reading comprehension 

• HL Essay (HL only): A 1200–1500-word analytical essay on a literary work 

IBDP Mandarin ab Initio (Standard Level) 
Grade Placement: 11th Grade, 12th Grade 
Prerequisite: No prior formal study of Mandarin required (or up to 1 year of introductory Mandarin) 
Credit: 2.0 units 

Taught on Pamoja

Course Description: 

IB Mandarin ab Initio SL is a two-year introductory course designed for students with little to no background in Mandarin Chinese. The course emphasizes practical language acquisition through communicative activities, authentic texts, and cultural exploration of the Chinese-speaking world. Students develop core skills in listening, speaking, reading, and writing as they progress from basic phrases to more complex structures in Mandarin. 

The course is taught primarily in Mandarin and uses scaffolded instruction to support immersion and build student confidence. Students learn to understand and express ideas in both everyday and thematic contexts, while also gaining insight into Chinese cultural practices, values, and perspectives. The course prepares students for IB internal and external assessments and equips them for real-world use of Mandarin. 

Course Purpose: 

The aim of this course is to develop students’ communicative competence in Mandarin and foster intercultural understanding. It provides the foundational tools necessary to engage with the language in meaningful, functional, and socially appropriate ways. 

Through regular reflection, collaboration, and creative use of language, students build confidence and curiosity while becoming global learners prepared to interact across cultures. 

Course Outline: 

Each unit incorporates speaking, listening, reading, and writing tasks and provides exposure to Mandarin-speaking cultures across the globe, including Mainland China, Taiwan, and overseas communities. 

Sample Units May Include: 

• 我和我的家 (Me and My Family) – Describing people, relationships, and daily routines 

• 世界之旅 (Journeys Around the World) – Exploring Chinese geography, festivals, and travel experiences 

• 数码生活 (Digital Life) – Discussing technology, communication, and daily media use 

• 校园与社会 (School and Society) – Examining school life, rules, responsibilities, and future plans 

Prescribed Texts and Resources: 

Students engage with curated and age-appropriate materials such as: 

• IB ab Initio support texts 

• Authentic materials (e.g., festival posters, menus, news clips, blog excerpts) 

• Short dialogues, comics, audio interviews, and real-life signage 

• Teacher-created vocabulary banks, grammar scaffolds, and sentence frames 

Instructional Methods and Strategies: 

• Communicative Language Teaching: Emphasizing real-world interaction 

• Task-Based Activities: Role plays, dialogues, and simulated exchanges 

• Visual and Audio Resources: Use of video, music, and image-rich media 

• Cultural Immersion: Project-based exploration of Chinese traditions, food, and customs 

• Structured Grammar Practice: Taught through functional context and spiral review 

• Student Portfolios and Reflection Logs: Supporting self-awareness and goal setting 

Assessment Methods and Tools: 

• Formative Assessments: Vocabulary quizzes, oral rehearsals, grammar drills, comprehension checks 

• Written Tasks: Journal entries, blog posts, event descriptions, and opinion pieces 

• Oral Practice: Picture descriptions, structured conversations, and informal discussions 

• IB Internal Assessment: Individual oral based on a visual stimulus and interactive discussion 

• IB External Assessments: 

• Paper 1: Productive writing (two written tasks based on prescribed themes) 

• Paper 2: Listening and reading comprehension based on a variety of non-literary texts

 

IBDP French B (Standard Level or Higher Level) 
Grade Placement: 11th Grade, 12th Grade 
Prerequisite: Minimum 2–3 years of prior French study or equivalent proficiency (required) 
Credit: 2.0 units 

Course Description: 

IB French B is a dynamic two-year language acquisition course designed for students with prior experience in French. Offered at both Standard Level (SL) and Higher Level (HL), the course develops fluency, accuracy, and intercultural understanding through the exploration of authentic texts and real-world issues. Students engage with written, visual, audio, and multimedia texts that reflect the diversity of Francophone cultures around the world. 

The course emphasizes meaningful communication in both spoken and written forms. Students refine their grammatical accuracy, expand vocabulary, and apply their language skills through discussions, presentations, research, and creative expression. HL students also read and respond to two literary works selected from the IB Prescribed Reading List. 

Through the study of themes such as identity, culture, technology, and global challenges, students build both linguistic competence and critical thinking skills. The course fosters confidence in using French in academic, professional, and interpersonal settings. 

Course Purpose: 

The purpose of IB French B is to prepare students to communicate effectively and appropriately in a French-speaking context while developing a deeper appreciation of Francophone cultures. The course supports students in becoming global citizens with the ability to navigate cross-cultural communication and reflect on how language shapes values, beliefs, and perspectives. 

Sample Units May Include: 

• Moi et les autres: Exploring personal and national identity through memoirs and interviews 

• Les médias et la technologie: Analyzing the role of social media and digital innovation in society 

• La justice sociale et l’environnement: Investigating climate change, activism, and global inequality 

• Littérature et culture francophone (HL only): Studying short stories or poetry from Senegal, Haiti, or France 

Prescribed Texts and Resources: 

• Authentic sources including French-language news articles, videos, podcasts, infographics, and advertisements 

• HL literary texts such as L’Étranger by Albert Camus, Le Petit Prince by Antoine de Saint-Exupéry, or selections from contemporary Francophone authors 

• Grammar resources, vocabulary builders, and curated thematic readers 

Instructional Methods and Strategies: 

• Interactive Communication: Simulations, interviews, peer conversations 

• Textual Analysis: Identifying main ideas, tone, perspective, and bias 

• Project-Based Learning: Creating media campaigns, community projects, or cultural exhibits 

• Literary Exploration (HL): Annotating, analyzing, and discussing authorial intent and impact 

• Creative Tasks: Writing blogs, dialogues, stories, and opinion pieces 

• Oral Practice: Debates, structured presentations, and individual commentary 

Assessment Methods and Tools: 

• Class Participation: Engagement in discussion, collaboration, and use of French in class 

• Formative Assessments: Vocabulary checks, listening logs, reading comprehension, grammar tasks 

• Summative Assessments: Essays, oral presentations, visual analyses, and creative projects 

• IB Internal Assessment: Individual Oral based on a visual stimulus and discussion of course themes 

• IB External Assessments: 

• Paper 1: Productive writing (SL: 250–400 words / HL: 450–600 words) 

• Paper 2: Listening and reading comprehension 

• HL Essay (HL only): A 1200–1500-word analytical essay on a literary work

 By the end of the year, students should be able to:    

• Analyze and draw conclusions from information, main ideas and supporting details
• Analyze conventions
• Engage with the spoken and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective. 

By the end of the year, students should be able to:   

• Analyze and draw conclusions from information, main ideas and supporting details
• Analyze basic conventions including aspects of format and style, and author’s purpose for writing
• Engage with the written and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective. 

By the end of the year, students should be able to: 

• Respond appropriately to spoken, written and visual text
• Engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance
• Express ideas, opinions and feelings, and communicate information in a wide range of situations
• Communicate with a sense of register, purpose and style. 

By the end of the year, students should be able to:    

• Write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking, use intonation and fluency
• Organize information and ideas; use a wide range of cohesive devices ii. use language to suit the context. 

• Analyze – Break down in order to bring out the essential elements or structure. To identify parts and relationships, and interpret to reach conclusions.

• Communicate – To give messages or information to others through speech, writing, body movements or signals.

• Demonstrate – Make clear by reasoning or evidence, illustrating with examples or practical application.

• Describe – Give a detailed account or picture of a situation, event, pattern or process.

• Discuss – Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

• Evaluate – Make an appraisal by weighing up the strengths and limitations.

• Examine – Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

• Explain – Give a detailed account including reasons or causes.

• Find – Obtain an answer showing relevant stages in the working.

• Identify – Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

• Interpret – Use knowledge and understanding to recognize trends and draw conclusions from given information.

• Justify – Give valid reasons or evidence to support an answer or conclusion.

• Organize – Put ideas and information into a proper or systematic order; give structure to a text.

• Outline – Give a brief account or summary.

• Present – Offer for display, observation, examination or consideration.

• State – Give a specific name, value or other brief answer without explanation or calculation.

• Summarize – Abstract a general theme or major point(s).

• Synthesize – Combine different ideas in order to create new understanding.

• Use – Apply knowledge or rules to put theory into practice.

Grade Placement: 9th Grade 
Credit: 1.0 unit per course 

Course Description: 

Integrated Sciences A introduces students to foundational concepts in chemistry and physics through inquiry-driven instruction and collaborative lab experiences. Students investigate the structure of matter, wave behavior, chemical interactions, energy systems, and the principles of motion and electromagnetism. Each unit emphasizes real-world applications and scientific thinking, helping students understand how science shapes the world around them. 

Learners engage with experimental design, data analysis, and systems modeling while building environmental awareness and cross-disciplinary connections. Hands-on labs, digital simulations, and group projects reinforce scientific skills and encourage curiosity, reflection, and collaboration. 

Course Outline: 

Unit 1: What Is Matter Made Of? – Structure and Classification 
August – September 
Global Context: Scientific and Technical Innovation 

Students explore atomic theory, periodic trends, and physical vs. chemical properties of matter. They develop models to explain structure and behavior at the molecular and subatomic levels. 

Summative Task: 

• Scientific model and explanation of atomic structure or periodic trends 
• Lab report: Periodic trend in density 
• Unit test with reflection and graphic organizer 

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Unit 2: Waves of Energy – Light, Sound, and Perception 
October – November 
Global Context: Personal and Cultural Expression

Students investigate the properties of light and sound waves, including refraction, reflection, and wave interference. They connect wave behavior to real-world applications such as communication and medical technology. 

Summative Task: 

• Comparative lab report on sound and light wave phenomena 
• Student-created infographic or presentation on wave behavior in a selected cultural or technological context
• Unit test

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Unit 3: Chemical Change – Reactions and Conservation 
November – December 
Global Context: Globalization and Sustainability 

Students study different types of chemical reactions, including synthesis, decomposition, and combustion. They learn about conservation of mass, reaction rates, and the impact of chemical processes on the environment. 

Summative Task: 

• Lab report and analysis: Percent yield and reaction kinetics 
• Unit test: Balanced equations and qualitative/quantitative analysis 
• Reflection task on chemical waste and sustainability

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Unit 4: Forces in Motion – Acceleration, Gravity, and Trajectories 
January – February 
Global Context: Orientation in Time and Space  

Students examine Newton’s Laws of Motion, gravitational force, and projectile motion. They apply formulas, conduct experiments, and use real-world data to analyze motion in multiple dimensions. 

Summative Task: 

• Lab report: Measuring acceleration and projectile motion 
• Unit test with data interpretation and diagram analysis 
• Scenario-based engineering challenge using force calculations 

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Unit 5: Powering the Planet – Energy, Work, and Heat 
February – March 
Global Context: Fairness and Development 

Students learn how energy is transferred and transformed. They explore specific heat, calorimetry, and energy efficiency in systems such as engines, homes, and natural processes. 

Summative Task: 

• Lab report: Specific heat and calorimetry of materials 
• Energy audit project with written report and design suggestions 
• Unit test

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Unit 6: Magnetism and Electricity – Fields and Forces 

March – April 
Global Context: Scientific and Technical Innovation 

This unit investigates electric circuits, magnetic fields, and electromagnetic induction. Students explore how electricity and magnetism work together in real-world technologies such as motors, generators, and transformers. 

Summative Task: 

• Presentation: Magnetic field mapping and applications 
• Lab report: Induced current and voltage 
• Unit test and group project: Design a simple electromagnetic device 

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Unit 7: Fluidity and Form – States of Matter and Transitions 
May – June 
Global Context: Identities and Relationships

 Students return to matter by exploring phase changes, intermolecular forces, and the behavior of liquids, gases, and plasmas. They analyze how molecular motion influences real-world phenomena like viscosity and surface tension. 

Summative Task: 

• Lab report: Intermolecular forces and surface tension 
• Viscosity investigation and peer demonstration 
• Final exam and concept map 

Grade Placement: 10th Grade or equivalent
Credit: 1.0 unit per course 

Course Description: 

Integrated Sciences B extends students’ scientific thinking through the study of Earth and space systems, environmental change, and life sciences. Students explore complex, interconnected systems such as climate, plate tectonics, the solar system, biodiversity, and human impact on the planet. This course reinforces core scientific skills, including observation, data collection, experimental design, and model creation. 

Each unit fosters global awareness and inquiry into sustainability, systems thinking, and technological advancement. Hands-on labs, case studies, and interdisciplinary projects promote both analytical thinking and creative problem-solving. The course prepares students to apply science in real-world contexts and to think critically about their role in global systems. 

Course Outline: 

Unit 1: Dynamic Earth – Plate Tectonics, Earthquakes, and Volcanoes 
August – September 
Global Context: Orientation in Time and Space 

Students investigate Earth’s internal structure, plate boundaries, and the processes that drive geological activity. They analyze data from real earthquake events and model the movement of tectonic plates. 

Summative Tasks: 

• Earthquake hazard map and explanation based on real geologic data 
• Scientific model of plate movement with written explanation 
• Unit test analyzing tectonic case studies 

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Unit 2: Weather and Climate – Patterns, Change, and Prediction 
September – October 
Global Context: Globalization and Sustainability 

This unit explores atmospheric systems, ocean currents, and the science behind weather prediction and long-term climate modeling. Students interpret climate graphs and simulate extreme weather events. 

Summative Tasks: 

• Research-based weather event case study (e.g., hurricanes, droughts, heatwaves) 
• Infographic or video explaining the causes and consequences of climate change 
• Climate systems quiz and weather forecast simulation 

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Unit 2: Weather and Climate – Patterns, Change, and Prediction 
September – October 
Global Context: Globalization and Sustainability 

Students examine ecosystems, food webs, and biogeochemical cycles. The unit emphasizes the balance between natural systems and human development, with a focus on conservation and ecological resilience. 

Summative Tasks: 

• Local ecosystem study with data collection and species inventory 
• Persuasive report: Protecting biodiversity in a threatened biome 
• Unit test on ecosystem interactions and sustainability strategies 

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Unit 4: The Universe and Beyond – Astronomy, Stars, and Space Exploration 
January – February 
Global Context: Scientific and Technical Innovation

Students explore the origins of the universe, the life cycle of stars, and recent advances in space technology. They consider how astronomy influences culture, knowledge, and ethics. 

Summative Tasks: 

• Timeline project: The birth and death of stars 
• Debate or essay: The ethics of space colonization or privatized exploration 
• Unit quiz: Star classification and the electromagnetic spectrum 

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Unit 5: Earth's Resources – Water, Minerals, and Energy 
March – April 
Global Context: Fairness and Development 

This unit explores natural resource distribution, energy systems, and sustainable management practices. Students analyze the environmental and social impacts of resource extraction. 

Summative Tasks: 

• Comparative project: Renewable vs. nonrenewable energy sources in a chosen country 
• Water cycle model with written reflection on accessibility and usage 
• Unit test with case study analysis (e.g., fracking, lithium mining) 

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Unit 6: Scientific Inquiry – Student-Led Environmental Investigation 
May – June 
Global Context: Identities and Relationships

In this capstone unit, students design and conduct a scientific investigation related to a local or global environmental issue. Emphasis is placed on collaboration, communication, and application of the scientific method. 

Summative Tasks: 

• Full experimental report with abstract, data analysis, and conclusion 
• Scientific poster presentation at a classroom “science symposium” 
• Peer-reviewed oral defense of method and findings 

Grade Placement: 10th Grade 
Prerequisite: Teacher recommendation 
Credit: 1.0 units 

Course Description: 

AP Biology is a rigorous, college-level course that investigates the core principles of living systems through inquiry, experimentation, and scientific analysis. Students explore key topics in evolution, cellular processes, genetics, information transfer, ecology, and system interactions. Emphasis is placed on conceptual understanding, evidence-based reasoning, and lab-based problem-solving. 

Students learn to think like scientists—posing testable questions, designing experiments, analyzing data, and communicating results. Labs align with the AP Biology curriculum framework and include required investigations outlined by the College Board. Students prepare for the AP Biology Exam through regular practice with free-response and multiple-choice questions modeled after the exam format. 

Course Outline: 

Unit 1: Chemistry of Life
August
Global Context: Scientific and Technical Innovation

Students study the molecular building blocks of life, including water, macromolecules, and the role of chemical interactions in biological structure and function. 

Summative Tasks: 

• Modeling macromolecules lab and CER analysis 
• Lab report: Properties of water 
• Multiple-choice quiz and FRQ practice on molecular structure and function

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Unit 6: Scientific Inquiry – Student-Led Environmental Investigation 
May – June 
Global Context: Identities and Relationships

Students explore how cellular components maintain homeostasis and how cells interact with their environment. Emphasis is placed on membranes, transport, and organelles. 

Summative Tasks: 

• Microscopy lab: Observing and sketching organelles 
• Osmosis and diffusion lab report 
• Unit test with FRQ: Cell transport and surface area/volume relationships 

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Unit 3: Cellular Energetics
Mid-October – November 
Global Context: Globalization and Sustainability

This unit investigates the transformation of energy through photosynthesis and cellular respiration, including enzyme activity and metabolic regulation. 

Summative Tasks: 

• Enzyme catalysis lab + CER explanation 
• Comparative modeling of photosynthesis and cellular respiration 
• Data interpretation and FRQ exam on energy flow

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Unit 4: Cell Communication and Cell Cycle
December 
Global Context: Fairness and Development 

Students analyze how cells communicate via chemical signals and how regulation of the cell cycle ensures growth and repair. Cancer and cellular dysregulation are explored. 

Summative Tasks: 

• Signal transduction simulation and diagram analysis 
• Mitosis lab with microscopic observation 
• FRQ: Checkpoints, apoptosis, and regulation of the cell cycle 

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Unit 5: Heredity
January 
Global Context: Identities and Relationships

This unit covers Mendelian and non-Mendelian genetics, including inheritance patterns, meiosis, and the use of probability and statistics in predicting outcomes. 

Summative Tasks: 

• Genetics problem set and pedigree analysis 
• Lab: Drosophila or corn kernel trait inheritance 
• Unit test with FRQs on inheritance and meiosis 

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Unit 6: Gene Expression and Regulation 
February
Global Context: Personal and Cultural Expression 

Students study how genes are transcribed, translated, and regulated in prokaryotic and eukaryotic organisms, as well as how mutations affect expression. 

Summative Tasks: 

• Gene expression modeling + mini-research on CRISPR or epigenetics 
• Lab: Bacterial transformation or electrophoresis 
• Argumentative essay: Should gene editing be allowed in humans? 

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Unit 7: Natural Selection 
March
Global Context: Orientation in Time and Space

Students explore evidence for evolution, mechanisms of natural selection, and population genetics using mathematical models and case studies. 

Summative Tasks: 

• Hardy-Weinberg modeling lab and simulation 
• Evolution case study presentation 
• FRQ: Speciation and common ancestry 

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Unit 8: Ecology
April
Global Context: Globalization and Sustainability

The final unit examines ecosystems, energy flow, population dynamics, and human impact on the environment. Students analyze ecological models and field data. 

Summative Tasks: 

• Field study or virtual ecosystem analysis 
• Modeling energy pyramids and biogeochemical cycles 
• Argumentative FRQ: Conservation biology and human influence 

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AP Exam Review
May

Comprehensive practice with FRQs, lab-based questions, and data interpretation tasks. Emphasis on synthesis and timed writing. 

Grade Placement: 11th Grade, 12th Grade 
Prerequisite: Integrated Sciences or equivalent foundational science course (required) 
Credit: 2.0 units 

Course Description: 

IB Physics SL is a demanding, two-year course designed for students who are curious about the physical world and ready to explore how fundamental laws of nature govern everything from subatomic particles to galaxies. Grounded in mathematical reasoning and experimental practice, the course provides a deep conceptual understanding of physics through inquiry, modeling, and problem-solving. 

Students investigate key topics such as mechanics, thermodynamics, waves, electricity and magnetism, and nuclear and quantum physics. Emphasis is placed on both theoretical understanding and practical application through laboratory work, real-world scenarios, and the use of simulations and digital tools. The course prepares students for official IB assessments and nurtures skills relevant to STEM fields and interdisciplinary inquiry. 

Course Purpose: 

The purpose of this course is to equip students with a strong scientific foundation in physics while developing their analytical, investigative, and reflective skills. It encourages students to make connections between physics and technology, ethics, sustainability, and innovation—recognizing science as a global, collaborative endeavor. 

Course Outline: 

Units are organized thematically and sequenced to align with the IB Physics SL syllabus. Each unit integrates theoretical lessons with lab experiments,    collaborative projects, and data-driven inquiry to prepare students for both internal and external assessments. Sample units include: 

• Mechanics and Motion – exploring Newton’s laws, energy conservation, and projectile motion 

• Thermal Physics – investigating heat transfer, specific heat, and changes of state 

• Waves and Sound – examining wave behavior, resonance, and applications in communication 

• Electricity and Magnetism – understanding circuits, electric fields, and magnetic interactions 

• Atomic, Nuclear, and Quantum Physics – delving into the structure of the atom and radiation 

• Energy, Power, and Climate Change – analyzing energy sources, transfer, and sustainability 

Prescribed Labs and Resources: 

Students complete required IB practicals and the Individual Investigation (IA), where they design and carry out an original experiment on a topic of their choice. Core materials and tools include: 

• Vernier and Pasco lab equipment for mechanics, energy, and electricity experiments 

• Simulations and data analysis platforms (e.g., PhET, LoggerPro, Excel) 

• Physics textbooks aligned with IB curriculum and supplementary digital resources 

• Graphing calculators and mathematical modeling tools 

Instructional Methods and Strategies: 

• Hands-On Labs: Frequent experimentation and engineering-based challenges 

• Collaborative Problem-Solving: Structured inquiry with peer support 

• Conceptual Modeling: Use of diagrams and analogies to build understanding 

• Technology Integration: Simulations, graphing tools, and video analysis software 

• Scientific Writing Workshops: Focused support for IA and structured reporting 

• Ethics and Applications Discussions: Debates on energy use, innovation, and equity in science 

Assessment Methods and Tools: 

• Lab Journals and Reports – detailed documentation of experiments and conclusions 

• Unit Quizzes and Concept Checks – regular feedback on theoretical understanding 

• Problem Sets and Practice Papers – preparing for Paper 1 (MCQ) and Paper 2 (structured problems) 

• Internal Assessment (IA) – original investigation report (20% of IB grade) 

• IB External Assessments – 

• Paper 1: Multiple-choice questions 
• Paper 2: Extended response and structured problems 

By the end of the year, students should be able to: 

• Explain scientific knowledge 
• Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations 
• Analyze and evaluate information to make scientifically supported judgments 

By the end of the year, students should be able to: 

• Explain a problem or question to be tested 
• Formulate and explain a testable hypothesis using scientific reasoning 
• Explain how to manipulate variables and collect data 
• Design scientific investigations 

By the end of the year, students should be able to: 

• Present collected and transformed data 
• Interpret data and explain results 
• Evaluate the validity of the hypothesis 
• Evaluate the method 
• Explain improvements or extensions 

By the end of the year, students should be able to: 

• Explain applications of science to address problems 
• Evaluate implications of using science 
• Apply scientific language effectively 
• Document sources 

AP Human Geography
Grade Placement: 9th Grade, 10th Grade 
Credit: 1.0 units per course 

Course Description: 

AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. The course explores key concepts such as place, space, scale, and human-environment interaction, encouraging students to think critically about globalization, migration, cultural identity, and spatial organization. 

Using geographic models, tools (such as GIS and maps), and real-world case studies, students examine issues ranging from urbanization and economic development to political boundaries and cultural landscapes. The course is writing-intensive and emphasizes data interpretation, visual literacy, and argumentative reasoning. 

Course Purpose: 

The purpose of this course is to help students develop spatial thinking and understand the interconnectedness of global systems. It equips students with the tools to analyze how geography impacts population trends, cultural identities, economic systems, political structures, and environmental sustainability. 

AP World History: Modern 
Grade Placement: 9th Grade, 10th Grade 
Credit: 1.0 units per course 

Course Description: 

AP World History: Modern is a college-level course that explores significant world events, processes, and interactions from c. 1200 CE to the present. Students investigate the development and connection of human societies across regions and time periods through themes such as governance, culture, economics, social structures, and technology. 

The course emphasizes historical thinking skills, including comparison, causation, continuity and change over time, and the use of primary and secondary sources. Students engage in critical analysis, develop historical arguments, and learn to express complex ideas in writing. Through cross-cultural case studies and global perspectives, students build a foundation for understanding the modern world. 

Course Outline: 

Instruction is organized into 9 chronological and thematic units prescribed by the College Board, each grounded in a global context for interdisciplinary understanding. 

Unit 1: The Global Tapestry (c. 1200–c. 1450)  
Global Context: Culture and Belief Systems 

Explore state formation, religion, and cultural developments in regions such as Dar al-Islam, Song China, and the Americas. 

Summative Task: Comparative essay analyzing governance and belief systems across empires. 

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Unit 2: Networks of Exchange (c. 1200–c. 1450) 
Global Context: Global Interconnectedness and Trade

Examine how the Silk Roads, Indian Ocean trade, and Trans-Saharan routes shaped economic, cultural, and technological diffusion. 

Summative Task: Map-based DBQ and analysis of trade networks’ cultural impact. 

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Unit 3: Land-Based Empires (c. 1450–c. 1750) 
Global Context: Power and Authority

Investigate the consolidation of empires (Mughals, Ottomans, Safavids) through military, religious, and administrative systems. 

Summative Task: LEQ exploring methods of empire-building and legitimacy. 

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Unit 4: Transoceanic Interconnections (c. 1450–c. 1750)  
Global Context: Exploration and Encounter 

Analyze the Columbian Exchange, maritime empires, and early globalization’s effects on indigenous cultures and global power structures. 

Summative Task: DBQ on the consequences of European expansion and trade.

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Unit 5: Revolutions (c. 1750–c. 1900)   
Global Context: Rights, Justice, and National Identity 

Study Atlantic revolutions, Enlightenment ideals, and the reshaping of society through independence and reform movements. 

Summative Task: Argumentative essay comparing the outcomes of different revolutions. 

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Unit 6: Consequences of Industrialization (c. 1750–c. 1900)   
Global Context: Innovation and Inequality

Explore how industrialization transformed economies, labor systems, and the environment—and intensified imperial ambitions. 

Summative Task: Source-based analysis of the human and environmental cost of industrialization.

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Unit 7: Global Conflict (c. 1900–present)   
Global Context: War, Peace, and Human Rights

Examine World War I, World War II, and the Cold War through the lenses of ideology, total war, and shifting power balances. 

Summative Task: DBQ comparing the causes and global impact of two 20th-century conflicts. 

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Unit 8: Cold War and Decolonization (c. 1900–present)
Global Context: Independence and Geopolitical Realignment

Investigate the dismantling of colonial empires, nationalist movements, and Cold War alignments across Asia, Africa, and Latin America. 

Summative Task: LEQ analyzing the challenges and outcomes of post-colonial transitions.

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Unit 9: Globalization (c. 1900–present)
Global Context: Interdependence and Cultural Exchange

 Understand modern globalization in terms of technology, migration, environmental change, cultural diffusion, and international cooperation. 

Summative Task: Multimedia presentation on a global issue (e.g., climate, labor, digital economy) through a historical lens. 

IB DP History: The Americas
Grade Placement: 11th Grade, 12th Grade 
Credit: 2.0 units 

Offered in Standard and High Level

Course Description: 

IB History is a rigorous, two-year course that examines major world events, movements, and ideologies through a global lens, while emphasizing depth of study, historical inquiry, and multiple perspectives. Students investigate causes and consequences of political, economic, and social change and explore how history is constructed and interpreted over time. 

The Standard Level (SL) and Higher Level (HL) courses include both thematic and regional case studies. All students study prescribed topics in 20th-century world history and explore key concepts such as continuity, causation, perspective, and change. HL students also engage in an additional depth study of a particular region, such as the Americas, Europe, or Asia. 

The course fosters critical reading, document analysis, and academic argumentation through written and oral assessments. Students are also required to complete an internal assessment—a historical investigation of a topic of their own choosing. 

Course Purpose: 

The purpose of IB History is to develop students as thoughtful, informed, and globally-minded historical thinkers. It encourages engagement with multiple viewpoints, fosters awareness of how history is written, and cultivates the skills necessary to analyze sources, construct historical arguments, and reflect on the moral dimensions of the past. 

Course Outline: 

Instruction is organized into thematic and regional units as prescribed by the IB History curriculum. Each unit integrates a global context and supports both internal and external assessments. SL and HL students share core units; HL students complete additional case studies. 

Unit 1: The Move to Global War
Global Context: Power, Ideology, and Militarism

Analyze the causes and consequences of military expansion in Germany, Japan, and Italy in the 1930s, with a focus on nationalism, imperial ambitions, and the failures of diplomacy. 

Summative Task: Source-based paper evaluating motives and responses to aggression in two regions. 

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Unit 2: Authoritarian States (20th Century) 
Global Context: Leadership, Identity, and Social Control 

Study the rise and rule of authoritarian leaders such as Hitler, Mao, Stalin, or Castro. Explore methods of consolidation and maintenance of power, propaganda, opposition, and policy outcomes. 

Summative Task: Comparative essay on two leaders’ use of ideology and control mechanisms. 

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Unit 3: Causes and Effects of 20th Century Wars 
Global Context: Conflict, Nationalism, and Resistance 

Examine major conflicts such as World War I, World War II, and regional wars (e.g., Spanish Civil War, Chinese Civil War). Focus on origins, nature of warfare, technological change, and peace settlements.

Summative Task: Document-based analysis of a chosen war and its long-term effects on global order.

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Unit 4 (HL Only): The Americas – Independence, Reform, and Revolution 
Global Context: Change, Colonialism, and Statehood 

Explore independence movements and reform in Latin America, the United States, and Canada, focusing on political, economic, and social transformation. 

Summative Task: Historical research essay comparing independence strategies in two regions. 

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Unit 5 (HL Only): The Cold War and the Americas (1945–1981) 
Global Context: Ideology and Global Tension 

Investigate the Cold War’s impact on the Americas, including containment policy, military interventions, and domestic responses to communism. 

Summative Task: Analytical paper on the role of ideology and foreign policy in shaping hemispheric relations. 

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Unit 6: Internal Assessment – Historical Investigation
Global Context: Inquiry and Historical Memory 

Students choose a historical topic of interest and conduct an independent investigation, analyzing sources and crafting a formal written report. 

Summative Task: Internal assessment submitted to the IB: 2,200-word historical investigation with evaluation of sources. 

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Instructional Methods and Strategies: 

• Primary and Secondary Source Analysis: Students evaluate historical documents, maps, and visual texts for perspective, reliability, and historical context. 

• Socratic Seminars and Historiographical Debates: Structured discussions help students explore multiple interpretations of past events. 

• Comparative and Thematic Essays: Students build written arguments across time, regions, or ideologies. 

• Research Projects: Independent inquiry through the IA cultivates original thinking and academic integrity. 

• Structured Exam Practice: Timed DBQs, essays (LEQs), and short-answer questions prepare students for formal IB assessments. 

• Student Presentations: Oral work emphasizes clear communication, structured analysis, and peer teaching. 

• Global and Interdisciplinary Connections: Lessons connect historical content to political science, economics, ethics, and literature. 

Assessment Methods and Tools: 

• Daily Engagement and Source Work – critical questioning, annotation, and collaborative analysis 

• Written Assessments – analytical essays, comparative studies, and document-based writing 

• Oral Presentations – individual or group work on topics of historical significance 

• Quizzes and Short Response Tasks – periodic checks for understanding and retrieval 

• Internal Assessment (IA) – a 2,200-word historical investigation (20–25% of final IB score) 

IB External Assessments: 

• Paper 1 (SL/HL): Source-based questions on prescribed topics 

• Paper 2 (SL/HL): Thematic essay questions 

• Paper 3 (HL only): Regional depth study essays 

By the end of the year, students should be able to: 

• Use a wide range of terminology in context 
• Demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples