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High School Grades 9-12
Secondary School Curriculum Guide
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Contents
Secondary School Overview................................................................................................................................................. 1
IB Learner Profiles................................................................................................................................................................ 2
Curriculum Overview ............................................................................................................................................................ 4
Language and Literature..................................................................................................................................................... 13
Mathematics...................................................................................................................................................................... 20
Science ............................................................................................................................................................................... 28
Biology............................................................................................................................................................................... 32
Humanities ........................................................................................................................................................................ 35
Language Acquisition......................................................................................................................................................... 42
English as an Additional Language (EAL)............................................................................................................................. 48
Technology ......................................................................................................................................................................... 51
Physical Education .............................................................................................................................................................. 54
Arts.................................................................................................................................................................................... 57
Advisory Program............................................................................................................................................................... 66
Camps - Outdoor Education................................................................................................................................................ 67
Additional Information....................................................................................................................................................... 70
Frequently Asked Questions............................................................................................................................................... 72
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InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They acvely enjoy learning and this
love of learning will be sustained throughout their lives.
KnowledgeableThey explore concepts, ideas and issues that have local and global signicance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
ThinkersThey exercise iniave in applying thinking skills crically and creavely to recognize and
approach complex problems and make reasoned, ethical decisions.
CommunicatorsThey understand and express ideas and informaon condently and creavely in more
than one language and in a variety of modes of communicaon. They work eecvely and
willingly in collaboraon with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, jusce and respect for
the dignity of the individual, groups and communies. They take responsibility for their
own acons and the consequences that accompany them.
Open-mindedThey understand and appreciate their own cultures and personal histories and are open
to the perspecves, values and tradions of other individuals and communies. They are
accustomed to seeking and evaluang a range of points of view, and are willing to grow
from the experience.
CaringThey show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service and act to make a posive dierence to thelives of others and to the environment.
Risk-takersThey approach unfamiliar situaons and uncertainty with courage and forethought and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and arculate in defending their beliefs.
BalancedThey understand the importance of intellectual, physical and emoonal balance to
achieve personal well-being for themselves and others.
ReecveThey give thoughul consideraon to their own learning and experience. They are able
to assess and understand their strengths and limitaons in order to support their learning
and personal development.
At the center of our school curriculum is the IB Learner Prole which details the qualies that all students are encouraged to
develop and demonstrate. These proles are also core to all three of the IB programs oered at Stamford: the Primary YearsProgram (PYP), the Middle Years Program (MYP) and the Diploma Program (DP).
IB Learner Proles
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American Educaon Reaches Out (AERO)Standards
Stamford aligns the AERO standards with the IB programs to ensure that students
receive the best of American and internaonal educaon. The AERO project is
supported by the U.S. State Departments Oce of Overseas Schools and the
Overseas Schools Advisory Council to assist schools in developing and implemenng
American standards-based school curricula. AERO provides a framework for
curriculum consistency from Kindergarten 2 to Grade 12 and for stability of
curriculum in overseas school. AEROs curriculum and resources are in alignment with
research based trends in the development of curriculum worldwide, and in parcular
with standards-based eorts in the U.S.
The AERO Curriculum Framework connects the process strands, which highlight ways
of acquiring and using content knowledge, with the content standards, which outline
the big concepts, to develop a coherent understanding. The relaonship betweenProcess and Content Standards is crical as students will not develop procient
understanding if either is taught in isolaon. The AERO projects primary goal is to
develop a framework of voluntary academic standards appropriate for American
schools overseas. The AERO standards used the Council for Basic Educaons
Standards for Excellence in Educaon as the base. Standards for Excellence in
Educaon is a condensed, edited version of the U.S. naonal standards, so there is a
strong relaonship between the U.S naonal standards and AERO.
Advanced Placement (AP) Program
Students with a strong academic background may pursue college level studies while
in Stamfords Secondary School through the American-based Advanced Placement
Program (AP). Students take AP examinaons in Grades 11 and 12 and based on their
performance, students can earn credit, advanced placement or both, for college.
The Advanced Placement examinaons are administered on set dates each May and
consist of:
Mulple-choice quesons
Free response (essay, problem-solving) quesons
Through the AP Scholar Program, introduced in 1991, students who earn grades of
3 or higher in three or more Advanced Placement examinaons are designated AP
Scholars. An AP Scholar with Honors indicates a student who has achieved 3 or
higher on 4 or more AP examinaons. An AP Scholar with Disncon has achieved a
grade of 3 or higher on 5 or more AP examinaons.
Stamford American Internaonal School oers two rigorous programs of learning: the Internaonal Baccalaureate (IB)
Program integrated with the American Educaon Reaches Out (AERO) standards. Stamford students get the best ofinternaonal and American educaon to prepare them to live, learn and work in our increasingly globalized world. The
curriculum is concept-based, building on students natural curiosity through formal content mixed with a broad range of
associated real-world experiences. This creates a solid plaorm for informaon and concepts which students will connue
to build on while at Stamford and for the rest of their lives.
Curriculum Overview
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IB Diploma Program (DP)
Stamford is an IB World School. IB World Schools share a common philosophy - a
commitment to high quality, challenging internaonal educaon that Stamford
believes is important for our students. The DP is a well-established two-year program
of study completed in Grade 11 and 12. The DP is currently oered by 2,188 member
schools and since 1968, more than half-a-million students in 138 countries have
parcipated in the program. The DP was originally developed to accommodate the
growing number of mobile internaonal students who belonged more to the world
than to any single country. It sought to provide students with a truly internaonal
educaon - an educaon that encouraged an understanding and appreciaon of
other cultures, languages and points of view.
The DP is a comprehensive and challenging pre-university course of study that
demands the best from movated students and teachers. The program culminates
in externally assessed examinaons and is widely recognized for its high academic
standards.
The two-year curriculum is rigorous and intellectually coherent, encouraging crical
thinking through the study of a wide range of subjects in the tradional academic
disciplines while encouraging an internaonal perspecve. Beyond compleng
college-level courses and examinaons, DP students are also required to engage in
community service, individual research, and an inquiry into the nature of knowledge.
The two-year course of study leads to nal examinaons in six subject areas and a
qualicaon widely recognized by the worlds leading colleges and universies.
The DP curriculum contains six subject groups together with a core made up of three
separate parts: extended essay, theory of knowledge and creavity, acon, service.
Students study six subjects selected from the subject groups. Normally three
subjects are studied at higher level (courses represenng 240 teaching hours), and
the remaining three subjects are studied at standard level (courses represenng 150
teaching hours). The dierence between HL and SL courses is normally one of breadth
rather than depth, in all subjects, except Group 2 (second language); the depth of the
course material is the same at HL and SL. In HL, there is more breadth i.e. more topics
studied. In Group 2, the dierent courses are hierarchical.
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All three parts of the core (extended essay, theory of knowledge and creavity,
acon, service) are compulsory and are central to the philosophy of the Diploma
Program.
Students must study one subject from each of Groups 1-5 (Group 1 is Language A and
Group 2 is Language B). The sixth subject may be selected from Group 6 or may be a
second subject from Groups 2-5. Subjects listed below are a sample of what will be
oered at Stamford.
Groups 1 & 2 Group 3 Group 4 Group 5 Group 6
English History BiologyMathemacs
SL/HLVisual Arts
Mandarin Economics ChemistryMathemacal
studies SLTheater Arts
SpanishBusiness &
ManagementPhysics Music
Student work is assessed both internally and externally. Internal assessments form
about 20% of the nal mark. In each IB examinaon, the student is graded on a scale
of 1 (minimum) to 7 (maximum). The award of the diploma requires students to
meet dened standards and condions. These include a minimum total of 24 points
and the sasfactory compleon of three compulsory core components: 1) Theory of
Knowledge (TOK); 2) Extended Essay; and 3) Creavity, Acon, Service (CAS). Thus the
program has the strengths of a tradional and broad curriculum, augmented by the
three requirements shown at the center of the program model above.
Worldwide, approximately 80% of students are awarded the diploma. A student who
does not sasfy the requirements of the full Diploma Program, or who has elected totake fewer than six subjects, is awarded a cercate for the examinaons completed.
Detailed informaon about all aspects of the IB Diploma Program is available on the
website of the Internaonal Baccalaureate Organizaon www.ibo.org/diploma.
Course Descripons
Students must take six subjects, one from each of the subject Groups below over
the course of Grade 11 and Grade 12, three at the Higher Level (HL) and three at
the Standard Level (SL). In addion, all students will take a Theory of Knowledge
course, complete the Creavity, Acon and Service (CAS) requirement and submit an
Extended Essay. Courses may be oered at both Higher and Standard Level according
to class size and student preference.
Theory of Knowledge (TOK)
TOK requirement is central to the educaonal philosophy of the Diploma Program. It
oers students and their teachers the opportunity to:
Reect crically on diverse ways of knowing and on areas of knowledge
Consider the role and nature of knowledge in their own culture, in the cultures of
others and in the wider world
In addion, it prompts students to:
Be aware of themselves as thinkers, encouraging them to become more acquainted
with the complexity of knowledge
Recognize the need to act responsibly in an increasingly interconnected but uncertain
world
As a thoughul and purposeful inquiry into dierent ways of knowing, and into
dierent kinds of knowledge, TOK is composed almost enrely of quesons. The
most central of these is How do we know? It is a stated aim of TOK that students
should become aware of the interpretave nature of knowledge, including personal
ideological biases, regardless of whether, ulmately, these biases are retained,revised or rejected. TOK also has an important role to play in providing coherence for
the student as it transcends and links academic subject areas, thus demonstrang the
ways in which they can apply their knowledge with greater awareness and credibility.
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Creavity, Acon, Service (CAS)
CAS is a fundamental part of the IB Diploma curriculum. The CAS requirement
takes seriously the importance of life outside the world of scholarship, providing a
counterbalance to the academic program. Parcipaon in theater producons, sports
and community service acvies encourages young people to share their energies
and special talents while developing awareness, concern and the ability to work
cooperavely with others.
Stamford provides many opportunies for students to get involved in a variety of
Creavity, Acon and Service acvies. Students are also encouraged to follow
their own interests and get involved in other acvies not sponsored by the school.
Students should thoughully align their acvies with the 8 learning objecves.
Reecon on student parcipaon is another important component of the CAS
program.
CreavityCreave acvies engage the arsc and aesthec development of the student.
Creave acvies must be acvely parcipated in by the student, and not merely
involve the student as a spectator. Creave hours may be sased (for example) by
acve involvement in dance, theater, music and art acvies outside the normal
curriculum.
This aspect of CAS is interpreted as imaginavely as possible to cover a wide range
of arts and other acvies beyond the normal curriculum which include creave
thinking in the design and carrying out of service projects. This could involve doing
dance, theater, music and art, for example.
Students should be engaged in group acvies, and especially in new roles, wherever
possible. Nevertheless, individual commitment to learning an art form is allowed,
where it respects the requirements for all CAS acvies: that goals are set and the
student reects on progress.
Acon
Acon-based acvies take place aer school hours and are not included in the
curriculum. Acon hours may include physical acvies such as playing on sports
teams, parcipang in aer school clubs, parcipang in civic organizaons, etc.
This aspect of CAS can include parcipaon in expedions, individual and teamsports, and physical acvies outside the normal curriculum; it also includes physical
acvity involved in carrying out creave and service projects. Acon may involve
parcipaon in sports or other acvies requiring physical exeronsuch as
expedions and camping trips, or digging trenches to lay water pipes to bring fresh
water to a village.
Students should be encouraged toward group and team acvies, and undertaking
new roles, but an individual commitment is acceptable where the general
requirements of CAS are met: goals are set and the student reects on progress.
Both creavity and acon can be enhanced by incorporang the service element.
Students involved in the arts and in physical acvies might consider coaching or
teaching young children, seniors in residenal homes, street children and so on.
ServiceService encourages students to experience the rewards of helping others in their
community and world. Service hours encompass meaningful interacons between
students and those that they help, including such acvies as volunteering for
peer-tutoring, vising residents of a rerement home, working at community food
or furniture banks, fundraising for emergency disaster relief, etc. Service acvies
should lead students to show respect for the dignity and self-respect of others.
Service projects and acvies are oen the most transforming element for theindividual student; they have the potenal to nurture and mold the global cizen.
Service involves interacon, such as the building of links with individuals or groups in
the community. The community may be the school, the local district, or it may exist
on naonal and internaonal levels (such as undertaking projects of assistance in a
developing country).
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Service acvies should not only involve doing things for others but also doing things
with others and developing a real commitment with them. The relaonship should
therefore show respect for the dignity and self-respect of others.
Extended Essay
IB students are required to write an extended essay of 4,000 words. They will engagein independent research through an in-depth study of a queson related to one of
the Diploma subjects they are studying. This academic endeavor oers students the
opportunity to learn the research, organizaon, and academic wring skills expected
at university.
High School Diploma Program
Students who require a less rigorous program, can devise a program in Grades 11 and
12 that has a mix of one of the DP cercate courses, i.e. just one subject, or an AP
course or just Honors courses, and MYP courses, especially if studying a language or a
Science at an achievable level.
Working with the Academic Dean, students can ensure fulllment of the graduaon
requirements. For a Regular Diploma, a student must earn a minimum of 20 Credits in
acceptable High School courses and must complete at least one senior year semester
at Stamford in order to be eligible for a Stamford diploma. The following are required
credits:
4 credits in English
6 credits in Social Studies and Foreign Languages*
6 credits in Mathemacs and Science**
1 credit in Arts (Art, Music and/or Drama)
2 credits in Physical Educaon***
1 elecve credit
* At least two credits in the same foreign language and three credits in Social Studies.
** At least two credits in each.
*** Students are required to take Physical Educaon in Grades 9-12.
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IB Middle Years Program (MYP)
Stamford is an IB World School authorized to oer the IB Middle Years Program
(MYP). IB World Schools share a common philosophy a commitment to high quality,
challenging, internaonal educaon that Stamford believes is important for our
students. The MYP is a course of study designed to meet the educaonal needs of
students in Grade 6 to Grade 10 (between the ages of 11 and 16) and is regarded
as ideal preparaon for the IB Diploma Program (DP). Students who take the MYP
are more likely to be successful with the DP, a program designed for university and
college entrance worldwide.
The MYP consists of eight subject groups integrated through give areas of interacon
that provide a framework for learning within and across the subjects. Students are
required to study English (Language A), a Second Language (Language B), Humanies,
Sciences, Arts, Mathemacs, Physical Educaon and Technology.
In the nal year of the MYP, students also engage in a personal project, which allows
them to demonstrate the understandings and skills they have developed throughout
the program. The personal objecve is a signicant piece of work representave
of the students own iniave and creavity. Each project must reect a personal
understanding of areas of interacon. Students are expected to choose their
project, which can take many forms, and take the process to compleon under the
supervision of a teacher in the school. This involves planning, research, and a high
degree of personal reecon.
Assessment is criterion-related, so students around the world are measured against
pre-specied criteria for each subject group. Teachers may modify these criteria
to be age-appropriate in the earlier years of the program. Teachers set assessment
tasks that are assessed internally in the school. External checks (either moderaonor monitoring of assessment by the IB examiners) are carried out on this internal
assessment to ensure worldwide consistency of standards.
The curriculum is illustrated with eight academic areas or subject groups surrounding
the ve areas of interacon. The emphasis is on the uidity of the curricular
framework and the interrelatedness of the subjects. Aspects of the areas of
interacon are addressed naturally through the disnct disciplines. In parcular, the
framework is exible enough to align with and enhance the American curriculum
standards.
The Middle Years Program denes ve areas of interacon. These areas of interacon
are an explicit expression of the common realies ahead by all subject areas and an
expression of the varied ways we impact the world through educaon. They are as
follows:
Approaches to Learning: Represents general and subject-specic learning skills that
the student will develop and apply during the program and beyond.
Community and Service:Considers how a student engages with his or her
immediate family, classmates and friends in the outside world as a member of these
communies.
Health and Social Educaon: Delves into the range of human issues that exist in
human sociees, such as social structures, relaonships and health. This area can
be used by students to nd out how these issues aect sociees, communies and
individuals, including students themselves.
Environment: Considers how humans interact with the world at large and the parts
we place in our environments. It extends into areas beyond human issues and asks
students to examine the interrelaonships of dierent environments.
Human ingenuity:Deals with the way human minds have inuenced the world, for
example, the way we are, think, interact with each other, create, nd soluons to and
cause problems, transform ideas and raonalize thought.
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The MYP places the current concept of areas of interacon
at the center of the curriculum model as it serves to
combine the learning in the various subject areas and
deliver authenc relevance to the learning.
Year-Long Courses
The subjects listed below are year-long courses and are oered at all ve levels. It is
important to note that Stamford oers daily foreign language lessons in Mandarin
and Spanish. Stamford also oers Language A Mandarin and Spanish during the
foreign language block for students that are capable of studying these languages at a
nave level.
Subject Hours Annually Subject Hours Annually
English 125 Visual Arts 50
Mathemacs 125 Music 50
Science 125 Drama 50
Humanies 125 Dance 25
Technology 125
Physical Educaon 100
Foreign Language 125 Elecves 50
Elecves Program
Elecve courses are one semester long. Elecve courses meet regularly for two
periods per week for a total of 25 hours per semester. The elecve courses give our
students an opportunity to augment their rigorous academic experience with a topic
or subject of their choosing. Examples of elecve course include: Music Recording,
ICT, Global Issues Network, Texles, and Community and Service. At the beginning
of each semester, students will have an opportunity to choose an elecve that bothappeals to them and complements their learning experience.
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Language is fundamental to learning, thinking and communicang, therefore it
permeates the whole curriculum. The power of language is best experienced through
quality literature. The study of language and literature enables students to become
highly procient in their understanding and use of their language(s). Students need
to develop an appreciaon of language and literature; the nature of it, the many
inuences on it and the power and beauty of it. They will be encouraged to recognize
that prociency in language is a valuable life skill, a powerful tool both in societal
communicaon and as a means of personal reecon. Learning that language and
literature are creave processes encourages the development of imaginaon and
creavity through self-expression. Language A is academically rigorous, and equips
students with linguisc, analycal and communicave skills that can also be used in
an interdisciplinary manner across all other subject groups. There are six skill areas:
listening, speaking, reading, wring, viewing and presenng, which develop as both
independent and interdependent skills. Students develop these skills through thestudy of both language and literature.
Language A is a core element of the MYP and builds on experiences in language
learning that students have gained during their me in the IB Primary Years Program
(PYP). Knowledge, conceptual understanding and skills will have been developed
through trans-disciplinary units of inquiry or independent language inquiry. Students
connuing on to the Diploma Program (DP) will have grounding in at least one
Language A that will enable them to undertake all the DP course opons. If students
become procient in two (or more) Language A courses in the MYP, they can achieve
a bilingual diploma in the DP.
Aims
The aims of all MYP subjects state what a teacher may expect to teach and what a
student may expect to experience and learn. These aims suggest how the student
may be changed by the learning experience.
The aims of MYP language and literature are to encourage and enable students to:
Use language as a vehicle for thought, creavity, reecon, learning, self-expression,
analysis and social interacon
Develop the skills involved in listening, speaking, reading, wring, viewing and
presenng in a variety of contexts
Develop crical, creave and personal approaches to studying and analyzing literary
and non-literary texts
Engage with text from dierent historical periods and a variety of cultures
Explore and analyze aspects of personal, host and other cultures through literary and
non-literary texts
Explore language through a variety of media and modes
Develop a lifelong interest in reading
Apply linguisc and literary concepts and skills in a variety of authenc contexts.
Assessment
All of the Language A English aims are assessed using a variety of formave and
summave assessment tasks including essays, creave wring, presentaons,
debates, research assignments, arcles, response to literature and performances.
Criterion A Analyzing Maximum 8
Criterion B Organizing Maximum 8
Criterion C Producing text Maximum 8
Criterion D Using Language Maximum 8
Language and Literature
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Language and literature assessment criteria:
Grade 9
Criterion A: AnalyzingMaximum: 8
At the end, students should be able to:
i. Idenfy and explain the content, context, language, structure, technique and style of
text(s) and the relaonships among texts
ii. Idenfy and explain the eects of the creators choices on an audience
iii. Jusfy opinions and ideas, using examples, explanaons and terminology
iv. Interpret similaries and dierences in features within and between genres and texts
Criterion B: Organizing
Maximum: 8
At the end, students should be able to:
i. Employ organizaonal structures that serve the context and intenon
ii. Organize opinions and ideas in a coherent and logical manner
iii. Use referencing and formang tools to create a presentaon style suitable to the
context and intenon.
Criterion C: Producing text
Maximum: 8
At the end, students should be able to:
i. Produce texts that demonstrate thought, imaginaon and sensivity, while exploring
and considering new perspecves and ideas arising from personal engagement with
the creave process
ii. Make stylisc choices in terms of linguisc, literary and visual devices, demonstrang
awareness of impact on an audience
iii. Select relevant details and examples to develop ideas
Criterion D: Using language
Maximum: 8
At the end, students should be able to:
i. Use appropriate and varied vocabulary, sentence structures and forms of expressionii. Write and speak in an appropriate register and style
iii. Use correct grammar, syntax and punctuaon
iv. Spell (alphabec languages), write (character languages) and pronounce with
accuracy
v. Use appropriate non-verbal communicaon techniques
Language and literature assessment criteria:
Grade 10
Criterion A: AnalyzingMaximum: 8
At the end, students should be able to:
i. Analyze the content, context, language, structure, technique and style of text(s) and
the relaonship among texts
ii. Analyze the eects of the creators choices on an audience
iii. Jusfy opinions and ideas, using examples, explanaons and terminology
iv. Evaluate similaries and dierences by connecng features across and within genres
and texts
Criterion B: OrganizingMaximum: 8
At the end, students should be able to:
i. Employ organizaonal structures that serve the context and intenon
ii. Organize opinions and ideas in a sustained, coherent and logical manner
iii. Use referencing and formang tools to create a presentaon style suitable to the
context and intenon.
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Criterion C: Producing text
Maximum: 8
At the end, students should be able to:
i. Produce texts that demonstrate insight, imaginaon and sensivity while exploringand reecng crically on new perspecves and ideas arising from personal
engagement with the creave process
ii. Make stylisc choices in terms of linguisc, literary and visual devices, demonstrang
awareness of impact on an audience
iii. Select relevant details and examples to develop ideas
Criterion D: Using language
Maximum: 8
At the end, students should be able to:
i. Use appropriate and varied vocabulary, sentence structures and forms of expression
ii. Write and speak in a register and style that serve the context and intenon
iii. Use correct grammar, syntax and punctuaon
iv. Spell (alphabec languages), write (character languages) and pronounce with
accuracy
v. Use appropriate non-verbal communicaon techniques
Curriculum
Grade 9 Language A English
Grade 9 Literature is a diverse and balanced class that aims to develop students
skills of reading, wring, speaking, and viewing. Students are encouraged to see
literature as a means of understanding the growth processes all humans go through.
Students are also encouraged to see literature as a means of seeing into mes and
places dierent from our own and as a global human enterprise, an enduring product
of human ingenuity. In other words, their aenon is directed to the ways in which
authors use and build on each others works.
The course is structured into units which allow exibility in terms of choice of texts
and acvies devised. Key concepts under study include:
Reading
Key Ideas and Details: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text
Cra and Structure:Determine the meaning of words and phrases as they are used
in the text, including the gurave and connotave meanings; analyze the cumulave
impact of a specic word choices on meaning and tone (e.g., how the language
evokes a sense of me and place; how it sets a formal or informal tone)
Integraon of Knowledge and Ideas: Analyze the representaon of a subject or a key
scene in two dierent arsc mediums, including what is emphasized or absent in
each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with
the Fall of Icarus)
Wring
Text Type and Purposes: Write arguments to support claims in an analysis of
substanve topics or texts, using valid reasoning and relevant and sucient evidence Producon and Distribuon or Wring: Produce clear and coherent wring in which
the development, organizaon, and style are appropriate to task, purpose, and
audience
Research to Build and Present Knowledge: Conduct short as well as more sustained
research project to answer a queson (including a self-generated queson) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize
mulple sources on the subject, demonstrang understanding of the subject under
invesgaon
Range of Wring: Write rounely over extended me frames (me for research,
reecon, and revision) and shorter me frames (a single sing or a day or two) for a
range of tasks, purposes and audiences
Speaking and Listening Standards
Comprehension and Collaboraon: Iniate and parcipate eecvely in a range
of collaborave discussions (one-on-one, in groups and teacher-led) with diverse
partners on Grade 9-10 topics, texts and issues, building on others ideas and
expressing their own clearly and persuasively
Presentaon of Knowledge and Ideas: Present informaon, ndings, and supporng
evidence clearly, concisely, and logically such that listeners can follow the line of
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reasoning and the organizaon, development, substance and style are appropriate to
purpose, audience, and task
Language Standards
Convenons of Standard English: Use various types of phrases (noun, verb, adjecval,
adverbial, parcipial, preposional, absolute) and clauses (independent, dependent;
noun, relave, adverbial) to convey specic meanings and add variety and interest to
wring or presentaons
Knowledge of Language: Apply knowledge of language to understand how language
funcons in dierent contexts, to make eecve choices for meaning or style, and to
comprehend more fully when reading or listening
Vocabulary Acquision and Use: Demonstrate understanding of gurave language,
word relaonships, and nuances in word meanings
Grade 10 Language A English
In the nal year of the Middle Years Program in Language A, students will connueto develop reading, wring, presentaon and analycal skills in response to a range
of text types, guiding quesons and Areas of interacon. Furthermore, the program
is designed to prepare the student for the IB Diploma course. Over the course of the
year students will interrogate a series of texts, asking themselves two major guiding
quesons:
What is the role of the individual in society?
What does it mean to be American?
The course is structured into units which allow exibility in terms of choice of texts
and acvies devised. Key concepts under study include:
Reading
Key Ideas and Details: Analyze how complex characters (e.g., those with mulple
or conicng movaons) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme
Cra and Structure: Analyze how an authors choices concerning how to structure
a text, order events within it (e.g., parallel plots), and manipulate me (e.g., pacing,
ashbacks) create such eects as mystery, tension or surprise
Integraon of Knowledge and Ideas: Analyze how an author draws on and transforms
source material in a specic work (e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by Shakespeare)
Range of Reading and Level of Text Complexity: By the end of Grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the
Grades 9-10 text complexity band independently and prociently
Wring
Text types and purposes: Use words, phrases, and clauses to link the major secons
of the text, create cohesion, and clarify the relaonships between claims(s) and
reasons, between reasons and evidence, and between claims(s) and counterclaims;
write informave/explanatory texts to examine and convey complex ideas, concepts
and informaon clearly and accurately through the eecve selecon, organizaon
and analysis of content
Producon and Distribuon or Wring: Develop and strengthen wring as needed
by planning, revision, edion, rewring, or trying a new approach, focusing on
addressing what is most signicant for a specic purpose and audience
Research to Build Knowledge: Gather relevant informaon from mulple
authoritave print and digital sources, using advanced searches eecvely; assess the
usefulness of each source in answering the research queson; integrate informaon
into the text selecvely to maintain the ow of ideas, avoiding plagiarism and
following a standard format for citaon
Range of Wring: Write rounely over extended me frames (me for research,
reecon, and revision) and shorter me frames (a single sing or a day or two) for a
range of tasks, purposes, and audiences
Speaking and Listening
Comprehension and Collaboraon: Evaluate a speakers point of view, reasoning
and use of evidence and rhetoric, idenfying any faulty reasoning or exaggerated ordistorted evidence
Presentaon of Knowledge and Ideas: Adapt speech to a variety of contexts and
tasks, demonstrang command of formal English when indicated or appropriate
Language Standards
Convenons of Standard English: Demonstrate command of the convenons of
standard English capitalizaon, punctuaon, and spelling when wring
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- Use a semicolon (and perhaps and conjuncve adverb) to link two or more closely
related independent clauses
- Use a colon to introduce a list or quotaon
- Spell correctly
Knowledge of Language: Apply knowledge of language to understand how language
funcons in a dierent contexts, to make eecve choices for meaning or style, and to
comprehend more fully when reading or listening
Vocabulary Acquision: Acquire and use accurately, general academic and
domain specic words and phrases, sucient for reading, wring, speaking and
listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression
Grade 11 and 12 Language and Literature
The Language A Literature course is built on the assumpon that literature is
concerned with our concepons, interpretaons and experiences of the world. The
study of literature can therefore be seen as an exploraon of the way it represents
the complex pursuits, anxiees, joys and fears to which human beings are exposed
in the daily business of living. It enables an exploraon of one of the more enduring
elds of human creavity, and provides opportunies for encouraging independent,
original, crical and clear thinking. It also promotes respect for the imaginaon and a
percepve approach to the understanding and interpretaon of literary works.
Through the study of a wide range of literature, the Language A Literature course
encourages students to appreciate the arstry of literature and to develop an ability
to reect crically on their reading. Works are studied in their literary and cultural
contexts, through close study of individual texts and passages, and by considering
a range of crical approaches. In view of the internaonal nature of the IB and itscommitment to intercultural understanding, the Language A Literature course does
not limit the study of works to the products of one culture or the cultures covered
by any one language. The study of works in translaon is especially important in
introducing students, through literature, to other cultural perspecves. The response
to the study of literature is through oral and wrien communicaon, thus enabling
students to develop and rene their command of language.
Language A - L iterature is a exible course that allows teachers to choose works from
prescribed lists of authors and to construct a course that suits the parcular needs
and interests of their students. It is divided into four parts, each with a parcular
focus.
Part 1: Works in Translaon
Part 2: Detailed Study
Part 3: Literary Genres
Part 4: Opons (in which works are freely chosen)
Group 1 AimsThe aims of Group 1 Languages taught at Standard Level (SL) and at Higher Level (HL)
are to:
Introduce students to a range of texts from dierent periods, styles and genres Develop in students the ability to engage in close, detailed analysis of individual texts
and make relevant connecons
Develop the students powers of expression, both in oral and wrien communicaon
Encourage students to recognize the importance of the contexts in which texts are
wrien and received
Encourage, through the study of texts, an appreciaon of the dierent perspecves of
people from other cultures, and how these perspecves construct meaning
Encourage students to appreciate the formal, stylisc and aesthec qualies of texts
Promote in students an enjoyment of, and lifelong interest in, language and literature
In addion, the aims of the Language A Literature course taught at SL and at HL areto:
Develop in students an understanding of the techniques involved in literary cricism
Develop the students ability to form independent literary judgments and to support
those ideas
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Language A Literature Assessment Component (HL and SL) Weighng
External Assessment Assessed by the IB. 70%
Paper 1: Guided Literary Analysis 20%
Paper 2: Essay 25%
Wrien Assignment 25%Internal Assessment Assessment by the teacher and externally
moderated by the IB
30%
Individual Oral Commentary and Discussion 15%
Individual Oral Presentaon 15%
AP English Language and Composion
Knowledge Content
Students will:
Learn to read complex texts with greater understanding and develop a richness,
clarity, and complexity in their own reading and wring
Be oered an opportunity to sample a college level course, owing to its rigorous
curriculum
Receive an eecve understanding of language an ability to read crically, to evaluate
sources, and to cite sources
Learn to recognize and analyze a variety of rhetorical devices, strategies and modes
used in eecve wring
Skills Content
Upon compleng this course, students should be able to:
Analyze and interpret samples of good wring, idenfying and explaining an authors
use of rhetorical strategies and techniques
Apply eecve strategies and techniques to their own wring
Create and sustain arguments based on readings, research, and/or personal
experience
Synthesize various sources to cra an informed argument, properly documenng and
cing those sources using MLA standards
Demonstrate an understanding and mastery of standard wrien English as well as
stylisc maturity in their own wring
Write in a variety of genres and contexts, both formal and informal, employing
appropriate convenons
Produce expository and argumentave composions that introduce a complex central
idea and develop it with appropriate, specic evidence, cogent explanaons and clear
transions.
Move eecvely through the stages of the wring process, with careful aenon to
inquiry and research, draing, revising, eding and review
Analyze images as text
AP English Literature and Composion
Knowledge Content
Students will, through a careful reading of selected works from various genres andperiods, learn to crically analyze imaginave wring of recognized literary merit,
thus deepening their understanding of the ways writers use language to provide both
meaning and pleasure for their readers.
Skills Content
Upon compleng this course, students should be able to:
Consider structure, style and themes as well as the use of gurave language,
imagery, symbolism and tone in their literary analysis
Use expository, analycal and argumentave wring based on their reading of both
primary and secondary sources, placing emphasis on content, purpose and audience,which should guide the organizaon of their wring
Demonstrate, through the use of a wide range of vocabulary, stylisc maturity in their
own wring, paying careful aenon to the stages of the wring process inquiry and
research, draing, revising, eding and review
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Mathemacs plays an essenal role both within the school and in society. It promotes
a powerful universal language, analycal reasoning and problem-solving skills that
contribute to the development of logical, abstract and crical thinking. Moreover,
understanding and being able to use mathemacs with condence is not only an
advantage in school but also a skill for problem solving and decision-making in everyday
life. Therefore, Mathemacs should be accessible to and be studied by all students.
Mathemacs is well known as a foundaon for the study of sciences, engineering and
technology. However, it is also increasingly important in other areas of knowledge such
as economics and other social sciences. Mathemacs aims to equip all students with
the knowledge, understanding and intellectual capabilies to address further courses
in Mathemacs, as well as to prepare those students who will use Mathemacs in their
workplace and life in general.
In Mathemacs, four main objecves support the IB learner prole and promote the
development of students who are knowledgeable, inquirers, communicators and
reecve learners:
Knowledge and Understanding:Promotes learning Mathemacs with understanding,
allowing students to interpret results, make conjectures and use mathemacal
reasoning when solving problems in school and in real-world situaons
Invesgang Paerns:Supports inquiry-based learning; through the use of
invesgaons, teachers challenge students to experience mathemacal discovery,
recognize paerns and structures, describe these as relaonships or general rules,
and explain their reasoning using mathemacal juscaons and proofs
Communicaon in Mathemacs: Encourages students to use the language of
Mathemacs and its dierent forms of representaon, to communicate their ndings
and reasoning eecvely, both orally and in wring
Reecon in Mathemacs: Provides an opportunity for students to reect upon
their processes and evaluate the signicance of their ndings in connecon to real-
life contexts; reecon allows students to become aware of their strengths and the
challenges they face as learners
Overall, Stamford expects all students to appreciate the beauty and usefulness of
Mathemacs as a remarkable cultural and intellectual legacy of humankind, and as a
valuable instrument for social and economic change in society.
Aims
The aims of all MYP subjects state what a teacher may expect to teach and what a
student may expect to experience and learn. These aims suggest how the student
may be changed by the learning experience.
The aims of MYP mathemacs are to encourage and enable students to:
Enjoy mathemacs, develop curiosity and begin to appreciate its elegance and power
Develop an understanding of the principles and nature of mathemacs
Communicate clearly and condently in a variety of contexts
Develop logical, crical and creave thinking
Develop condence, perseverance, and independence in mathemacal thinking and
problem solving
Develop powers of generalizaon and abstracon
Apply and transfer skills to a wide range of real-life situaons, other areas of
knowledge and future developments
Appreciate how developments in technology and mathemacs have inuenced each
other
Appreciate the moral, social and ethical implicaons arising from the work of
mathemacians and the applicaons of mathemacs Appreciate the internaonal dimension in mathemacs through an awareness of the
universality of mathemacs and its mulcultural and historical perspecves
Appreciate the contribuon of mathemacs to other areas of knowledge
Develop the knowledge, skills and atudes necessary to pursue further studies in
mathemacs
Develop the ability to reect crically upon their own work and the work of others.
Mathemacs
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Assessment
All of the Mathemacs aims are assessed using a variety of formave and summave
assessment tasks, including quizzes, tests, exams, research assignments, projects and
applicaon of Mathemacs to real-world situaons.
The following assessment criteria have been established by the IB for Mathemacs in
the MYP and are used to assess and report on the progress of all students.
Criterion A Knowing and understanding Maximum 8
Criterion B Invesgang paerns Maximum 8
Criterion C Communicang Maximum 8
Cri terion D Applying mathemacs in real -l ife
contexts
Maximum 8
Mathemacs assessment criteria: Grade 9Criterion A: Knowing and understandingMaximum: 8
At the end, students should be able to:
i. Select appropriate mathemacs when solving problems
ii. Apply the selected mathemacs successfully when solving problems
iii. Solve problems correctly in both familiar and unfamiliar situaons in a variety of
contexts
Criterion B: Invesgang paerns
Maximum: 8
At the end, students should be able to:
i. Select and apply mathemacal problem-solving techniques to discover complex
paerns
ii. Describe paerns as relaonships and/or general rules consistent with ndings
iii. Verify and jusfy relaonships and/or general rules
Criterion C: Communicang
Maximum: 8
At the end, students should be able to:
i. Use appropriate mathemacal language (notaon, symbols and terminology) in bothoral and wrien explanaons
ii. Use dierent forms of mathemacal representaon to present informaon
iii. Move between dierent forms of mathemacal representaon
iv. Communicate complete and coherent mathemacal lines of reasoning
v. Organize informaon using a logical structure
Criterion D: Applying mathemacs in real-life contexts
Maximum: 8
At the end, students should be able to:
i. Idenfy relevant elements of authenc real-life situaons
ii. Select appropriate mathemacal strategies when solving authenc real-life situaons
iii. Apply the selected mathemacal strategies successfully to reach a soluon
iv. Explain the degree of accuracy of a soluon
v. Explain whether a soluon makes sense in the context of the authenc real-life
situaon
Mathemacs assessment criteria: Grade 10
Criterion A: Knowing and understandingMaximum: 8
At the end, students should be able to:
i. Select appropriate mathemacs when solving problems
ii. Apply the selected mathemacs successfully when solving problems
iii. Solve problems correctly in both familiar and unfamiliar situaons in a variety of
contexts
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Criterion B: Invesgang paerns
Maximum: 8
At the end, students should be able to:
i. Select and apply mathemacal problem-solving techniques to discover complexpaerns
ii. Describe paerns as general rules consistent with ndings
iii. Prove, or verify and jusfy, general rules
Criterion C: Communicang
Maximum: 8
At the end, students should be able to:
i. Use appropriate mathemacal language (notaon, symbols and terminology) in both
oral and wrien explanaons
ii. Use appropriate forms of mathemacal representaon to present informaon
iii. Move between dierent forms of mathemacal representaon
iv. Communicate complete, coherent and concise mathemacal lines of reasoning
v. Organize informaon using a logical structure
Criterion D: Applying mathemacs in real-life contexts
Maximum: 8
At the end, students should be able to:
i. Idenfy relevant elements of authenc real-life situaons
ii. Select appropriate mathemacal strategies when solving authenc real-life situaonsiii. Apply the selected mathemacal strategies successfully to reach a soluon
iv. Jusfy the degree of accuracy of a soluon
v. Jusfy whether a soluon makes sense in the context of the authenc real-life
situaon.
Curriculum
Grade 9 Mathemacs
Grade 9 Mathemacs connues developing the students understanding and
applicaon of algebra, geometry and trigonometry, extending this knowledge to a
more advanced level in preparaon for pre-calculus studies in Grade 10. The course is
organized to encourage students to become aware of the links between Mathemacs
and other subjects; to emphasize dierent methods of communicang soluons and
to allow students to explore their own ideas mathemacally.
The course is structured into the following units which allow teachers exibility to the
ming and pacing of concepts. Students will:
Number Work with number concepts; rao, proporon and percentage; range, esmaon and
rounding; conversion, scaling and units; scienc notaon
Algebra
Work with algebraic expressions, fracons and expansions; linear equaons,
inequalies, formulae, graphing and problem solving; simultaneous equaons;
absolute value; indices/exponents; quadrac expressions, equaons, factoring,
graphing and problem solving, funcons; radicals (surds)
Geometry
Review basic geometric concepts points, lines, angles, planes; interior and exterior
angles of polygons; parallel and perpendicular lines; congruent and similar
Trigonometry
Work with basic trigonometric raos SOH, CAH and TOA; bearings and XY system
trigonometry; 3-dimensional trigonometry; sine and cosine rule for non-right-angled
triangles; introducon of the unit circle and concepts of trigonometry for angles
greater than 90 degrees
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Discrete Mathemacs
Study Networks and Topology (honors level class) which gives the students a rst
experience of the language and notaon of graph theory; it focuses on analyzing
networks to nd the shortest path; discovering opmal soluons to real-world
problems and classifying and describing topological objects
Grade 10 Mathemacs
In Grade 10 Mathemacs students will gain the knowledge and understanding of
prerequisite skills for IB Diploma Math. They will learn to apply these skills and to
develop problem solving strategies. They will be required to communicate in the
language of Mathemacs.
The course is structured into the following units which allow teachers exibility to the
ming and pacing of concepts. Students will:
Number Review number concepts; exponents, including radical form (surds); be introduced to
logarithms and complex numbers
Algebra Extend previous algebra skills with further exploraon into funcons and equaons,
sequences and series, inequalies and matrix algebra
Geometry and Trigonometry Study geometry and trigonometry which enhances spaal awareness and provides
tools for analyzing, measuring and transforming geometric quanes in two and three
dimensions; coordinate geometry, solving triangles, construcons and loci, vectors,
and similarity and congruence theorems
Stascs and Probability Work with guiding quesons for stascs including: How to collect data? How to
display data? How to interpret data? How to use data to make decisions? How to
manipulate univariate data? Probability topics include compound events and normal
distribuons
Discrete Mathemacs
Work with sets, Venn diagrams and logic; topology and directed networks
Grade 11 and 12 Mathemacs
Group 5 AimsThe aims of all mathemacs courses in Group 5 are to enable students to:
Enjoy mathemacs, and develop an appreciaon of the elegance and power of
mathemacs
Develop an understanding of the principles and nature of mathemacs
Communicate clearly and condently in a variety of contexts
Develop logical, crical and creave thinking, and paence and persistence in
problem-solving
Employ and rene their powers of abstracon and generalizaon
Apply and transfer skills to alternave situaons, to other areas of knowledge and to
future developments Appreciate how developments in technology and mathemacs have inuenced each
other
Appreciate the moral, social and ethical implicaons arising from the work of
mathemacians and the applicaons of mathemacs
Appreciate the internaonal dimension in mathemacs through an awareness of the
universality of mathemacs and its mulcultural and historical perspecves
Appreciate the contribuon of mathemacs to other disciplines, and as a parcular
area of knowledge in the Theory of Knowledge course.
Assessment Objecves
Problem-solving is central to learning mathemacs and involves the acquision ofmathemacal skills and concepts in a wide range of situaons, including non-roune,
open-ended and real-world problems. Having followed a DP Mathemacal Studies SL
course, students will be expected to demonstrate the following:
Knowledge and Understanding: Recall, select and use their knowledge of
mathemacal facts, concepts and techniques in a variety of familiar and unfamiliar
contexts
Problem-Solving: Recall, select and use their knowledge of mathemacal skills, results
and models in both real and abstract contexts to solve problems
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Communicaon and Interpretaon: Transform common realisc contexts into
mathemacs; comment on the context; sketch or draw mathemacal diagrams,
graphs or construcons both on paper and using technology; record methods,
soluons and conclusions using standardized notaon
Technology: Use technology, accurately, appropriately and eciently both to explore
new ideas and to solve problems
Reasoning: Construct mathemacal arguments through use of precise statements,
logical deducon and inference, and by the manipulaon of mathemacal expressions
Inquiry Approaches: Invesgate unfamiliar situaons, both abstract and real-world,
involving organizing and analyzing informaon, making conjectures, drawing
conclusions and tesng their validity
Mathemacal Studies SL
This course is available only at standard level, and is equivalent in status to
Mathemacs SL, but addresses dierent needs. It has an emphasis on applicaons
of mathemacs, and the largest secon is on stascal techniques. It is designedfor students with varied mathemacal backgrounds and abilies. It oers
students opportunies to learn important concepts and techniques and to gain an
understanding of a wide variety of mathemacal topics. It prepares students to
be able to solve problems in a variety of sengs, to develop more sophiscated
mathemacal reasoning and to enhance their crical thinking. The individual project
is an extended piece of work based on personal research involving the collecon,
analysis and evaluaon of data. Students taking this course are well prepared for a
career in social sciences, humanies, languages or arts. These students may need
to ulize the stascs and logical reasoning that they have learned as part of the
Mathemacal Studies SL course in their future studies. Topics covered include the
following:
Numbers and Algebra
Descripve Stascs
Logic, Sets and Probability
Stascal Applicaons
Geometry and Trigonometry
Mathemacal Models
Introducon to Dierenal Calculus
The Mathemacal Studies course syllabus focuses on important mathemacal topics
that are interconnected. The syllabus is organized and structured with the following
tenets in mind: placing more emphasis on student understanding of fundamental
concepts than on symbolic manipulaon and complex manipulave skills; giving
greater emphasis to developing students mathemacal reasoning rather than
performing roune operaons; solving mathemacal problems embedded in a wide
range of contexts; using the calculator eecvely.
The course includes project work, a feature unique to Mathemacal Studies SL
within Group 5. Each student completes a project, based on their own research;
this is guided and supervised by the teacher. The project provides an opportunity
for students to carry out a mathemacal study of their choice using their own
experience, knowledge and skills acquired during the course. This process allows
students to take sole responsibility for a part of their studies in mathemacs.
The students most likely to select this course are those whose main interests lie
outside the eld of mathemacs, and for many students this course will be their
nal experience of being taught formal mathemacs. All parts of the syllabushave therefore been carefully selected to ensure that an approach starng
from rst principles can be used. As a consequence, students can use their own
inherent, logical thinking skills and do not need to rely on standard algorithms and
remembered formulae. Students likely to need mathemacs for the achievement
of further qualicaons should be advised to consider an alternave Mathemacs
course.
Owing to the nature of Mathemacal S tudies SL, teachers may nd that tradional
methods of teaching are inappropriate and that less formal, shared learning
techniques can be more smulang and rewarding for students. Lessons that use
an inquiry-based approach, starng with praccal invesgaons where possible,
followed by analysis of results, leading to the understanding of a mathemacal
principle and its formulaon into mathemacal language, are oen most successful
in engaging the interest of students. Furthermore, this type of approach is likely to
assist students in their understanding of mathemacs by providing a meaningful
context and by leading them to understand more fully how to structure their work for
the project.
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Mathemacal Studies SL Assessment Component Weighng
External Assessment Assessed by the IB 80%
Paper 1: Short-response quesons 40%
Paper 2: Extended-response quesons 40%
Internal Assessment Assessed by the teacher and externallymoderated by the IB. Project: Collecon of informaon/
measurements, analysis and evaluaon
20%
Mathemacs SL
This course caters for students who already possess knowledge of basic mathemacal
concepts, and who are equipped with the skills needed to apply simple mathemacal
techniques correctly. The majority of these students will need a sound mathemacal
background as they prepare for future studies in subjects such as chemistry,
economics, psychology and business administraon.
This course focuses on introducing important mathemacal concepts through the
development of mathemacal techniques. The intenon is to introduce students to
these concepts in a comprehensible and coherent way, rather than insisng on the
mathemacal rigor required for Mathemacs HL. Students should, wherever possible,
apply the mathemacal knowledge they have acquired to solve realisc problems set
in an appropriate context.
The internally assessed component, the exploraon, oers students the opportunity
for developing independence in their mathemacal learning. Students are
encouraged to take a considered approach to various mathemacal acvies and to
explore dierent mathemacal ideas. The exploraon also allows students to workwithout the me constraints of a wrien examinaon and to develop the skills they
need for communicang mathemacal ideas.
This course does not have the depth found in the Mathemacs HL courses. Students
wishing to study subjects with a high degree of mathemacal content should
therefore opt for a Mathemacs HL course rather than a Mathemacs SL course.
Mathemacal Studies SL Assessment Component Weighng
Mathemacs SL Assessment Component Weighng
External Assessment 80%
Paper 1: Short and extended response quesons 40%
Paper 2 40%Internal Assessment 20%
Mathemacs HL
This course caters for students with a good background in mathemacs who are
competent in a range of analycal and technical skills. The majority of these students
will be expecng to include mathemacs as a major component of their university
studies, either as a subject in its own right or within courses such as physics,
engineering and technology. Others may take this subject because they have a strong
interest in mathemacs and enjoy meeng its challenges and engaging with itsproblems. Topics covered include the following:
Algebra
Funcons and Equaons
Circular Funcons and Trigonometry
Vectors
Stascs and Probability
Calculus
Sets, Relaons and Groups
Discrete Mathemacs
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Mathemacs HL Assessment Component Weighng
External Assessment Assessed by the IB 80%
Paper 1: Short and extended response quesons 30%
Paper 2: Short and extended response quesons 30%
Paper 3: Extended response quesons 20%Internal Assessment Assessed by the teacher and externally
moderated by the IB. Project: Collecon of informaon/measures,
analysis and evaluaon
20%
AP Calculus AB
This college-level course closely follows the syllabus of the College Entrance
Examinaon Board for Advanced Placement AB Calculus and is primarily concerned
with developing the students understanding of calculus and providing experiences
with its methods and applicaons. The course emphasizes a mul-representaonal
approach to calculus with concepts, results and problems being expressedgeometrically, numerically, analycally and verbally.
The major topics covered in the course include: funcons, graphs, limits, and
connuity; derivaves and their applicaon; integrals and their applicaon. The TI-
Nspire graphing calculator is used extensively throughout the course to analyze and
graph funcons, their derivaves, and their integrals, as well as to compute numerical
values for a range of funcons and their approximaons.
Knowledge Content
Students will study the following topics:
Analysis of graphs
Limits of funcons
Asymptoc and unbounded behavior
Connuity
Concept and denion of derivaves
Derivave at a point
Derivave as a funcon
Second derivave
Computaon and applicaons of derivaves
Integrals
Interpretaons and properes of denite integrals
Fundamental Theorem of Calculus
Techniques of anderivaves
Applicaons of anderivaves
Numerical approximaons to denite integrals
Skills ContentUpon compleng this course, students should be able to:
Work with funcons represented in a variety of ways and understand their
connecons
Understand the meaning of the derivave in terms of a rate of change
Use derivaves to solve a variety of problems
Understand the meaning of the denite integral and use integrals to solve problems
Idenfy the relaonship between the derivave and the denite integral as expressed
in both parts of the Fundamental Theorem of Calculus
Communicate mathemacs both orally and wrien, and explain soluons to problems
Model a wrien descripon of a physical situaon with a funcon, a dierenal
equaon, or an integral
Use technology to help solve problems, experiment, interpret results, and verify
conclusions
Determine the reasonableness of soluons, including sign, size, relave accuracy, and
units of measurement
AP Stascs and Probability
This college-level course closely follows the syllabus of the College Board for
Advanced Placement Stascs. At the compleon of this course, students will be
prepared to sit the AP Stascs Examinaon in May should they choose. Students are
introduced to the major tools for collecng, analyzing, and drawing conclusions from
data, culminang with making inferences on populaon parameters and extensively
using hypothesis tests to explore the validity of claims. The use of technology,
computers and a graphing calculator is essenal to this process.
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Science
Science and its methods of invesgaon oer a way of learning that contributes to
the development of an analycal and crical way of thinking. Inquiry is at the heart of
Stamfords Science Program and aims to support students understanding of Sciences by
providing them with opportunies to independently invesgate relevant issues through
both research and experimentaon.
Following the MYP, Stamfords Science Program aims to provide students with the
opportunity to show their understanding of the main concepts and processes of Science,
by applying these to solve problems in familiar and unfamiliar situaons.
Students should demonstrate crical-thinking skills to analyze and evaluate informaon
in order to make informed judgments in a variety of contexts. Science and its methods
of invesgaon oer a way of learning that contributes to the development of an
analycal and crical way of thinking. Inquiry is at the heart of MYP Science at Stamford
and aims to support students understanding of general Science by providing them
with opportunies to independently invesgate relevant issues through both research
and experimentaon. Learning Science relies on understanding and using the language
of Science, which involves more than simply learning technical scienc terminology.
Science at Stamford aims for students to become competent and condent when
accessing, using and communicang scienc informaon. Students are expected to use
scienc language correctly and select appropriate communicaon formats for oral and
wrien communicaon.
Aims
The aims of all MYP subjects state what a teacher may expect to teach and what a
student may expect to experience and learn. These aims suggest how the student may be
changed by the learning experience.
The aims of MYP sciences are to encourage and enable students to:
Understand and appreciate science and its implicaons
Consider science as a human endeavor with benets and limitaons
Culvate analycal, inquiring and exible minds that pose quesons, solve problems,
construct explanaons and judge arguments
Develop skills to design and perform invesgaons, evaluate evidence and reach
conclusions
Build an awareness of the need to eecvely collaborate and communicate
Apply language skills and knowledge in a variety of real-life contexts
Develop sensivity towards the living and non-living environments
Reect on learning experiences and make informed choices
Assessment
All of the Science aims are assessed using a variety of formave and summave
assessment tasks, including quizzes, tests, exams, experiments, essays, research
assignments, projects and applicaon of Science to real-world situaons.
The following assessment criteria have been established by the IB for Science in the MYP
and are used to assess and report on the progress of all students.
Criterion A Knowing and understanding Maximum 8
Criterion B Inquiring and designing Maximum 8
Criterion C Processing and evaluang Maximum 8
Criterion D Reecng on the impacts of science Maximum 8
Sciences assessment criteria: Grade 9
Criterion A: Knowing and understandingMaximum: 8
At the end, students should be able to:
i. Describe scienc knowledge
ii. Apply scienc knowledge and understanding to solve problems set in familiar and
unfamiliar situaons
iii. Analyze informaon to make sciencally supported judgments
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Criterion B: Inquiring and designing
Maximum: 8
At the end, students should be able to:
i. Describe a problem or queson to be tested by a scienc invesgaon
ii. Outline a testable hypothesis and explain it using scienc reasoning
iii. Describe how to manipulate the variables, and describe how data will be collected
iv. Design scienc invesgaons
Criterion C: Processing and evaluang
Maximum: 8
At the end, students should be able to:
i. Present collected and transformed data
ii. Interpret data and describe results using scienc reasoning
iii. Discuss the validity of a hypothesis based on the outcome of the scienc
invesgaon
iv. Discuss the validity of the method
v. Describe improvements or extensions to the method
Criterion D: Reecng on the impacts of science
Maximum: 8
At the end, students should be able to:
i. Describe the ways in which science is applied and used to address a specic problem
or issueii. Discuss and analyze the various implicaons of using science and its applicaon in
solving a specic problem or issue
iii. Apply communicaon modes eecvely
iv. Document the work of others and sources of informaon used
Sciences criteria: Grade 10
Criterion A: Knowing and understandingMaximum: 8
At the end, students should be able to:
i. Explain scienc knowledge
ii. Apply scienc knowledge and understanding to solve problems set in familiar and
unfamiliar situaons
iii. Analyze and evaluate informaon to make sciencally supported judgments
Criterion B: Inquiring and designing
Maximum: 8
At the end, students should be able to:
i. Explain a problem or queson to be tested by a scienc invesgaonii. Formulate a testable hypothesis and explain it using scienc reasoning
iii. Explain how to manipulate the variables, and explain how data will be collected
iv. Design scienc invesgaons
Criterion C: Processing and evaluang
Maximum: 8
At the end, students should be able to:
i. Present collected and transformed data
ii. Interpret data and explain results using scienc reasoningiii. Evaluate the validity of a hypothesis based on the outcome of the scienc
invesgaon
iv. Evaluate the validity of the method
v. Explain improvements or extensions to the method
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Criterion D: Reecng on the impacts of science
Maximum: 8
At the end, students should be able to:
i. Explain the ways in which science is applied and used to address a specic problem or
issue
ii. Discuss and evaluate the various implicaons of using science and its applicaon to
solve a specic problem or issue
iii. Apply communicaon modes eecvely
iv. Document the work of others and sources of informaon used
Curriculum
Grade 9 Science
The Experimental Sciences course in Stamford in Grade 9 consists of laboratoryinvesgaons and classroom instrucon, divided equally among Chemistry and Physics.
Emphasis is placed on the drawing of conclusions from observaons, and the applicaon
of these conclusions, as well as related concepts and theories, to the process of solving
problems.
The course is structured into the following units which allow teachers exibility to the
ming and pacing of concepts:
Chemistry General Chemistry
Reacon energy
Kinecs
Chemical equilibrium
Redox processes
Acids and bases
Environmental week
Organic Chemistry
Biochemistry
Physics
General Physics
Light and sight
Energy
Medical Physics
Earth and space
Grade 10 Science
The Experimental Sciences course in Stamford in Grade 10 consists of laboratory
invesgaons and classroom instrucon, divided between Biology, Chemistry and Physics
with the major focus on Biology. Emphasis is placed on the drawing of conclusions from
observaons, and the applicaon of these conclusions, as well as of introduced concepts
and theories, to the process of solving problems.
The course is structured into the following units which allow teachers exibility to the
ming and pacing of concepts:
Knowledge Content
General Biology
Cells
Nutrion and digeson
Skeletal and muscular system
Environmental week
Reproducon
Diseases
Animal behavior
Ecology
Chemistry General Chemistry
Reacon energy
Kinecs
Chemical equilibrium
Redox processes
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Acids and bases
Environmental week
Organic Chemistry
Biochemistry
Grade 11 and 12 ScienceThrough studying any of the Group 4 subjects, students should become aware of how
sciensts work and communicate with each other. While the scienc method may
take on a wide variety of forms, it is the emphasis on a praccal approach through
experimental work that disnguishes the Group 4 subjects from other disciplines and
characterizes each of the subjects within Group 4.
Group 4 AimsIt is in this context that all the Diploma Program experimental science courses should aim
to:
Provide opportunies for scienc study and creavity within a global context that
will smulate and challenge students
Provide a body of knowledge, methods and techniques that characterize science and
technology
Enable students to apply and use a body of knowledge, methods and techniques that
characterize science and technology
Develop an ability to analyze, evaluate and synthesize scienc informaon
Engender an awareness of the need for, and the value of, eecve collaboraon and
communicaon during scienc acvies
Develop experimental and invesgave scienc skills
Develop and apply the students informaon and communicaon technology skills in
the study of science Raise awareness of the moral, ethical, social, economic and environmental
implicaons of using science and technology
Develop an appreciaon of the possibilies and limitaons associated with science
and sciensts
Encourage an understanding of the relaonships between scienc disciplines and
the overarching nature of the scienc method
Assessment Objecves
The objecves for all Group 4 subjects reect those parts of the aims that will be
assessed. Wherever appropriate, the assessment will draw upon environmental and
technological contexts and idenfy the social, moral and economic eects of science.
It is the intenon of all the Diploma Program experimental science courses that studentsachieve the following objecves:
Demonstrate an understanding of:
Scienc facts and concepts
Scienc methods and techniques
Scienc terminology
Methods of presenng scienc informaon
Apply and use:
Scienc facts and concepts Scienc methods and techniques
Scienc terminology to communicate eecvely
Appropriate methods to present scienc informaon
Construct, analyze and evaluate:
Hypotheses, research quesons and predicons
Scienc methods and techniques
Scienc explanaons
Demonstrate the personal skills of cooperaon, perseverance and responsibility
appropriate for eecve scienc invesgaon and problem solving
Demonstrate the manipulave skills necessary to carry out scienc invesgaons
with precision and safety
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Biology
Biologists have accumulated huge amounts of informaon about living organisms,
and it would be easy to confuse students by teaching large numbers of seemingly
unrelated facts. In the Diploma Program Biology course, it is hoped that studentswill acquire a limited body of facts and, at the same me, develop a broad, general
understanding of the principles of the subject.
Although the Diploma Program Biology course taught at SL and HL has been wrien
as a series of discrete statements (for assessment purposes), there are four basic
biological concepts that run throughout:
Structure and FunconThis relaonship is probably one of the most important in a study of Biology and
operates at all levels of complexity. Students should appreciate that structures permit
some funcons while, at the same me, liming others.
Universality Versus Diversity
At the factual level, it soon becomes obvious to students that some molecules (for
example, enzymes, amino acids, nucleic acids and ATP) are ubiquitous, and so are
processes and structures. However, these universal features exist in a biological world
of enormous diversity. Species exist in a range of habitats and show adaptaons
that relate structure to funcon. At another level, students can grasp the idea of a
living world in which universality means that a diverse range of organisms (including
ourselves) are connected and interdependent.
Equilibrium within Systems
Checks and balances exist both within living organisms and within ecosystems. The
state of dynamic equilibrium is essenal for the connuity of life.
Evoluon
The concept of evoluon draws together the other t hemes. It can be regarded
as change leading to diversity within constraints, and this leads to adaptaons of
structure and funcon. These four concepts serve as themes that unify the various
topics that make up the three secons of the course: the core, the addional higher
level (AHL) material and the opons. The order in which the syllabus is arranged
is not the order in which it should be taught, and it is up to individual teachers to
decide on an arrangement that suits t heir circumstances. Opon material may be
taught within the core or the AHL material, if desired.
Assessment Component (HL and SL) Weighng
Paper 1: Mulple-Choice Queson 20%
Paper 2: Data-Based Quesons and Extended Response Quesons 36%
Paper 3: Short-Answer Quesons 20%
Praccal Work 24%
Chemistry
Chemistry is an experimental science that combines academic study with the
acquision of praccal and invesgaonal skills. It is called the central science,
as chemical principles underpin both the physical environment in which we live
and all biological systems. Apart from being a subject worthy of study in its own
right, Chemistry is a prerequisite for many other courses in higher educaon, suchas medicine, biological science and environmental science, and serves as useful
preparaon for employment.
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The Diploma Program Chemistry course includes the essenal principles of the
subject but also, through selecon of opons, allows teachers some exibility to
tailor the course to meet the needs of their students. The course is available at both
standard level (SL) and higher