International Baccalaureate

IB Arabic AB SL I is year one of a two-year course of study. Offered at SL only, language ab initio (AB) is a language acquisition course designed for students with limited exposure to the target language. The curriculum is organized around five prescribed themes with which the students engage through written, audio, visual and audio-visual texts. Students develop receptive, productive, and interactive skills while learning to communicate in the target language. Focus is on five themes: identities, experiences, human ingenuity, social organization and sharing the planet. For the individual oral internal assessment, the stimulus at language ab initio SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

The IB Arabic course is a two-year course of study which meets the requirements of the IB program. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include a variety of topics such as communication and media, global issues, social relationships, cultural diversity, customs and traditions, health, leisure, science, and technology, as well as literary study.

IB Biology SL is an investigation-based science class that studies life at its varied levels, with an emphasis on the interconnectedness of all life forms and the balance within ecosystems. The curriculum is built on four broad organizing themes, Unity and Diversity, Form and Function, Interaction and Interdependence, and Continuity and Change each comprising of two concepts, together with four levels of organization, Molecules, Cells, Organisms and Ecosystems. Practical work is a central aspect of the biology course allowing students to develop a wide range of practical and investigative skills and to collaborate with peers. It presents students with the opportunity to experience a wide range of tasks, from closed to open inquiry, and from hands-on experimentation through to the use of simulations and modelling, incorporating technology where appropriate. The practical approach to the course delivery culminates in the scientific investigation, an assessed independent research, referred to as an Internal Assessment (IA) required for SL. 

IB Biology HL1 is an investigation-based science class that studies life at its varied levels, with an emphasis on the interconnectedness of all life forms and the balance within ecosystems. The curriculum is built on four broad organizing themes, Unity and Diversity, Form and Function, Interaction and Interdependence, and Continuity and Change each comprising of two concepts, together with four levels of organization, Molecules, Cells, Organisms and Ecosystems. Practical work is a central aspect of the biology course allowing students to develop a wide range of practical and investigative skills and to collaborate with peers. It presents students with the opportunity to experience a wide range of tasks, from closed to open inquiry, and from hands-on experimentation through to the use of simulations and modelling, incorporating technology where appropriate. The practical approach to the course delivery culminates in the scientific investigation, an assessed independent research, referred to as an Internal Assessment (IA) required for HL1.  Successful completion of year 1 required to move on to HL2 in 12th grade.

Using the first year as its foundation, the IB Biology HL Part 2 provides a greater in-depth study and application of the four broad organizing themes presented in Part I. The four broad organizing themes are Unity and Diversity, Form and Function, Interaction and Interdependence, and Continuity and Change each comprising of two concepts, together with four levels of organization, Molecules, Cells, Organisms and Ecosystems. Living systems continue to be explored from the molecular level to the global level. Course content for the second year of the two-year course cover cells, metabolism, genetics and heredity, equilibrium and body systems, plant systems, biodiversity, ecology and human impacts. Integral to the student experience of the biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, providing students with opportunities to ask questions, design experiments, collect and analyze data, collaborate with peers, and reflect, evaluate and communicate their findings. This course will provide a strong background for students wanting to pursue higher education fields, such as medicine and healthcare, biological and life sciences, environmental sciences and ecology, agricultural and veterinary sciences, biomedical sciences, public health and epidemiology, and forensic science.

This course teaches students to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.

Included are the key characteristics of business organization and environment, and the business functions of human resource management, finance and accounts, marketing and operations management. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.

The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

IB Chemistry HL Part 1 explores the properties and behavior of matter, essential for understanding our world. The course emphasizes developing representative models and explanatory theories, fostering creative yet rational thinking. Students gain insight into scientific communication and the ethical debates surrounding scientific endeavors. As the "central science," chemistry underpins both physical environments and biological systems, making it a prerequisite for fields like medicine, environmental science, and engineering.
The curriculum is organized around two key concepts: structure and reactivity, illustrating how structure influences reactivity, which then transforms structure. This includes the study of atomic theory, chemical bonding, classification of matter, thermochemistry, equilibrium, solutions, and topics in organic chemistry. Students engage in an interdisciplinary Collaborative Science Project and an independent research project. In Part 2, they will study advanced topics and fulfill International Baccalaureate Organization requirements.

IB Chemistry HL Part 2 builds on the foundational concepts established in Part 1, delving deeper into the properties and behavior of matter. This segment emphasizes the development of advanced models and theories, encouraging students to engage in creative and rational thinking. Students continue to explore the ethical dimensions of scientific work and the importance of effective communication within the scientific community.
As the "central science," chemistry remains crucial for understanding both physical environments and biological systems, serving as a prerequisite for various higher education fields, including medicine, environmental science, and engineering.
The curriculum focuses on two organizing concepts: structure and reactivity, examining how atomic theory, chemical bonding, classification of matter, thermochemistry, equilibrium, solutions, and organic chemistry topics interconnect. Students also undertake an interdisciplinary Collaborative Project and an independent research project, culminating in the completion of the International Baccalaureate Organization requirements.

IB Computer Science HL1 is year one of a two-year course designed to cover the International Baccalaureate Organization's Computer Science High Level (HL) curriculum. The following topics are covered: computational thinking and problem-solving, a college-level introduction to the Java programming language, object-oriented programming (OOP), abstract data types, computer architecture fundamentals, computer networks, database programming with Structured Query Language (SQL), machine learning, designing and implementing a computational solution, and a case study focusing on emerging technologies.

Year 1 will focus on the Java programming language, object-oriented programming, and designing and implementing computational solutions. Year 2 will focus on abstract data types, computer architecture, networks, databases, machine learning, and the case study.

The Standard Level (SL) and HL courses both provide students with an understanding of computer science through the organizing concept of computational thinking and the practical use of skills in computer science to solve problems. HL students study the topics in more depth and breadth. Prior exposure to computer programming is required for HL students.

IB Computer Science SL1 is year one of a two-year course designed to cover the International Baccalaureate Organization's Computer Science Standard Level (SL) curriculum. The following topics are covered: computational thinking and problem-solving, a college-level introduction to the Python programming language, introductory object-oriented programming (OOP), computer architecture fundamentals, computer networks, database programming with Structured Query Language (SQL), machine learning, designing and implementing a computational solution, and a case study focusing on emerging technologies.

Year 1 will focus on the Python programming language, object-oriented programming, and designing and implementing computational solutions. Year 2 will focus on computer architecture, networks, databases, machine learning, and the case study.

Prior exposure to computer programming is not required for SL students.

IB Computer Science HL2 is year two of a two-year course designed to cover the International Baccalaureate Organization's Computer Science High Level (HL) curriculum. The following topics are covered: computational thinking and problem-solving, a college-level introduction to the Java programming language, object-oriented programming (OOP), abstract data types, computer architecture fundamentals, computer networks, database programming with Structured Query Language (SQL), machine learning, designing and implementing a computational solution, and a case study focusing on emerging technologies.

Year 1 will focus on the Java programming language, object-oriented programming, and designing and implementing computational solutions. Year 2 will focus on abstract data types, computer architecture, networks, databases, machine learning, and the case study.

The Standard Level (SL) and HL courses both provide students with an understanding of computer science through the organizing concept of computational thinking and the practical use of skills in computer science to solve problems. HL students study the topics in more depth and breadth.  Student must successfully complete HL1 to move on to HL2.

IB Computer Science SL2 is year two of a  is a two-year course designed to cover the International Baccalaureate Organization's Computer Science Standard Level (SL) curriculum. The following topics are covered: computational thinking and problem-solving, a college-level introduction to the Python programming language, introductory object-oriented programming (OOP), computer architecture fundamentals, computer networks, database programming with Structured Query Language (SQL), machine learning, designing and implementing a computational solution, and a case study focusing on emerging technologies.

Year 1 will focus on the Python programming language, object-oriented programming, and designing and implementing computational solutions. Year 2 will focus on computer architecture, networks, databases, machine learning, and the case study.

Students must successfully complete SL1 or HL1 to move on to SL2.

The IB Core/TOK course is a two-year course. Students complete part 1 in 11th grade and part 2 in 12th grade. The aim of the course is to support students as they move through the IB diploma program while also providing time and direction for the IB Core requirements (CAS, EE, & TOK). The curriculum of the course focuses on helping students to develop the skills needed to be successful in these challenging IB classes while also supporting the students with core components. There is a focus on IB?s Approaches to Learning (ATL) skills. Approximately one semester in 11th grade and one semester in 12th grade are dedicated to delivering the Theory of Knowledge (TOK) curriculum. TOK is the key element in the educational philosophy of the IB. Its purpose is to stimulate critical reflection upon the knowledge and experiences acquired both inside and outside the classroom, to evaluate the bases of knowledge and experience, and to develop a personal mode of thought based on critical examination of evidence and argument. Official IB assessments for Theory of Knowledge include the creation of an exhibition (internally assessed) and an essay based on a prescribed topic (externally assessed). Course grades are determined by the teacher and include a variety of assessments. Students not completing the Internal Assessment and/or External Assessment will not earn the additional quality point in the second year (22606).

The IB Core/TOK course is a two-year course. Students complete part 1 in 11th grade and part 2 in 12th grade. The aim of the course is to support students as they move through the IB diploma program while also providing time and direction for the IB Core requirements (CAS, EE, & TOK). The curriculum of the course focuses on helping students to develop the skills needed to be successful in these challenging IB classes while also supporting the students with core components. There is a focus on IB?s Approaches to Learning (ATL) skills. Approximately one semester in 11th grade and one semester in 12th grade are dedicated to delivering the Theory of Knowledge (TOK) curriculum. TOK is the key element in the educational philosophy of the IB. Its purpose is to stimulate critical reflection upon the knowledge and experiences acquired both inside and outside the classroom, to evaluate the bases of knowledge and experience, and to develop a personal mode of thought based on critical examination of evidence and argument. Official IB assessments for Theory of Knowledge include the creation of an exhibition (internally assessed) and an essay based on a prescribed topic (externally assessed). Course grades are determined by the teacher and include a variety of assessments. Students not completing the Internal Assessment and/or External Assessment will not earn the additional quality point in the second year (22606).

IB Design Tech SL1 is year one of a two-year course designed to cover IB's Design Tech Standard Level (SL) curriculum. To design is to understand user needs, redefine problems, and develop innovative solutions that can be tested and refined. The IB Diploma Programme Design Technology SL course encourages students to examine the material, environmental, social, political, and economic factors that influence design decisions. It fosters critical engagement with technology and emphasizes the designer’s role in creating sustainable and inclusive solutions for both local and global communities.
The course is grounded in an inquiry-driven approach that integrates theoretical knowledge, practical skills, and ethical design principles within real-world contexts. Design thinking is central to the learning experience, encompassing user empathy, ideation, prototyping, testing, and iterative development based on stakeholder feedback. Students are expected to engage with clients or user groups to identify needs, develop and test solutions, and evaluate outcomes.

Part 1, students complete a series of foundational, inquiry-based units that build essential knowledge, understanding and skills. These units introduce research methodologies; explore the complex relationships between design choices, material properties, and sustainability; and examine how ideas are transformed into functional and impactful products. Students engage in product analysis and informed material selection, investigate the theoretical foundations of user research, and apply practical skills to critically evaluate and improve existing designs.

IB Design Tech SL2 is year two of a two-year course designed to cover IB's Design Tech Standard Level (SL) curriculum. To design is to understand user needs, redefine problems, and develop innovative solutions that can be tested and refined. The IB Diploma Programme Design Technology SL course encourages students to examine the material, environmental, social, political, and economic factors that influence design decisions. It fosters critical engagement with technology and emphasizes the designer’s role in creating sustainable and inclusive solutions for both local and global communities.
The course is grounded in an inquiry-driven approach that integrates theoretical knowledge, practical skills, and ethical design principles within real-world contexts. Design thinking is central to the learning experience, encompassing user empathy, ideation, prototyping, testing, and iterative development based on stakeholder feedback. Students are expected to engage with clients or user groups to identify needs, develop and test solutions, and evaluate outcomes.

Part 2, students complete an individual design project focused on a real-world design challenge. This includes detailed user research, modelling, prototyping, performance testing, and evaluation. Students document their process in a design portfolio aligned with the IB Design Process. The learning is hands-on, reflective, and iterative, supporting the development of creative, analytical, and ethically minded designers.

The IB Diploma Programme Digital Society course is an interdisciplinary course within the individuals and societies subject group. The course is designed for young people interested in exploring the impact and importance of digital systems and technologies in the contemporary world. The course integrates concepts, content, and contexts through inquiry. Learning will focus on real-world examples, explore diverse sources relevant to digital society, investigate impacts of digital systems for people and communities, and reflect on emerging trends and future development.

The IB Economics SL course explores fundamental economic concepts and applies them to real-world issues, encouraging students to think critically about how economic decisions impact individuals and societies. Students study microeconomics, macroeconomics, and the global economy, using economic models and terminology to analyze current events. The course emphasizes analytical thinking, evaluation of policies, and global awareness. Assessment includes two external exams and an internal assessment consisting of three written commentaries based on news articles.

IB English Language & Literature SL1 is year one of a two-year course of study which meets the requirements of the IB program as well as a graduation requirement of the Commonwealth of Virginia. Within the context of the IB English Language & Literature SL course, students focus on the study of language and literature according to the prescribed IB guidelines.The course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

IB English Language & Literature SL2 is year two of a two-year course of study which meets the requirements of the IB program as well as a graduation requirement of the Commonwealth of Virginia.
\Within the context of the IB English Language & Literature SL course, students focus on the study of language and literature according to the prescribed IB guidelines. The course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

IB English Literature HL1 is year one of a two-year course of study which meets the requirements of the IB program as well as a graduation requirement of the Commonwealth of Virginia. Within the context of the IB English Literature HL course, students focus on the study of literature according to the prescribed IB guidelines. The course aims at developing an understanding of factors that contribute to the production
and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. 

IB English Literature HL2 is year two of a two-year course of study which meets the requirements of the IB program as well as a graduation requirement of the Commonwealth of Virginia. Within the context of the IB English Literature HL course, students focus on the study of literature according to the prescribed IB guidelines. The course aims at developing an understanding of factors that contribute to the production
and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. 

IB Environmental Systems and Societies SL course is a transdisciplinary (IB groups 3 and 4) Standard Level course. The course provides students with a coherent perspective of the interrelationships between environmental systems and societies. Topics of study include systems and models, the ecosystem, human population, carrying capacity and resource use, conservation and biodiversity, pollution management, climate change, and environmental value systems. This course seeks to promote an understanding of environmental processes at a variety of scales, from local to global, provide a body of knowledge, methodologies and skills that can be used in the analysis of environmental issues at local and global levels, and enable students to apply the knowledge, methodologies and skills gained. Because the course is transdisciplinary it offers students requirements for both IB groups 3 and 4, leaving students the opportunity to study another subject from any group.  This course meets two periods in the same year and carries two credits.

IB Film HL1 is year one of a two-year developmental course of study. This course aims to develop students’ technical filmmaking skills so that they become adept in making film visual texts that will in turn help them understand analyzing visual texts more in depth. Through the exercises in filmmaking and further study of the analysis of film texts, this course explores film history, theory, and socio-economic background as subject matter relating the intent of filmmakers. All film students must complete three required exams including an internal assessment (IA) [9-MIN Reel/9-PAGE Production Portfolio], plus two external assessments [Textual Analysis 1750 word count paper with documented sources focusing on a 5-minute extract they choose from a prescribed film list provided by the IBO, and a 10-minute Comparative Study A/V presentation with documented sources]. HL students are required to complete a fourth assessment that is the IA2 CFP (7-minute Collaborative Film and 2000 word count Portfolio) which is an Indie film they produce with no more than a 4-person IB Film production student crew, and submit an independent Production Portfolio based on their primary production role.  Year two of the course enables students to more fully develop creative skills, theoretical understandings of the visual text, and visual textual analysis. Part two extends on the development of the first year in production with more in depth study of the professional film text. Students are assessed externally by the IBO [EA 1 and EA2] and internally by the instructor [IA 1 and IA 2]. Each account for a specific percent of the overall IB score.

IB Film SL1 is year one of a two-year developmental course of study. Year one of IB Film SL aims to develop students’ technical filmmaking skills so that they become adept in making film visual texts that will in turn help them understand analyzing visual texts more in depth. Through the exercises in filmmaking and further study of the analysis of film texts, this course explores film history, theory, and socio-economic background as subject matter relating the intent of filmmakers. All film students must complete three required exams including an internal assessment (IA) [9-MIN Reel/9-PAGE Production Portfolio], plus two external assessments (EAs) [Textual Analysis 1750 word count paper with documented sources focusing on a 5-minute extract they choose from a prescribed film list provided by the IBO, and a 10-minute Comparative Study A/V presentation with documented sources]. Year two of the course enables students to more fully develop creative skills, theoretical understandings of the visual text, and visual textual analysis. Year two extends on the development of the first year in production with more in depth study of the professional film text. Students are assessed externally by IB [EA 1 and EA2] and internally by the instructor [IA 1]. Each account for a specific percent of the overall IB score.

IB Film HL 2 is year two of a two-year developmental course of study. This course aims to develop students’ technical filmmaking skills so that they become adept in making film visual texts that will in turn help them understand analyzing visual texts more in depth. Through the exercises in filmmaking and further study of the analysis of film texts, this course explores film history, theory, and socio-economic background as subject matter relating the intent of filmmakers. All film students must complete three required exams including an internal assessment (IA) [9-MIN Reel/9-PAGE Production Portfolio], plus two external assessments (EAs) [Textual Analysis 1750 word count paper with documented sources focusing on a 5-minute extract they choose from a prescribed film list provided by the IBO, and a 10-minute Comparative Study A/V presentation with documented sources]. HL students are required to complete a fourth assessment that is the IA2 CFP (7-minute Collaborative Film and 2000 word count Portfolio) which is an Indie film they produce with no more than a 4-person IB Film production student crew, and submit an independent Production Portfolio based on their primary production role.  Year two of the course enables students to more fully develop creative skills, theoretical understandings of the visual text, and visual textual analysis. Part two extends on the development of the first year in production with more in depth study of the professional film text. Students are assessed externally by the IBO [EA 1 and EA2] and internally by the instructor [IA 1 and IA 2]. Each account for a specific percent of the overall IB score.

IB Film SL2 is year two of a two-year developmental course of study. Year two of IB Film SL aims to develop students’ technical filmmaking skills so that they become adept in making film visual texts that will in turn help them understand analyzing visual texts more in depth. Through the exercises in filmmaking and further study of the analysis of film texts, this course explores film history, theory, and socio-economic background as subject matter relating the intent of filmmakers. All film students must complete three required exams including an internal assessment (IA) [9-MIN Reel/9-PAGE Production Portfolio], plus two external assessments (EAs) [Textual Analysis 1750 word count paper with documented sources focusing on a 5-minute extract they choose from a prescribed film list provided by the IBO, and a 10-minute Comparative Study A/V presentation with documented sources]. Year two of the course enables students to more fully develop creative skills, theoretical understandings of the visual text, and visual textual analysis. Year two extends on the development of the first year in production with more in depth study of the professional film text. Students are assessed externally by IB [EA 1 and EA2] and internally by the instructor [IA 1]. Each account for a specific percent of the overall IB score.

IB French B HL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to identify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

IB French B HL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

IB French B SL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB French B SL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one.  These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

This course is thematic in organization, human in focus, and comprehensive in coverage. At its core are the interrelated themes of population, resources and development including economic and quality of life principles. Accompanying the core is a series of options in physical geography, each stressing issue of human management and response. Strongly skill oriented and highlighting the distinctive use of mapping and similar techniques by geographers, the options seek to integrate the human and physical aspects of the subject through topographical maps, other maps and images.

IB History of the Americas HL1 is year one of a two-year IB History sequence. History is the attempt to record and reconstruct the past through the study of evidence derived from a variety of sources. IB History of the Americas is a detailed study of the political, social, economic, and cultural history of the nations of the Americas, with emphasis placed on the history of the United States.  This course is based on a comparative, multi-perspective approach to history and is focused around key historical concepts such as change, causation and significance. It encourages students to think historically, to develop historical skills and to understand the processes of historical inquiry.  Students are introduced to history as part science in its approach to evidence and part art in recording and communicating its findings. Students will develop an understanding of the past and engage with multiple perspectives in order to appreciate the complex nature of historical issues and events.

IB History of the Americas fulfills the Virginia graduation requirement for USVA history.  Students who have passed the History of the Americas course and the VA/US SOL exam will receive a verified credit for VA/US History.

IB Latin HL is a two-year course of study which meets the Group 2 (Language Acquisition) requirement of the IB diploma programme. The course builds on linguistic skills, and cultural/historical knowledge students have acquired during their previous years of study in Latin and focuses on texts written by classical authors in the original language as well as supplemental sources in translation. Candidates will be able to analyze the broader aspects of classical texts (including the use of rhetorical devices, meter, vocabulary, and cultural/historical context) and to make a personal response to them. The first year of the course will cover a prescribed author in either poetry or prose as well as companion texts to support language development and provide material to draw from in an analytical essay, in English, on the Paper Two exam at the conclusion of the two-year course.  During the first year of the course, students will prepare an Internal Assessment in the form of a research dossier on a topic of their choice relevant to the classical Roman world.

IB Latin SL is a two-year course of study which meets the Group 2 (Language Acquisition) requirement of the IB diploma programme.  The course builds on linguistic skills, and cultural/historical knowledge students have acquired during their previous years of study in Latin and focuses on texts written by classical authors in the original language as well as supplemental sources in translation. Candidates will be able to analyze the broader aspects of classical texts (including the use of rhetorical devices, meter, vocabulary, and cultural/historical context) and to make a personal response to them. The first year of the course will cover a prescribed author in either poetry or prose as well as companion texts to support language development and provide material to draw from in an analytical essay, in English, on the Paper Two exam at the conclusion of the two-year course.  During the first year of the course, students will prepare an Internal Assessment in the form of a research dossier on a topic of their choice relevant to the classical Roman world.

IB Latin HL2 concludes a two-year course of study that meets the meets the Group 2 (Language Acquisition) requirement of the IB diploma programme.  Students will continue to build on linguistic skills acquired during their previous years of study in Latin and focus on texts written by classical authors in the original language. Candidates will be able to analyze the broader aspects of classical texts (including the use of rhetorical devices, meter, vocabulary, and cultural/historical context) and make a personal response to them. The second year of the course will cover a prescribed author in the opposite genre to that covered in the first year (either poetry or prose), as well as companion texts to support language development and provide material to draw from in an analytical essay, in English, on the Paper Two exam at the conclusion of the two-year course. During the second year of the course, students will prepare a written prose composition of 100 words with a 1,000-word supporting rationale, drawing inspiration from stylistic and thematic elements of Latin authors. The composition will be in a form of the student's choice (e.g., a letter, a biographical description) and may be set in either the classical world or the modern day.

IB Latin SL2 concludes a two-year course of study that meets the Group Two requirement of the IB program. Students will continue to build on linguistic skills acquired during their previous years of study in Latin and focus on texts written by classical authors in the original language. Candidates will be able to analyze the broader aspects of classical texts (including the use of rhetorical devices, meter, vocabulary, and cultural/historical context) and make a personal response to them. The second year of the course will cover a prescribed author in the opposite genre to that covered in the first year (either poetry or prose), as well as companion texts to support language development and provide material to draw from in an analytical essay, in English, on the Paper Two exam at the conclusion of the two-year course. 

IB Mandarin Chinese B SL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB Mandarin Chinese B SL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one.  These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

The IB Mandarin Chinese B HL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

The IB Mandarin Chinese B HL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

IB Chinese Mandarin AB SL1 is year one of a two-year course of study. Offered at SL only, language ab initio (AB) is a language acquisition course designed for students with limited exposure to the target language. The curriculum is organized around five prescribed themes with which the students engage through written, audio, visual and audio-visual texts. Students develop receptive, productive, and interactive skills while learning to communicate in the target language. Focus is on five themes: identities, experiences, human ingenuity, social organization and sharing the planet. For the individual oral internal assessment, the stimulus at language ab initio SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB Mandarin Chinese AB SL2 is year two of a two-year course of study. Offered at SL only, language ab initio (AB) is a language acquisition course designed for students with limited exposure to the target language. The curriculum is organized around five prescribed themes with which the students engage through written, audio, visual and audio-visual texts. Students develop receptive, productive, and interactive skills while learning to communicate in the target language. Focus is on five themes: identities, experiences, human ingenuity, social organization and sharing the planet. For the individual oral internal assessment, the stimulus at language ab initio SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB Mathematics: Analysis & Approaches HL is a rigorous, two-year course of study. The first year encompasses calculus topics, including Functions, Graph Limits & Continuity, Differential Calculus, Differential Applications, Integral Calculus, Integral Applications, and Sequences & Series. The topics assume thorough background knowledge in algebra, axiomatic geometry, trigonometry, and analytic geometry. The second year of IB Mathematics: Analysis and Approaches HL includes topics such as Vectors, Transformations, Complex Numbers, Probability & Statistics, Functions & Equations, Circular Functions & Trigonometry and Vector Geometry. IB Mathematics: Analysis & Approaches HL requires college-level performance and work habits. A five-hour external IB examination is given at the end of 12th grade that accounts for eighty percent of the grade. As required by the IB program an internal assessment will be completed in year 2 by each student. This internal assessment is an individual mathematical exploration and will account for twenty percent of the IB exam grade.

IB Mathematics: Analysis & Approaches HL is a rigorous, two-year course of study. The first year encompasses calculus topics, including Functions, Graph Limits & Continuity, Differential Calculus, Differential Applications, Integral Calculus, Integral Applications, and Sequences & Series. The topics assume thorough background knowledge in algebra, axiomatic geometry, trigonometry, and analytic geometry. The second year of IB Mathematics: Analysis and Approaches HL includes topics such as Vectors, Transformations, Complex Numbers, Probability & Statistics, Functions & Equations, Circular Functions & Trigonometry and Vector Geometry. IB Mathematics: Analysis & Approaches HL requires college-level performance and work habits. A five-hour external IB examination is given at the end of the 12th grade that accounts for eighty percent of the grade. As required by the IB program an internal assessment will be completed in year 2 by each student. This internal assessment is an individual mathematical exploration and will account for twenty percent of the IB exam grade.

IB Mathematics: Analysis and Approaches (SL) is a two-year course designed to allow students to study and investigate the following mathematical topics: number theory and related topics, algebra, geometry and trigonometry topics, probability, statistics, and functions. The course content in year two includes a study of the concepts of calculus of one variable and will cover the AP Calculus objectives as well as review for the IB Mathematics: Analysis & Approaches exam. Students must complete IB Mathematics: Analysis and Approaches Part 1 with a C or better to be eligible for part 2. As required by the IB program an internal assessment will be completed in year 1 by each student. This internal assessment is an individual mathematical exploration.

IB Mathematics: Analysis and Approaches (SL) is a two-year course designed to allow students to study and investigate the following mathematical topics: number theory and related topics, algebra, geometry and trigonometry topics, probability, statistics, and functions. The course content in year two includes a study of the concepts of calculus of one variable and will cover the AP Calculus objectives as well as review for the IB Mathematics: Analysis & Approaches exam. Students must complete IB Mathematics: Analysis and Approaches Part 1 with a C or better to be eligible for part 2. As required by the IB program an internal assessment will be completed in year 1 by each student. This internal assessment is an individual mathematical exploration.

IB Math: Applications & Interpretation SL is a two-year course emphasizing the meaning of mathematics in context. This two-year course is for students who are interested in developing their mathematics for describing our world and solving practical problems. In year one students study and investigate the following mathematical topics: statistics and probability, functions.  In year two studentts study and investige the following topics:  number theory and algebra, geometry and trigonometry, and introductory differential calculus. Topics are connected using key concepts. Students must complete IB Mathematics: Applications & Interpretation Part 1 with a C or better to be eligible for part 2.  As required by IB, each student will complete an internal assessment consisting of an individual exploration.

Students must have a good working knowledge of music fundamentals and be able to read music in at least one clef to enroll in the class. They will study music of many cultures and time periods to understand fully its musical construction and societal connections. Students will compose and/or perform significant works. Supplemental private lessons are recommended but not required. Students will use M.I.D.I. computer workstations to facilitate their composition skills.

The IB Philosophy course is a one-year course of study which meets the requirements of the IB program. Students will investigate fundamental questions about human existence: What is it to be human? Do we have free will? What do we mean when we say something is right or wrong? Students will be expected to show their understanding of philosophical statements and texts, to develop an argumentative strategy, to achieve sensitivity to the plurality of philosophical traditions, and to use concise, appropriate and coherent language in such a way that the intended meaning is clearly conveyed.  Students complete multiple IB assessments to earn their IB score: an internal assessment and two externally assessed papers (exams).

IB Physics SL is a two-year course of study.  As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself.  Physics is designed to enable students to recognize the mathematical expression of the physical world around them; physics is the mathematical description of the universe. This course is a two-year course of study that meets the science requirement of the IB programme. Students investigate such core topics as classical mechanics, thermal physics, electricity and magnetism, electrical circuits, wave and simple harmonic motion (including sound and light), atomic and nuclear physics (including fission, fusion, and stars). IB Physics emphasizes the use of laboratory experiences, the collection and interpretation of data, and their presentation, to develop mathematical models of physical systems. Students are required to carry out an interdisciplinary Collaborative Science Project in conjunction with other IB Sciences classes at W-L. IB Physics students will take a comprehensive final exam at the end of Year 1 over the core topics completed.

IB Physics SL is a two-year course of study.  As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself.  Physics is designed to enable students to recognize the mathematical expression of the physical world around them; physics is the mathematical description of the universe. This course is a two-year course of study that meets the science requirement of the IB programme. Students investigate such core topics as classical mechanics, thermal physics, electricity and magnetism, electrical circuits, wave and simple harmonic motion (including sound and light), atomic and nuclear physics (including fission, fusion, and stars). IB Physics emphasizes the use of laboratory experiences, the collection and interpretation of data, and their presentation, to develop mathematical models of physical systems. Students are required to carry out an interdisciplinary Collaborative Science Project in conjunction with other IB Sciences classes at W-L. IB Physics students complete multiple IB assessments to earn their IB score: an internal assessment (begun in year 2) and two externally assessed papers (exams).

The Diploma Programme (DP) psychology course aims to develop students’ knowledge and understanding of psychological concepts, content and contexts, as well as the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge. They will acquire the ability to seek new information and generate understanding by employing research methodologies. The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy. The aims of the psychology course are for students to develop knowledge and understanding of psychological concepts, content and contexts including models and theories; think critically and creatively about behaviour and cognitive processes; and engage with problems facing individuals, groups and societies using psychological understanding and skills. IB Psychology SL students complete multiple IB assessments to earn their IB score: an internal assessment and two externally assessed papers.

The IB Diploma Programme (DP) psychology course aims to develop students’ knowledge and understanding of psychological concepts, content and contexts, as well as the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge. They will acquire the ability to seek new information and generate understanding by employing research methodologies. The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy. The aims of the psychology course are for students to develop knowledge and understanding of psychological concepts, content and contexts including models and theories; think critically and creatively about behaviour and cognitive processes; and engage with problems facing individuals, groups and societies using psychological understanding and skills.
IB Psychology HL builds a deeper level of understanding of the topics studied at the SL level while also investigating the further topics of the role of culture, motivation and technology in shaping human behaviour; and data analysis and interpretation.  IB Psychology HL students complete multiple IB assessments to earn their IB score: an internal assessment (begun in year 1) and three externally assessed papers (exams).

The Diploma Programme (DP) psychology course aims to develop students’ knowledge and understanding of psychological concepts, content and contexts, as well as the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge. They will acquire the ability to seek new information and generate understanding by employing research methodologies. The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy. The aims of the psychology course are for students to develop knowledge and understanding of psychological concepts, content and contexts including models and theories; think critically and creatively about behaviour and cognitive processes; and engage with problems facing individuals, groups and societies using psychological understanding and skills.
IB Psychology HL builds a deeper level of understanding of the topics studied at the SL level while also investigating the further topics of the role of culture, motivation and technology in shaping human behaviour; and data analysis and interpretation.  IB Psychology HL students complete multiple IB assessments to earn their IB score: an internal assessment (begun in year 1) and three externally assessed papers (exams).

IB Social Anthropology, a one-year course that meets the requirements of the IB program, is the comparative study of culture and society with a focus on ordinary people. Students explore the general principles of social and cultural life and apply these principles to specific societies and cultures. The course uses both a local and global perspective and is concerned with urban and rural society. Among subjects of inquiry are kinship relations, symbolism, language, ethnicity, gender, and power relations. Social Anthropology contributes to the understanding of such critical contemporary issues as war and conflict, the environment, poverty, injustice, inequality, and human rights.

IB Higher Level Social Anthropology is a two-year course of study which meets the requirements of the IB program. Social and cultural anthropology is the comparative study of culture and human societies. Students explore the general principals of social and cultural life and apply these principles to specific societies and cultures. Topics of anthropological inquiry include social change, kinship, symbolism, exchange, belief systems, ethnicity, and power relations. Social and cultural anthropology examines urban as well as rural society and modern nation states. Anthropology contributes to an understanding of contemporary issues such as war and conflict, the environment, poverty, injustice, inequality, and human and cultural rights. Higher Level students will study an additional part of the syllabus, theoretical perspectives in anthropology. Students are expected to incorporate a theoretical framework in their responses to paper 1 (questions 2 and 3), paper 2 and paper 3 questions. Higher Level students will conduct and report a field study, whereas SL students conduct, report, and critique an observation.

IB Higher Level Social Anthropology is a two-year course of study which meets the requirements of the IB program. Social and cultural anthropology is the comparative study of culture and human societies. Students explore the general principals of social and cultural life and apply these principles to specific societies and cultures. Topics of anthropological inquiry include social change, kinship, symbolism, exchange, belief systems, ethnicity, and power relations. Social and cultural anthropology examines urban as well as rural society and modern nation states. Anthropology contributes to an understanding of contemporary issues such as war and conflict, the environment, poverty, injustice, inequality, and human and cultural rights. Higher Level students will study an additional part of the syllabus, theoretical perspectives in anthropology. Students are expected to incorporate a theoretical framework in their responses to paper 1 (questions 2 and 3), paper 2 and paper 3 questions. Higher Level students will conduct and report a field study, whereas SL students conduct, report, and critique an observation.

IB Spanish A Language & Literature HL is a two-year course of study that fulfills the IB requirement in place of a language acquisition course and provides the potential for an IB diploma candidate to earn an IB bilingual diploma.  The course is designed for fluent Spanish language students.  This language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. IB Spanish A Language & Literature HL students complete multiple IB assessments to earn their IB score: an internal assessment (individual oral) and three externally assessed papers (one essay and two exams).

IB Spanish A Language & Literature HL is a two-year course of study that fulfills the IB requirement in place of a language acquisition course and provides the potential for an IB diploma candidate to earn an IB bilingual diploma.  The course is designed for fluent Spanish students. This language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. IB Spanish A Language & Literature HL students complete multiple IB assessments to earn their IB score: an internal assessment (individual oral) and three externally assessed papers (one essay and two exams).

IB Spanish B HL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

IB Spanish B SL1 is year one of a two-year course of study. The focus of this course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB Spanish B HL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. 

HL assessment tasks will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.  At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand to communicate.  For the individual oral internal assessment, the stimulus at language B HL is an excerpt from one of the two literary works studied.

IB Spanish B SL2 is year two of a two-year course of study. Year two of this course builds on the language acquisition and development of language skills from year one.  These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from the everyday oral exchanges to literary texts. Thematic units include identities, experiences, human ingenuity, social organization, and sharing the planet. students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills.  IB assessments focus on the ability to communicate clearly and effectively in a range of contexts and for a variety of purposes; to understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences; to understand and use language to express and respond to a range of ideas with fluency and accuracy; to dentify, organize and present ideas on a range of topics; and to understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. For the SL individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

IB Sports, Exercise & Health Science SL is a two-year course of study.   Year 1 incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology, and nutrition, and approaches them from the context of sport, exercise, and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant, the course will address issues of internationalism and ethics by considering sport, exercise, and health relative to the individual and in a global context. IB SEHS SL students complete multiple IB assessments to earn their IB score: an internal assessment (IA) and two externally assessed papers (exams). The independent sports IA will be designed in year 1. 

IB Sports, Exercise & Health Science (SEHS) SL is a two-year course of study.   Year 2 builds on the fundamentals learned in SEHS Part I, but shifts to a heavy emphasis on current contexts, research analysis, and practical application. Students will continue their practical (experimental) investigations in both laboratory and field settings. This will continue to develop the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. The course will continue to address issues of internationalism and ethics by considering sport, exercise, and health relative to the individual and in a global context. IB SEHS SL students complete multiple IB assessments to earn their IB score: an internal assessment (IA) and two externally assessed papers (exams). The independent sports IA will be implemented during this year. Student designs developed in SEHS Part I will be launched and data collection, data processing, and conclusions/evaluation will be drawn from their work. 

IB Theatre Arts SL is a one-year course of study.  This course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. The syllabus at the Higher Level consists of three compulsory projects: Collaborative Project, World Theatre Studies Research Presentation, and Practical Play Analysis. This course prepares students for the required Standard Level IB assessment at the end of the one-year course of study and consists of an oral presentation (15 minutes maximum) on a world theatre tradition, and two 4000 word reports; one reflecting on the process of collaborating on an original play, and one to compile their ideas and designs as a director for a play of their choosing. 

IB Theatre Arts HL is a two-year course of study.  This course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. The syllabus at the Higher Level consists of four compulsory projects: Collaborative Project, World Theatre Studies Research Presentation, Practical Play Analysis, and a Solo Performance. This course prepares students for the required High Level IB assessment at the end of the two-year course of study and consists of a research paper of 2500 words, an oral presentation (15 minutes maximum) on a world theatre tradition, and two 4000 word reports; one reflecting on the process of collaborating on an original play, and one to compile their ideas and designs as a director for a play of their choosing. 

IB Theatre Arts HL is a two-year course of study.  This course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience. The syllabus at the Higher Level consists of four compulsory projects: Collaborative Project, World Theatre Studies Research Presentation, Practical Play Analysis, and a Solo Performance. This course prepares students for the required High Level IB assessment at the end of the two-year course of study and consists of a research paper of 2500 words, an oral presentation (15 minutes maximum) on a world theatre tradition, and two 4000 word reports; one reflecting on the process of collaborating on an original play, and one to compile their ideas and designs as a director for a play of their choosing. 

IB Topics in 20th Century World History HL2 is year two of a two-year IB History sequence. This course gives students an opportunity to study selected topics in Twentieth Century World History. This course is based on a comparative, multi-perspective approach to history and is focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. Students will develop an understanding of the past and engage with multiple perspectives in order to appreciate the complex nature of historical issues and events.  IB assessments include one internal assessment and three external assessments (one essay and two papers/exams).

Students engage in advanced research of art processes, aesthetic issues, art criticism, and art history and culture. They exhibit in verbal, written and graphic forms how their research has led them to an understanding of selected topics. A research workbook which evidences critical research in an area agreed upon by the teacher and the student is required.

This course is a 240-hour (two years or equivalent) course of study which includes as one-half of its requirement, maintaining a research workbook which evidences critical research in an area agreed upon by the teacher and the student. The other half of the course is the production in studio of a body of work using various mediums and techniques. At the culmination of this 240-hour course of study, a display or exhibit is required. Students wishing continuity in their IB Art program need to understand that this is a two-year commitment. The sketch book/journal and studio art are interrelated in this course.

This course is a 240-hour (two years or equivalent) course of study which includes as one-half of its requirement, maintaining a research workbook which evidences critical research in an area agreed upon by the teacher and the student. The other half of the course is the production in studio of a body of work using various mediums and techniques. At the culmination of this 240-hour course of study, a display or exhibit is required. Students wishing continuity in their IB Art program need to understand that this is a two-year commitment. The sketch book/journal and studio art are interrelated in this course.