Stamford Ib Program

High School Grades 9-12
Secondary School Curriculum Guide

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
1
Stamfords Grade 9 to Grade 12 program has been thoughtully designed to ease
students transiton from the Middle School. The Internatonal Baccalaureate (IB) Middle
Years Program (MYP) and Diploma Program (DP) are taught in Stamfords Secondary
School as discipline based programs, with each subject group having its own American
based curricular objectves. However, the holistc nature of the program is emphasized
through forging interdisciplinary links.
Stamford is an IB World School authorized to ofer the MYP and DP. IB World Schools
share a common philosophy - a commitment to high quality, challenging, and
internatonal educaton, that Stamford believes is important for our students.
Stamfords curriculum provides students with a sound preparaton for further studies
and helps them to develop lifelong learning skills and attudes. The MYP certfcate
represents global achievement within a program framework, and takes into account
academic as well as non-academic aspects including, very importantly, the evidence of an
understanding of the core dimensions of the program through the personal project and
community and service actvites.
Stamfords academic program has been designed to best meet the needs of our students
and ensure that they are able to transiton smoothly into the Advanced Placement
(AP) courses or the DP in Grade 11 and 12 and on to university. The AP is a program in
the United States created by the College Board ofering college-level curriculum and
examinatons to Secondary School students. The AP curriculum covers a variety of
subjects and is created for the College Board by a panel of experts and college-level
educators in each subject. American colleges ofen grant placement and course credit
to students who obtain high scores on the AP examinatons. The DP is a comprehensive
and challenging pre-university course of study that demands the best from motvated
students and teachers. The DP culminates in externally assessed examinatons and is
widely recognized for its high academic standards. Stamfords curriculum is guided by and
aligned with both the American Educaton Reaches Out (AERO) standards as well as the IB
to ensure that students receive the best of American and internatonal educaton.
AERO standards are supported by the U.S. State Departments Ofce of Overseas
Schools and the Overseas Schools Advisory Council to assist schools in developing and
implementng American standards-based school curricula. AERO standards began as a
project to adapt the U.S. natonal standards in Mathematcs, Science, Language Arts and
Social Studies to serve the needs of internatonal student bodies, and over the years
standards have also been developed in Music, Visual Arts and World Languages.
The subject areas are defned by aims and objectves derived, in whole or in part,
from the learner profle. To this end, the Arts Program comprised of Visual Arts, Music
and Music Technology, Drama and Dance gives our students opportunites to explore
their interests. Our Humanites, English (Language A), Sciences, Mathematcs and ICT
courses are all delivered using the MYP framework combined with rigorous American
curriculum standards. Physical Educaton (PE) is an essental aspect of an adolescents
development and all MYP students receive regular PE lessons augmented by Stamfords
swimming, sports and extensive Co-Curricular Actvites (CCA). All students receive daily
foreign language lessons in Mandarin or Spanish as either a Language B course (language
learning) or a Language A course (language and literature).
Our team of experienced educators have worked together to create the best learning
experience for Stamfords students. Stamfords teachers are constantly refectng on the
curriculum and their implementaton of it to produce a coherent and logical progression
between grades for our students and to ensure that they are teaching appropriately for
diferent developmental levels. As a result of this on-going work, our course oferings are
regularly refned and adapted to ensure that our curriculum contnues to challenge our
students and refect Stamfords vision and values.
Secondary School Overview
This guide focuses on the educatonal elements of Stamford American Internatonal Schools learning program for Grade 9 to Grade 12.
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Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actvely enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global signifcance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers
They exercise initatve in applying thinking skills critcally and creatvely to recognize and
approach complex problems and make reasoned, ethical decisions.
Communicators
They understand and express ideas and informaton confdently and creatvely in more
than one language and in a variety of modes of communicaton. They work efectvely and
willingly in collaboraton with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justce and respect for
the dignity of the individual, groups and communites. They take responsibility for their
own actons and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories and are open
to the perspectves, values and traditons of other individuals and communites. They are
accustomed to seeking and evaluatng a range of points of view, and are willing to grow
from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service and act to make a positve diference to the
lives of others and to the environment.
Risk-takers
They approach unfamiliar situatons and uncertainty with courage and forethought and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and artculate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotonal balance to
achieve personal well-being for themselves and others.
Refectve
They give thoughtul consideraton to their own learning and experience. They are able
to assess and understand their strengths and limitatons in order to support their learning
and personal development.
At the center of our school curriculum is the IB Learner Profle which details the qualites that all students are encouraged to
develop and demonstrate. These profles are also core to all three of the IB programs ofered at Stamford: the Primary Years
Program (PYP), the Middle Years Program (MYP) and the Diploma Program (DP).
IB Learner Profles
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4
American Educaton Reaches Out (AERO)
Standards
Stamford aligns the AERO standards with the IB programs to ensure that students
receive the best of American and internatonal educaton. The AERO project is
supported by the U.S. State Departments Ofce of Overseas Schools and the
Overseas Schools Advisory Council to assist schools in developing and implementng
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 partcular
with standards-based eforts 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 relatonship between
Process and Content Standards is critcal as students will not develop profcient
understanding if either is taught in isolaton. 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 Educatons
Standards for Excellence in Educaton as the base. Standards for Excellence in
Educaton is a condensed, edited version of the U.S. natonal standards, so there is a
strong relatonship between the U.S natonal 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 examinatons in Grades 11 and 12 and based on their
performance, students can earn credit, advanced placement or both, for college.
The Advanced Placement examinatons are administered on set dates each May and
consist of:
Multple-choice questons
Free response (essay, problem-solving) questons
Through the AP Scholar Program, introduced in 1991, students who earn grades of
3 or higher in three or more Advanced Placement examinatons are designated AP
Scholars. An AP Scholar with Honors indicates a student who has achieved 3 or
higher on 4 or more AP examinatons. An AP Scholar with Distncton has achieved a
grade of 3 or higher on 5 or more AP examinatons.
Stamford American Internatonal School ofers two rigorous programs of learning: the Internatonal Baccalaureate (IB)
Program integrated with the American Educaton Reaches Out (AERO) standards. Stamford students get the best of
internatonal and American educaton 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 platorm for informaton and concepts which students will contnue
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 internatonal educaton 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 ofered by 2,188 member
schools and since 1968, more than half-a-million students in 138 countries have
partcipated in the program. The DP was originally developed to accommodate the
growing number of mobile internatonal students who belonged more to the world
than to any single country. It sought to provide students with a truly internatonal
educaton - an educaton that encouraged an understanding and appreciaton 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 motvated students and teachers. The program culminates
in externally assessed examinatons and is widely recognized for its high academic
standards.
The two-year curriculum is rigorous and intellectually coherent, encouraging critcal
thinking through the study of a wide range of subjects in the traditonal academic
disciplines while encouraging an internatonal perspectve. Beyond completng
college-level courses and examinatons, 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 fnal examinatons in six subject areas and a
qualifcaton widely recognized by the worlds leading colleges and universites.
The DP curriculum contains six subject groups together with a core made up of three
separate parts: extended essay, theory of knowledge and creatvity, acton, service.
Students study six subjects selected from the subject groups. Normally three
subjects are studied at higher level (courses representng 240 teaching hours), and
the remaining three subjects are studied at standard level (courses representng 150
teaching hours). The diference 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 diferent courses are hierarchical.
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All three parts of the core (extended essay, theory of knowledge and creatvity,
acton, 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
ofered at Stamford.
Groups 1 & 2 Group 3 Group 4 Group 5 Group 6
English History Biology
Mathematcs
SL/HL
Visual Arts
Mandarin Economics Chemistry
Mathematcal
studies SL
Theater Arts
Spanish
Business &
Management
Physics Music
Student work is assessed both internally and externally. Internal assessments form
about 20% of the fnal mark. In each IB examinaton, the student is graded on a scale
of 1 (minimum) to 7 (maximum). The award of the diploma requires students to
meet defned standards and conditons. These include a minimum total of 24 points
and the satsfactory completon of three compulsory core components: 1) Theory of
Knowledge (TOK); 2) Extended Essay; and 3) Creatvity, Acton, Service (CAS). Thus the
program has the strengths of a traditonal 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 satsfy the requirements of the full Diploma Program, or who has elected to
take fewer than six subjects, is awarded a certfcate for the examinatons completed.
Detailed informaton about all aspects of the IB Diploma Program is available on the
website of the Internatonal Baccalaureate Organizaton www.ibo.org/diploma.
Course Descriptons
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 additon, all students will take a Theory of Knowledge
course, complete the Creatvity, Acton and Service (CAS) requirement and submit an
Extended Essay. Courses may be ofered at both Higher and Standard Level according
to class size and student preference.
Theory of Knowledge (TOK)
TOK requirement is central to the educatonal philosophy of the Diploma Program. It
ofers students and their teachers the opportunity to:
Refect critcally 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 additon, 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 thoughtul and purposeful inquiry into diferent ways of knowing, and into
diferent kinds of knowledge, TOK is composed almost entrely of questons. The
most central of these is How do we know? It is a stated aim of TOK that students
should become aware of the interpretatve nature of knowledge, including personal
ideological biases, regardless of whether, ultmately, 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 demonstratng the
ways in which they can apply their knowledge with greater awareness and credibility.
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Creatvity, Acton, 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. Partcipaton in theater productons, sports
and community service actvites encourages young people to share their energies
and special talents while developing awareness, concern and the ability to work
cooperatvely with others.
Stamford provides many opportunites for students to get involved in a variety of
Creatvity, Acton and Service actvites. Students are also encouraged to follow
their own interests and get involved in other actvites not sponsored by the school.
Students should thoughtully align their actvites with the 8 learning objectves.
Refecton on student partcipaton is another important component of the CAS
program.
Creatvity
Creatve actvites engage the artstc and aesthetc development of the student.
Creatve actvites must be actvely partcipated in by the student, and not merely
involve the student as a spectator. Creatve hours may be satsfed (for example) by
actve involvement in dance, theater, music and art actvites outside the normal
curriculum.
This aspect of CAS is interpreted as imaginatvely as possible to cover a wide range
of arts and other actvites beyond the normal curriculum which include creatve
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 actvites, 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 actvites: that goals are set and the
student refects on progress.
Acton
Acton-based actvites take place afer school hours and are not included in the
curriculum. Acton hours may include physical actvites such as playing on sports
teams, partcipatng in afer school clubs, partcipatng in civic organizatons, etc.
This aspect of CAS can include partcipaton in expeditons, individual and team
sports, and physical actvites outside the normal curriculum; it also includes physical
actvity involved in carrying out creatve and service projects. Acton may involve
partcipaton in sports or other actvites requiring physical exertonsuch as
expeditons 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 actvites, and undertaking
new roles, but an individual commitment is acceptable where the general
requirements of CAS are met: goals are set and the student refects on progress.
Both creatvity and acton can be enhanced by incorporatng the service element.
Students involved in the arts and in physical actvites might consider coaching or
teaching young children, seniors in residental homes, street children and so on.
Service
Service encourages students to experience the rewards of helping others in their
community and world. Service hours encompass meaningful interactons between
students and those that they help, including such actvites as volunteering for
peer-tutoring, visitng residents of a retrement home, working at community food
or furniture banks, fundraising for emergency disaster relief, etc. Service actvites
should lead students to show respect for the dignity and self-respect of others.
Service projects and actvites are ofen the most transforming element for the
individual student; they have the potental to nurture and mold the global citzen.
Service involves interacton, 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 natonal and internatonal levels (such as undertaking projects of assistance in a
developing country).
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Service actvites should not only involve doing things for others but also doing things
with others and developing a real commitment with them. The relatonship should
therefore show respect for the dignity and self-respect of others.
Extended Essay
IB students are required to write an extended essay of 4,000 words. They will engage
in independent research through an in-depth study of a queston related to one of
the Diploma subjects they are studying. This academic endeavor ofers students the
opportunity to learn the research, organizaton, and academic writng 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 certfcate 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 fulfllment of the graduaton
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 Mathematcs and Science**
1 credit in Arts (Art, Music and/or Drama)
2 credits in Physical Educaton***
1 electve 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 Educaton in Grades 9-12.
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IB Middle Years Program (MYP)
Stamford is an IB World School authorized to ofer the IB Middle Years Program
(MYP). IB World Schools share a common philosophy a commitment to high quality,
challenging, internatonal educaton that Stamford believes is important for our
students. The MYP is a course of study designed to meet the educatonal needs of
students in Grade 6 to Grade 10 (between the ages of 11 and 16) and is regarded
as ideal preparaton 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 interacton
that provide a framework for learning within and across the subjects. Students are
required to study English (Language A), a Second Language (Language B), Humanites,
Sciences, Arts, Mathematcs, Physical Educaton and Technology.
In the fnal 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 objectve is a signifcant piece of work representatve
of the students own initatve and creatvity. Each project must refect a personal
understanding of areas of interacton. Students are expected to choose their
project, which can take many forms, and take the process to completon under the
supervision of a teacher in the school. This involves planning, research, and a high
degree of personal refecton.
Assessment is criterion-related, so students around the world are measured against
pre-specifed 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 moderaton
or 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 fve areas of interacton. The emphasis is on the fuidity of the curricular
framework and the interrelatedness of the subjects. Aspects of the areas of
interacton are addressed naturally through the distnct disciplines. In partcular, the
framework is fexible enough to align with and enhance the American curriculum
standards.
The Middle Years Program defnes fve areas of interacton. These areas of interacton
are an explicit expression of the common realites ahead by all subject areas and an
expression of the varied ways we impact the world through educaton. They are as
follows:
Approaches to Learning: Represents general and subject-specifc 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
communites.
Health and Social Educaton: Delves into the range of human issues that exist in
human societes, such as social structures, relatonships and health. This area can
be used by students to fnd out how these issues afect societes, communites 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 interrelatonships of diferent environments.
Human ingenuity: Deals with the way human minds have infuenced the world, for
example, the way we are, think, interact with each other, create, fnd solutons to and
cause problems, transform ideas and ratonalize thought.
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The MYP places the current concept of areas of interacton
at the center of the curriculum model as it serves to
combine the learning in the various subject areas and
deliver authentc relevance to the learning.
Year-Long Courses
The subjects listed below are year-long courses and are ofered at all fve levels. It is
important to note that Stamford ofers daily foreign language lessons in Mandarin
and Spanish. Stamford also ofers Language A Mandarin and Spanish during the
foreign language block for students that are capable of studying these languages at a
natve level.
Subject Hours Annually Subject Hours Annually
English 125 Visual Arts 50
Mathematcs 125 Music 50
Science 125 Drama 50
Humanites 125 Dance 25
Technology 125 Physical Educaton 100
Foreign Language 125 Electves 50
Electves Program
Electve courses are one semester long. Electve courses meet regularly for two
periods per week for a total of 25 hours per semester. The electve courses give our
students an opportunity to augment their rigorous academic experience with a topic
or subject of their choosing. Examples of electve course include: Music Recording,
ICT, Global Issues Network, Textles, and Community and Service. At the beginning
of each semester, students will have an opportunity to choose an electve that both
appeals to them and complements their learning experience.
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Language is fundamental to learning, thinking and communicatng, 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 profcient in their understanding and use of their language(s). Students need
to develop an appreciaton of language and literature; the nature of it, the many
infuences on it and the power and beauty of it. They will be encouraged to recognize
that profciency in language is a valuable life skill, a powerful tool both in societal
communicaton and as a means of personal refecton. Learning that language and
literature are creatve processes encourages the development of imaginaton and
creatvity through self-expression. Language A is academically rigorous, and equips
students with linguistc, analytcal and communicatve skills that can also be used in
an interdisciplinary manner across all other subject groups. There are six skill areas:
listening, speaking, reading, writng, viewing and presentng, which develop as both
independent and interdependent skills. Students develop these skills through the
study of both language and literature.
Language A is a core element of the MYP and builds on experiences in language
learning that students have gained during their tme 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
contnuing 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 optons. If students
become profcient 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, creatvity, refecton, learning, self-expression,
analysis and social interacton
Develop the skills involved in listening, speaking, reading, writng, viewing and
presentng in a variety of contexts
Develop critcal, creatve and personal approaches to studying and analyzing literary
and non-literary texts
Engage with text from diferent 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 linguistc and literary concepts and skills in a variety of authentc contexts.
Assessment
All of the Language A English aims are assessed using a variety of formatve and
summatve assessment tasks including essays, creatve writng, presentatons,
debates, research assignments, artcles, 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: Analyzing
Maximum: 8
At the end, students should be able to:
i. Identfy and explain the content, context, language, structure, technique and style of
text(s) and the relatonships among texts
ii. Identfy and explain the efects of the creators choices on an audience
iii. Justfy opinions and ideas, using examples, explanatons and terminology
iv. Interpret similarites and diferences in features within and between genres and texts
Criterion B: Organizing
Maximum: 8
i. Employ organizatonal structures that serve the context and intenton
ii. Organize opinions and ideas in a coherent and logical manner
iii. Use referencing and formatng tools to create a presentaton style suitable to the
context and intenton.
Criterion C: Producing text
Maximum: 8
i. Produce texts that demonstrate thought, imaginaton and sensitvity, while exploring
and considering new perspectves and ideas arising from personal engagement with
the creatve process
ii. Make stylistc choices in terms of linguistc, literary and visual devices, demonstratng
awareness of impact on an audience
iii. Select relevant details and examples to develop ideas
Criterion D: Using language
Maximum: 8
i. Use appropriate and varied vocabulary, sentence structures and forms of expression
ii. Write and speak in an appropriate register and style
iii. Use correct grammar, syntax and punctuaton
iv. Spell (alphabetc languages), write (character languages) and pronounce with
accuracy
v. Use appropriate non-verbal communicaton techniques
Language and literature assessment criteria:
Grade 10
Criterion A: Analyzing
Maximum: 8
i. Analyze the content, context, language, structure, technique and style of text(s) and
the relatonship among texts
ii. Analyze the efects of the creators choices on an audience
iii. Justfy opinions and ideas, using examples, explanatons and terminology
iv. Evaluate similarites and diferences by connectng features across and within genres
and texts
Criterion B: Organizing
Maximum: 8
i. Employ organizatonal structures that serve the context and intenton
ii. Organize opinions and ideas in a sustained, coherent and logical manner
iii. Use referencing and formatng tools to create a presentaton style suitable to the
context and intenton.
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Criterion C: Producing text
Maximum: 8
i. Produce texts that demonstrate insight, imaginaton and sensitvity while exploring
and refectng critcally on new perspectves and ideas arising from personal
engagement with the creatve process
ii. Make stylistc choices in terms of linguistc, literary and visual devices, demonstratng
awareness of impact on an audience
iii. Select relevant details and examples to develop ideas
Criterion D: Using language
Maximum: 8
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 intenton
iii. Use correct grammar, syntax and punctuaton
iv. Spell (alphabetc languages), write (character languages) and pronounce with
accuracy
v. Use appropriate non-verbal communicaton techniques
Curriculum
Grade 9 Language A English
Grade 9 Literature is a diverse and balanced class that aims to develop students
skills of reading, writng, 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 tmes and
places diferent from our own and as a global human enterprise, an enduring product
of human ingenuity. In other words, their atenton is directed to the ways in which
authors use and build on each others works.
The course is structured into units which allow fexibility in terms of choice of texts
and actvites 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
Craf and Structure: Determine the meaning of words and phrases as they are used
in the text, including the fguratve and connotatve meanings; analyze the cumulatve
impact of a specifc word choices on meaning and tone (e.g., how the language
evokes a sense of tme and place; how it sets a formal or informal tone)
Integraton of Knowledge and Ideas: Analyze the representaton of a subject or a key
scene in two diferent artstc 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)
Writng
Text Type and Purposes: Write arguments to support claims in an analysis of
substantve topics or texts, using valid reasoning and relevant and sufcient evidence
Producton and Distributon or Writng: Produce clear and coherent writng in which
the development, organizaton, 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 queston (including a self-generated queston) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multple sources on the subject, demonstratng understanding of the subject under
investgaton
Range of Writng: Write routnely over extended tme frames (tme for research,
refecton, and revision) and shorter tme frames (a single sitng or a day or two) for a
range of tasks, purposes and audiences
Speaking and Listening Standards
Comprehension and Collaboraton: Initate and partcipate efectvely in a range
of collaboratve 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
Presentaton of Knowledge and Ideas: Present informaton, fndings, and supportng
evidence clearly, concisely, and logically such that listeners can follow the line of
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reasoning and the organizaton, development, substance and style are appropriate to
purpose, audience, and task
Language Standards
Conventons of Standard English: Use various types of phrases (noun, verb, adjectval,
adverbial, partcipial, prepositonal, absolute) and clauses (independent, dependent;
noun, relatve, adverbial) to convey specifc meanings and add variety and interest to
writng or presentatons
Knowledge of Language: Apply knowledge of language to understand how language
functons in diferent contexts, to make efectve choices for meaning or style, and to
comprehend more fully when reading or listening
Vocabulary Acquisiton and Use: Demonstrate understanding of fguratve language,
word relatonships, and nuances in word meanings
Grade 10 Language A English
In the fnal year of the Middle Years Program in Language A, students will contnue
to develop reading, writng, presentaton and analytcal skills in response to a range
of text types, guiding questons and Areas of interacton. 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
questons:
What is the role of the individual in society?
What does it mean to be American?
The course is structured into units which allow fexibility in terms of choice of texts
and actvites devised. Key concepts under study include:
Reading
Key Ideas and Details: Analyze how complex characters (e.g., those with multple
or confictng motvatons) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme
Craf and Structure: Analyze how an authors choices concerning how to structure
a text, order events within it (e.g., parallel plots), and manipulate tme (e.g., pacing,
fashbacks) create such efects as mystery, tension or surprise
Integraton of Knowledge and Ideas: Analyze how an author draws on and transforms
source material in a specifc 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 profciently
Writng
Text types and purposes: Use words, phrases, and clauses to link the major sectons
of the text, create cohesion, and clarify the relatonships between claims(s) and
reasons, between reasons and evidence, and between claims(s) and counterclaims;
write informatve/explanatory texts to examine and convey complex ideas, concepts
and informaton clearly and accurately through the efectve selecton, organizaton
and analysis of content
Producton and Distributon or Writng: Develop and strengthen writng as needed
by planning, revision, editon, rewritng, or trying a new approach, focusing on
addressing what is most signifcant for a specifc purpose and audience
Research to Build Knowledge: Gather relevant informaton from multple
authoritatve print and digital sources, using advanced searches efectvely; assess the
usefulness of each source in answering the research queston; integrate informaton
into the text selectvely to maintain the fow of ideas, avoiding plagiarism and
following a standard format for citaton
Range of Writng: Write routnely over extended tme frames (tme for research,
refecton, and revision) and shorter tme frames (a single sitng or a day or two) for a
range of tasks, purposes, and audiences
Speaking and Listening
Comprehension and Collaboraton: Evaluate a speakers point of view, reasoning
and use of evidence and rhetoric, identfying any faulty reasoning or exaggerated or
distorted evidence
Presentaton of Knowledge and Ideas: Adapt speech to a variety of contexts and
tasks, demonstratng command of formal English when indicated or appropriate
Language Standards
Conventons of Standard English: Demonstrate command of the conventons of
standard English capitalizaton, punctuaton, and spelling when writng
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- Use a semicolon (and perhaps and conjunctve adverb) to link two or more closely
related independent clauses
- Use a colon to introduce a list or quotaton
- Spell correctly
Knowledge of Language: Apply knowledge of language to understand how language
functons in a diferent contexts, to make efectve choices for meaning or style, and to
comprehend more fully when reading or listening
Vocabulary Acquisiton: Acquire and use accurately, general academic and
domain specifc words and phrases, sufcient for reading, writng, 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 assumpton that literature is
concerned with our conceptons, interpretatons and experiences of the world. The
study of literature can therefore be seen as an exploraton of the way it represents
the complex pursuits, anxietes, joys and fears to which human beings are exposed
in the daily business of living. It enables an exploraton of one of the more enduring
felds of human creatvity, and provides opportunites for encouraging independent,
original, critcal and clear thinking. It also promotes respect for the imaginaton and a
perceptve approach to the understanding and interpretaton of literary works.
Through the study of a wide range of literature, the Language A Literature course
encourages students to appreciate the artstry of literature and to develop an ability
to refect critcally 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 critcal approaches. In view of the internatonal nature of the IB and its
commitment to intercultural understanding, the Language A Literature course does
not limit the study of works to the products of one culture or the cultures covered
by any one language. The study of works in translaton is especially important in
introducing students, through literature, to other cultural perspectves. The response
to the study of literature is through oral and writen communicaton, thus enabling
students to develop and refne their command of language.
Language A - Literature is a fexible course that allows teachers to choose works from
prescribed lists of authors and to construct a course that suits the partcular needs
and interests of their students. It is divided into four parts, each with a partcular
focus.
Part 1: Works in Translaton
Part 2: Detailed Study
Part 3: Literary Genres
Part 4: Optons (in which works are freely chosen)
Group 1 Aims
The aims of Group 1 Languages taught at Standard Level (SL) and at Higher Level (HL)
are to:
Introduce students to a range of texts from diferent periods, styles and genres
Develop in students the ability to engage in close, detailed analysis of individual texts
and make relevant connectons
Develop the students powers of expression, both in oral and writen communicaton
Encourage students to recognize the importance of the contexts in which texts are
writen and received
Encourage, through the study of texts, an appreciaton of the diferent perspectves of
people from other cultures, and how these perspectves construct meaning
Encourage students to appreciate the formal, stylistc and aesthetc qualites of texts
Promote in students an enjoyment of, and lifelong interest in, language and literature
In additon, the aims of the Language A Literature course taught at SL and at HL are
to:
Develop in students an understanding of the techniques involved in literary critcism
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) Weightng
External Assessment Assessed by the IB. 70%
Paper 1: Guided Literary Analysis 20%
Paper 2: Essay 25%
Writen Assignment 25%
Internal Assessment Assessment by the teacher and externally
moderated by the IB
30%
Individual Oral Commentary and Discussion 15%
Individual Oral Presentaton 15%
AP English Language and Compositon
Knowledge Content
Students will:
Learn to read complex texts with greater understanding and develop a richness,
clarity, and complexity in their own reading and writng
Be ofered an opportunity to sample a college level course, owing to its rigorous
curriculum
Receive an efectve understanding of language an ability to read critcally, to evaluate
sources, and to cite sources
Learn to recognize and analyze a variety of rhetorical devices, strategies and modes
used in efectve writng
Skills Content
Upon completng this course, students should be able to:
Analyze and interpret samples of good writng, identfying and explaining an authors
use of rhetorical strategies and techniques
Apply efectve strategies and techniques to their own writng
Create and sustain arguments based on readings, research, and/or personal
experience
Synthesize various sources to craf an informed argument, properly documentng and
citng those sources using MLA standards
Demonstrate an understanding and mastery of standard writen English as well as
stylistc maturity in their own writng
Write in a variety of genres and contexts, both formal and informal, employing
appropriate conventons
Produce expository and argumentatve compositons that introduce a complex central
idea and develop it with appropriate, specifc evidence, cogent explanatons and clear
transitons.
Move efectvely through the stages of the writng process, with careful atenton to
inquiry and research, drafing, revising, editng and review
Analyze images as text
AP English Literature and Compositon
Knowledge Content
Students will, through a careful reading of selected works from various genres and
periods, learn to critcally analyze imaginatve writng 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
Consider structure, style and themes as well as the use of fguratve language,
imagery, symbolism and tone in their literary analysis
Use expository, analytcal and argumentatve writng based on their reading of both
primary and secondary sources, placing emphasis on content, purpose and audience,
which should guide the organizaton of their writng
Demonstrate, through the use of a wide range of vocabulary, stylistc maturity in their
own writng, paying careful atenton to the stages of the writng process inquiry and
research, drafing, revising, editng and review
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20
Mathematcs plays an essental role both within the school and in society. It promotes
a powerful universal language, analytcal reasoning and problem-solving skills that
contribute to the development of logical, abstract and critcal thinking. Moreover,
understanding and being able to use mathematcs with confdence is not only an
advantage in school but also a skill for problem solving and decision-making in everyday
life. Therefore, Mathematcs should be accessible to and be studied by all students.
Mathematcs is well known as a foundaton 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. Mathematcs aims to equip all students with
the knowledge, understanding and intellectual capabilites to address further courses
in Mathematcs, as well as to prepare those students who will use Mathematcs in their
workplace and life in general.
In Mathematcs, four main objectves support the IB learner profle and promote the
development of students who are knowledgeable, inquirers, communicators and
refectve learners:
Knowledge and Understanding: Promotes learning Mathematcs with understanding,
allowing students to interpret results, make conjectures and use mathematcal
reasoning when solving problems in school and in real-world situatons
Investgatng Paterns: Supports inquiry-based learning; through the use of
investgatons, teachers challenge students to experience mathematcal discovery,
recognize paterns and structures, describe these as relatonships or general rules,
and explain their reasoning using mathematcal justfcatons and proofs
Communicaton in Mathematcs: Encourages students to use the language of
Mathematcs and its diferent forms of representaton, to communicate their fndings
and reasoning efectvely, both orally and in writng
Refecton in Mathematcs: Provides an opportunity for students to refect upon
their processes and evaluate the signifcance of their fndings in connecton to real-
life contexts; refecton 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
Mathematcs 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 MYP mathematcs are to encourage and enable students to:
Enjoy mathematcs, develop curiosity and begin to appreciate its elegance and power
Develop an understanding of the principles and nature of mathematcs
Communicate clearly and confdently in a variety of contexts
Develop logical, critcal and creatve thinking
Develop confdence, perseverance, and independence in mathematcal thinking and
problem solving
Develop powers of generalizaton and abstracton
Apply and transfer skills to a wide range of real-life situatons, other areas of
knowledge and future developments
Appreciate how developments in technology and mathematcs have infuenced each
other
Appreciate the moral, social and ethical implicatons arising from the work of
mathematcians and the applicatons of mathematcs
Appreciate the internatonal dimension in mathematcs through an awareness of the
universality of mathematcs and its multcultural and historical perspectves
Appreciate the contributon of mathematcs to other areas of knowledge
Develop the knowledge, skills and attudes necessary to pursue further studies in
mathematcs
Develop the ability to refect critcally upon their own work and the work of others.
Mathematcs
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Assessment
All of the Mathematcs aims are assessed using a variety of formatve and summatve
assessment tasks, including quizzes, tests, exams, research assignments, projects and
applicaton of Mathematcs to real-world situatons.
The following assessment criteria have been established by the IB for Mathematcs 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 Investgatng paterns Maximum 8
Criterion C Communicatng Maximum 8
Criterion D Applying mathematcs in real-life
contexts
Maximum 8
Mathematcs assessment criteria: Grade 9
Criterion A: Knowing and understanding
Maximum: 8
i. Select appropriate mathematcs when solving problems
ii. Apply the selected mathematcs successfully when solving problems
iii. Solve problems correctly in both familiar and unfamiliar situatons in a variety of
contexts
Criterion B: Investgatng paterns
Maximum: 8
i. Select and apply mathematcal problem-solving techniques to discover complex
paterns
ii. Describe paterns as relatonships and/or general rules consistent with fndings
iii. Verify and justfy relatonships and/or general rules
Criterion C: Communicatng
Maximum: 8
i. Use appropriate mathematcal language (notaton, symbols and terminology) in both
oral and writen explanatons
ii. Use diferent forms of mathematcal representaton to present informaton
iii. Move between diferent forms of mathematcal representaton
iv. Communicate complete and coherent mathematcal lines of reasoning
v. Organize informaton using a logical structure
Criterion D: Applying mathematcs in real-life contexts
Maximum: 8
i. Identfy relevant elements of authentc real-life situatons
ii. Select appropriate mathematcal strategies when solving authentc real-life situatons
iii. Apply the selected mathematcal strategies successfully to reach a soluton
iv. Explain the degree of accuracy of a soluton
v. Explain whether a soluton makes sense in the context of the authentc real-life
situaton
Mathematcs assessment criteria: Grade 10
Maximum: 8
i. Select appropriate mathematcs when solving problems
ii. Apply the selected mathematcs successfully when solving problems
iii. Solve problems correctly in both familiar and unfamiliar situatons in a variety of
contexts
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Criterion B: Investgatng paterns
Maximum: 8
i. Select and apply mathematcal problem-solving techniques to discover complex
paterns
ii. Describe paterns as general rules consistent with fndings
iii. Prove, or verify and justfy, general rules
Maximum: 8
i. Use appropriate mathematcal language (notaton, symbols and terminology) in both
oral and writen explanatons
ii. Use appropriate forms of mathematcal representaton to present informaton
iii. Move between diferent forms of mathematcal representaton
iv. Communicate complete, coherent and concise mathematcal lines of reasoning
v. Organize informaton using a logical structure
Criterion D: Applying mathematcs in real-life contexts
Maximum: 8
i. Identfy relevant elements of authentc real-life situatons
ii. Select appropriate mathematcal strategies when solving authentc real-life situatons
iii. Apply the selected mathematcal strategies successfully to reach a soluton
iv. Justfy the degree of accuracy of a soluton
v. Justfy whether a soluton makes sense in the context of the authentc real-life
situaton.
Curriculum
Grade 9 Mathematcs
Grade 9 Mathematcs contnues developing the students understanding and
applicaton of algebra, geometry and trigonometry, extending this knowledge to a
more advanced level in preparaton for pre-calculus studies in Grade 10. The course is
organized to encourage students to become aware of the links between Mathematcs
and other subjects; to emphasize diferent methods of communicatng solutons and
to allow students to explore their own ideas mathematcally.
The course is structured into the following units which allow teachers fexibility to the
tming and pacing of concepts. Students will:
Number
Work with number concepts; rato, proporton and percentage; range, estmaton and
rounding; conversion, scaling and units; scientfc notaton
Algebra
Work with algebraic expressions, fractons and expansions; linear equatons,
inequalites, formulae, graphing and problem solving; simultaneous equatons;
absolute value; indices/exponents; quadratc expressions, equatons, factoring,
graphing and problem solving, functons; 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 ratos SOH, CAH and TOA; bearings and XY system
trigonometry; 3-dimensional trigonometry; sine and cosine rule for non-right-angled
triangles; introducton of the unit circle and concepts of trigonometry for angles
greater than 90 degrees
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Discrete Mathematcs
Study Networks and Topology (honors level class) which gives the students a frst
experience of the language and notaton of graph theory; it focuses on analyzing
networks to fnd the shortest path; discovering optmal solutons to real-world
problems and classifying and describing topological objects
Grade 10 Mathematcs
In Grade 10 Mathematcs 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 Mathematcs.
tming 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 exploraton into functons and equatons,
sequences and series, inequalites and matrix algebra
Geometry and Trigonometry
Study geometry and trigonometry which enhances spatal awareness and provides
tools for analyzing, measuring and transforming geometric quanttes in two and three
dimensions; coordinate geometry, solving triangles, constructons and loci, vectors,
and similarity and congruence theorems
Statstcs and Probability
Work with guiding questons for statstcs 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
distributons
Discrete Mathematcs
Work with sets, Venn diagrams and logic; topology and directed networks
Grade 11 and 12 Mathematcs
Group 5 Aims
The aims of all mathematcs courses in Group 5 are to enable students to:
Enjoy mathematcs, and develop an appreciaton of the elegance and power of
mathematcs
Develop an understanding of the principles and nature of mathematcs
Communicate clearly and confdently in a variety of contexts
Develop logical, critcal and creatve thinking, and patence and persistence in
problem-solving
Employ and refne their powers of abstracton and generalizaton
Apply and transfer skills to alternatve situatons, to other areas of knowledge and to
future developments
Appreciate how developments in technology and mathematcs have infuenced each
other
Appreciate the moral, social and ethical implicatons arising from the work of
mathematcians and the applicatons of mathematcs
Appreciate the internatonal dimension in mathematcs through an awareness of the
universality of mathematcs and its multcultural and historical perspectves
Appreciate the contributon of mathematcs to other disciplines, and as a partcular
area of knowledge in the Theory of Knowledge course.
Assessment Objectves
Problem-solving is central to learning mathematcs and involves the acquisiton of
mathematcal skills and concepts in a wide range of situatons, including non-routne,
open-ended and real-world problems. Having followed a DP Mathematcal Studies SL
course, students will be expected to demonstrate the following:
Knowledge and Understanding: Recall, select and use their knowledge of
mathematcal facts, concepts and techniques in a variety of familiar and unfamiliar
contexts
Problem-Solving: Recall, select and use their knowledge of mathematcal skills, results
and models in both real and abstract contexts to solve problems
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Communicaton and Interpretaton: Transform common realistc contexts into
mathematcs; comment on the context; sketch or draw mathematcal diagrams,
graphs or constructons both on paper and using technology; record methods,
solutons and conclusions using standardized notaton
Technology: Use technology, accurately, appropriately and efciently both to explore
new ideas and to solve problems
Reasoning: Construct mathematcal arguments through use of precise statements,
logical deducton and inference, and by the manipulaton of mathematcal expressions
Inquiry Approaches: Investgate unfamiliar situatons, both abstract and real-world,
involving organizing and analyzing informaton, making conjectures, drawing
conclusions and testng their validity
Mathematcal Studies SL
This course is available only at standard level, and is equivalent in status to
Mathematcs SL, but addresses diferent needs. It has an emphasis on applicatons
of mathematcs, and the largest secton is on statstcal techniques. It is designed
for students with varied mathematcal backgrounds and abilites. It ofers
students opportunites to learn important concepts and techniques and to gain an
understanding of a wide variety of mathematcal topics. It prepares students to
be able to solve problems in a variety of setngs, to develop more sophistcated
mathematcal reasoning and to enhance their critcal thinking. The individual project
is an extended piece of work based on personal research involving the collecton,
analysis and evaluaton of data. Students taking this course are well prepared for a
career in social sciences, humanites, languages or arts. These students may need
to utlize the statstcs and logical reasoning that they have learned as part of the
Mathematcal Studies SL course in their future studies. Topics covered include the
following:
Numbers and Algebra
Descriptve Statstcs
Logic, Sets and Probability
Statstcal Applicatons
Geometry and Trigonometry
Mathematcal Models
Introducton to Diferental Calculus
The Mathematcal Studies course syllabus focuses on important mathematcal 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 manipulaton and complex manipulatve skills; giving
greater emphasis to developing students mathematcal reasoning rather than
performing routne operatons; solving mathematcal problems embedded in a wide
range of contexts; using the calculator efectvely.
The course includes project work, a feature unique to Mathematcal 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 mathematcal 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 mathematcs.
The students most likely to select this course are those whose main interests lie
outside the feld of mathematcs, and for many students this course will be their
fnal experience of being taught formal mathematcs. All parts of the syllabus
have therefore been carefully selected to ensure that an approach startng
from frst 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 mathematcs for the achievement
of further qualifcatons should be advised to consider an alternatve Mathematcs
course.
Owing to the nature of Mathematcal Studies SL, teachers may fnd that traditonal
methods of teaching are inappropriate and that less formal, shared learning
techniques can be more stmulatng and rewarding for students. Lessons that use
an inquiry-based approach, startng with practcal investgatons where possible,
followed by analysis of results, leading to the understanding of a mathematcal
principle and its formulaton into mathematcal language, are ofen most successful
in engaging the interest of students. Furthermore, this type of approach is likely to
assist students in their understanding of mathematcs 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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Mathematcal Studies SL Assessment Component Weightng
External Assessment Assessed by the IB 80%
Paper 1: Short-response questons 40%
Paper 2: Extended-response questons 40%
Internal Assessment Assessed by the teacher and externally
moderated by the IB. Project: Collecton of informaton/
measurements, analysis and evaluaton
20%
Mathematcs SL
This course caters for students who already possess knowledge of basic mathematcal
concepts, and who are equipped with the skills needed to apply simple mathematcal
techniques correctly. The majority of these students will need a sound mathematcal
background as they prepare for future studies in subjects such as chemistry,
economics, psychology and business administraton.
This course focuses on introducing important mathematcal concepts through the
development of mathematcal techniques. The intenton is to introduce students to
these concepts in a comprehensible and coherent way, rather than insistng on the
mathematcal rigor required for Mathematcs HL. Students should, wherever possible,
apply the mathematcal knowledge they have acquired to solve realistc problems set
in an appropriate context.
The internally assessed component, the exploraton, ofers students the opportunity
for developing independence in their mathematcal learning. Students are
encouraged to take a considered approach to various mathematcal actvites and to
explore diferent mathematcal ideas. The exploraton also allows students to work
without the tme constraints of a writen examinaton and to develop the skills they
need for communicatng mathematcal ideas.
This course does not have the depth found in the Mathematcs HL courses. Students
wishing to study subjects with a high degree of mathematcal content should
therefore opt for a Mathematcs HL course rather than a Mathematcs SL course.
Mathematcal Studies SL Assessment Component Weightng
Mathematcs SL Assessment Component Weightng
External Assessment 80%
Paper 1: Short and extended response questons 40%
Paper 2 40%
Internal Assessment 20%
Mathematcs HL
This course caters for students with a good background in mathematcs who are
competent in a range of analytcal and technical skills. The majority of these students
will be expectng to include mathematcs 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 mathematcs and enjoy meetng its challenges and engaging with its
problems. Topics covered include the following:
Algebra
Functons and Equatons
Circular Functons and Trigonometry
Vectors
Statstcs and Probability
Calculus
Sets, Relatons and Groups
Discrete Mathematcs
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Mathematcs HL Assessment Component Weightng
Paper 3: Extended response questons 20%
moderated by the IB. Project: Collecton of informaton/measures,
analysis and evaluaton
20%
AP Calculus AB
This college-level course closely follows the syllabus of the College Entrance
Examinaton Board for Advanced Placement AB Calculus and is primarily concerned
with developing the students understanding of calculus and providing experiences
with its methods and applicatons. The course emphasizes a mult-representatonal
approach to calculus with concepts, results and problems being expressed
geometrically, numerically, analytcally and verbally.
The major topics covered in the course include: functons, graphs, limits, and
contnuity; derivatves and their applicaton; integrals and their applicaton. The TI-
Nspire graphing calculator is used extensively throughout the course to analyze and
graph functons, their derivatves, and their integrals, as well as to compute numerical
values for a range of functons and their approximatons.
Knowledge Content
Students will study the following topics:
Analysis of graphs
Limits of functons
Asymptotc and unbounded behavior
Contnuity
Concept and defniton of derivatves
Derivatve at a point
Derivatve as a functon
Second derivatve
Computaton and applicatons of derivatves
Integrals
Interpretatons and propertes of defnite integrals
Fundamental Theorem of Calculus
Techniques of antderivatves
Applicatons of antderivatves
Numerical approximatons to defnite integrals
Skills Content
Work with functons represented in a variety of ways and understand their
connectons
Understand the meaning of the derivatve in terms of a rate of change
Use derivatves to solve a variety of problems
Understand the meaning of the defnite integral and use integrals to solve problems
Identfy the relatonship between the derivatve and the defnite integral as expressed
in both parts of the Fundamental Theorem of Calculus
Communicate mathematcs both orally and writen, and explain solutons to problems
Model a writen descripton of a physical situaton with a functon, a diferental
equaton, or an integral
Use technology to help solve problems, experiment, interpret results, and verify
conclusions
Determine the reasonableness of solutons, including sign, size, relatve accuracy, and
units of measurement
AP Statstcs and Probability
This college-level course closely follows the syllabus of the College Board for
Advanced Placement Statstcs. At the completon of this course, students will be
prepared to sit the AP Statstcs Examinaton in May should they choose. Students are
introduced to the major tools for collectng, analyzing, and drawing conclusions from
data, culminatng with making inferences on populaton parameters and extensively
using hypothesis tests to explore the validity of claims. The use of technology,
computers and a graphing calculator is essental to this process.
27
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Science
Science and its methods of investgaton ofer a way of learning that contributes to
the development of an analytcal and critcal way of thinking. Inquiry is at the heart of
Stamfords Science Program and aims to support students understanding of Sciences by
providing them with opportunites to independently investgate relevant issues through
both research and experimentaton.
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 situatons.
Students should demonstrate critcal-thinking skills to analyze and evaluate informaton
in order to make informed judgments in a variety of contexts. Science and its methods
of investgaton ofer a way of learning that contributes to the development of an
analytcal and critcal 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 opportunites to independently investgate relevant issues through both research
and experimentaton. Learning Science relies on understanding and using the language
of Science, which involves more than simply learning technical scientfc terminology.
Science at Stamford aims for students to become competent and confdent when
accessing, using and communicatng scientfc informaton. Students are expected to use
scientfc language correctly and select appropriate communicaton formats for oral and
writen communicaton.
Aims

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 implicatons
Consider science as a human endeavor with benefts and limitatons
Cultvate analytcal, inquiring and fexible minds that pose questons, solve problems,
construct explanatons and judge arguments
Develop skills to design and perform investgatons, evaluate evidence and reach
conclusions
Build an awareness of the need to efectvely collaborate and communicate
Apply language skills and knowledge in a variety of real-life contexts
Develop sensitvity towards the living and non-living environments
Refect on learning experiences and make informed choices
Assessment

All of the Science aims are assessed using a variety of formatve and summatve
assessment tasks, including quizzes, tests, exams, experiments, essays, research
assignments, projects and applicaton of Science to real-world situatons.
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 B Inquiring and designing Maximum 8
Criterion C Processing and evaluatng Maximum 8
Criterion D Refectng on the impacts of science Maximum 8
Sciences assessment criteria: Grade 9
Maximum: 8
i. Describe scientfc knowledge
ii. Apply scientfc knowledge and understanding to solve problems set in familiar and
unfamiliar situatons
iii. Analyze informaton to make scientfcally supported judgments
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Criterion B: Inquiring and designing
Maximum: 8
i. Describe a problem or queston to be tested by a scientfc investgaton
ii. Outline a testable hypothesis and explain it using scientfc reasoning
iii. Describe how to manipulate the variables, and describe how data will be collected
iv. Design scientfc investgatons
Criterion C: Processing and evaluatng
Maximum: 8
i. Present collected and transformed data
ii. Interpret data and describe results using scientfc reasoning
iii. Discuss the validity of a hypothesis based on the outcome of the scientfc
investgaton
iv. Discuss the validity of the method
v. Describe improvements or extensions to the method
Criterion D: Refectng on the impacts of science
Maximum: 8
i. Describe the ways in which science is applied and used to address a specifc problem
or issue
ii. Discuss and analyze the various implicatons of using science and its applicaton in
solving a specifc problem or issue
iii. Apply communicaton modes efectvely
iv. Document the work of others and sources of informaton used
Sciences criteria: Grade 10
Maximum: 8
i. Explain scientfc knowledge
ii. Apply scientfc knowledge and understanding to solve problems set in familiar and
iii. Analyze and evaluate informaton to make scientfcally supported judgments
Criterion B: Inquiring and designing
Maximum: 8
i. Explain a problem or queston to be tested by a scientfc investgaton
ii. Formulate a testable hypothesis and explain it using scientfc reasoning
iii. Explain how to manipulate the variables, and explain how data will be collected
iv. Design scientfc investgatons
Criterion C: Processing and evaluatng
Maximum: 8
i. Present collected and transformed data
ii. Interpret data and explain results using scientfc reasoning
iii. Evaluate the validity of a hypothesis based on the outcome of the scientfc
investgaton
iv. Evaluate the validity of the method
v. Explain improvements or extensions to the method
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Criterion D: Refectng on the impacts of science
Maximum: 8
i. Explain the ways in which science is applied and used to address a specifc problem or
issue
ii. Discuss and evaluate the various implicatons of using science and its applicaton to
solve a specifc problem or issue
iii. Apply communicaton modes efectvely
iv. Document the work of others and sources of informaton used
Curriculum
Grade 9 Science
The Experimental Sciences course in Stamford in Grade 9 consists of laboratory
investgatons and classroom instructon, divided equally among Chemistry and Physics.
Emphasis is placed on the drawing of conclusions from observatons, and the applicaton
of these conclusions, as well as related concepts and theories, to the process of solving
problems.
tming and pacing of concepts:
Chemistry
General Chemistry
Reacton energy
Kinetcs
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
investgatons and classroom instructon, divided between Biology, Chemistry and Physics
with the major focus on Biology. Emphasis is placed on the drawing of conclusions from
observatons, and the applicaton of these conclusions, as well as of introduced concepts
and theories, to the process of solving problems.
tming and pacing of concepts:
Knowledge Content
General Biology
Cells
Nutriton and digeston
Skeletal and muscular system
Environmental week
Reproducton
Diseases
Animal behavior
Ecology
Chemistry
General Chemistry
Reacton energy
Kinetcs
Chemical equilibrium
Redox processes
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Acids and bases
Environmental week
Organic Chemistry
Biochemistry
Grade 11 and 12 Science
Through studying any of the Group 4 subjects, students should become aware of how
scientsts work and communicate with each other. While the scientfc method may
take on a wide variety of forms, it is the emphasis on a practcal approach through
experimental work that distnguishes the Group 4 subjects from other disciplines and
characterizes each of the subjects within Group 4.
Group 4 Aims
It is in this context that all the Diploma Program experimental science courses should aim
to:
Provide opportunites for scientfc study and creatvity within a global context that
will stmulate 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 scientfc informaton
Engender an awareness of the need for, and the value of, efectve collaboraton and
communicaton during scientfc actvites
Develop experimental and investgatve scientfc skills
Develop and apply the students informaton and communicaton technology skills in
the study of science
Raise awareness of the moral, ethical, social, economic and environmental
implicatons of using science and technology
Develop an appreciaton of the possibilites and limitatons associated with science
and scientsts
Encourage an understanding of the relatonships between scientfc disciplines and
the overarching nature of the scientfc method
The objectves for all Group 4 subjects refect those parts of the aims that will be
assessed. Wherever appropriate, the assessment will draw upon environmental and
technological contexts and identfy the social, moral and economic efects of science.
It is the intenton of all the Diploma Program experimental science courses that students
achieve the following objectves:
Demonstrate an understanding of:
Scientfc facts and concepts
Scientfc methods and techniques
Scientfc terminology
Methods of presentng scientfc informaton
Apply and use:
Scientfc facts and concepts
Scientfc terminology to communicate efectvely
Appropriate methods to present scientfc informaton
Construct, analyze and evaluate:
Hypotheses, research questons and predictons
Scientfc explanatons
Demonstrate the personal skills of cooperaton, perseverance and responsibility
appropriate for efectve scientfc investgaton and problem solving
Demonstrate the manipulatve skills necessary to carry out scientfc investgatons
with precision and safety
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Biology
Biologists have accumulated huge amounts of informaton about living organisms,
and it would be easy to confuse students by teaching large numbers of seemingly
unrelated facts. In the Diploma Program Biology course, it is hoped that students
will acquire a limited body of facts and, at the same tme, develop a broad, general
understanding of the principles of the subject.
Although the Diploma Program Biology course taught at SL and HL has been writen
as a series of discrete statements (for assessment purposes), there are four basic
biological concepts that run throughout:
Structure and Functon
This relatonship 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 functons while, at the same tme, limitng 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 adaptatons
that relate structure to functon. 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 essental for the contnuity of life.
Evoluton
The concept of evoluton draws together the other themes. It can be regarded
as change leading to diversity within constraints, and this leads to adaptatons of
structure and functon. These four concepts serve as themes that unify the various
topics that make up the three sectons of the course: the core, the additonal higher
level (AHL) material and the optons. The order in which the syllabus is arranged
is not the order in which it should be taught, and it is up to individual teachers to
decide on an arrangement that suits their circumstances. Opton material may be
taught within the core or the AHL material, if desired.
Assessment Component (HL and SL) Weightng
Paper 1: Multple-Choice Queston 20%
Paper 2: Data-Based Questons and Extended Response Questons 36%
Paper 3: Short-Answer Questons 20%
Practcal Work 24%
Chemistry
Chemistry is an experimental science that combines academic study with the
acquisiton of practcal and investgatonal 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 educaton, such
as medicine, biological science and environmental science, and serves as useful
preparaton for employment.
33
The Diploma Program Chemistry course includes the essental principles of the
subject but also, through selecton of optons, allows teachers some fexibility to
tailor the course to meet the needs of their students. The course is available at both
standard level (SL) and higher level (HL), and therefore accommodates students who
wish to study science in higher educaton and those who do not.
Chemistry Assessment Component SL Weightng HL Weightng
Paper 1: Multple-Choice Questons 20% 20%
Paper 2: Data-Based Questons and Extended
Response Questons
32% 36%
Paper 3: Short- Answer Questons 24% 20%
Practcal Work 24% 24%
Physics
Physics is a human actvity, and students need to be aware of the context in which
physicists work. Illuminatng its historical development places the knowledge and the
process of Physics in a context of dynamic change, in contrast to the statc context in
which Physics has sometmes been presented. This can give students insights into the
human side of Physics: the individuals; their personalites, tmes and social milieu;
and their challenges, disappointments and triumphs.
At the school level both theory and experiments should be undertaken by all
students. They should complement one another naturally, as they do in the wider
scientfc community. The Diploma Program physics course allows students to
develop traditonal practcal skills and techniques and to increase facility in the use
of mathematcs, which is the language of Physics. It also allows students to develop
interpersonal skills, and informaton and communicaton technology skills, which are
essental in modern scientfc endeavor and are important life-enhancing, transferable
skills in their own right.
Physics Assessment Component SL Weightng HL Weightng
Paper 1: Multple-Choice Questons 20% 20%
Paper 2: Data-Based Questons and Extended
Response Questons
32% 36%
Paper 3: Short-Answer Questons 24% 20%
Practcal Work 24% 24%
AP Biology
Knowledge Content
The Chemistry of life
Cells
Cellular energetcs
Heredity and molecular genetcs
Evolutonary biology and diversity of organisms
Plant structure and growth
Ecology
Plant physiology, environmental responses, development and reproducton
Animal physiology, growth, reproducton, development and behavior
Skills Content
Upon completng this course, students will develop:
An understanding of the facts and principles of biology including conceptual and
practcal skills as a result of involvement in a scientfc actvity
The ability to analyze and communicate scientfc informaton critcally and to
recognize the limitatons of scientfc knowledge
An awareness of the impact of science on society and an appreciaton of the
responsibilites facing the scientst as well as a respect for all forms of life through an
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understanding of the interacton between organisms and the unique positon of man
within such an interactng system
An appreciaton of the impact of biology upon issues of ethical, philosophical and
politcal importance will be developed
AP Chemistry
Knowledge Content
Advanced Placement Chemistry is a second-year course designed to meet the needs
of the advanced science-oriented student. This course is roughly equivalent to college
freshman general chemistry courses. This may enable the student to enroll in second
semester courses as a freshman, or take courses that list chemistry as a pre-requisite.
For other students, this may fulfll a colleges lab science requirement and free some
tme for other courses. The College Board AP Exam must be taken in the spring.
Skills Content
Students are expected to be consistently self-directed in their study - it is expected
that students will spend about six hours per week on home preparaton. Many more
labs are performed to illustrate good lab techniques, and apply and underscore
chemical knowledge. Emphasis is on energy, molecular orbital theory, soluton
chemistry (including acid/base, equilibrium, and rate laws), and chemistry in the
world around us. This course is mostly inorganic, but organic compounds are
discussed and the basis of their bonding described.
AP Physics B
The AP Physics B course covers topics typically found in a frst-year introductory
college physics course and advances the students understanding of concepts
normally covered in high school physics. It provides a solid preparaton for the AP
Physics B exam.
Knowledge Content
Newtons Laws
Pascals and Archimedes Principles
Solid and fuid mechanics
Wave moton and sound
Magnetsm
Thermodynamics
Circuits
Optcs
Quantum mechanics
Partcle physics
Astrophysics
35
Humanites
Humanites encourages learners to respect and understand the world around them and
equips them with a skill base appropriate for a learner in the 21st century. Humanites at
Stamford involves inquiring into historical, contemporary, geographical, politcal, social,
economic, religious, technological and cultural contexts that infuence and have an impact
on individuals, societes and environments. This encourages learners, both students
and teachers, to consider varied local and global contexts. MYP Humanites defnes
itself as incorporatng disciplines traditonally found in the Humanites, such as history
and philosophy, as well as disciplines found in the social sciences, such as economics,
geography, sociology and politcs.
The Humanites framework, knowledge and conceptual understanding, as well as thinking
critcally and communicaton, contribute to the development of the student as a whole.
Aims

The aims of MYP individuals and societes are to encourage and enable students to:
Appreciate human and environmental commonalites and diversity
Understand the interactons and interdependence of individuals, societes and the
environment
Understand how both environmental and human systems operate and evolve
Identfy and develop concern for the well-being of human communites and the
natural environment
Act as responsible citzens of local and global communites
Develop inquiry skills that lead towards conceptual understandings of the
relatonships between individuals, societes and the environments in which they live
Assessment

All of the Humanites aims are assessed using a variety of formatve and summatve
assessment tasks, including quizzes, tests, exams, essays, research assignments,
projects and applicaton of Humanites to real-world situatons.
The following assessment criteria have been established by the IB for Humanites in
the MYP and are used to assess and report on the progress of all students.
Criterion B Investgatng Maximum 8
Criterion C Communicatng Maximum 8
Criterion D Thinking critcally Maximum 8
Individuals and societes assessment criteria:
Grade 9
Maximum: 8
i. Use a range of terminology in context
ii. Demonstrate knowledge and understanding of subject-specifc content and concepts,
through descriptons, explanatons and examples
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Criterion B: Investgatng
Maximum: 8
i. Formulate/choose a clear and focused research queston, explaining its relevance
ii. Formulate and follow an acton plan to investgate a research queston
iii. Use methods to collect and record relevant informaton
iv. Evaluate the process and results of the investgaton, with guidance
Maximum: 8
i. Communicate informaton and ideas in a way that is appropriate for the audience and
purpose
ii. Structure informaton and ideas according to the task instructons
iii. Create a reference list and cite sources of informaton
Criterion D: Thinking critcally
Maximum: 8
i. Analyze concepts, issues, models, visual representaton and/or theories
ii. Summarize informaton to make valid, well-supported arguments
iii. Analyze a range of sources/data in terms of origin and purpose, recognizing values
and limitatons
iv. Recognize diferent perspectves and explain their implicatons
Individuals and societes assessment criteria:
Grade 10
Maximum: 8
i. Use a wide range of terminology in context
ii. Demonstrate knowledge and understanding of subject-specifc content and concepts
through developed descriptons, explanatons and examples
Criterion B: Investgatng
Maximum: 8
i. Formulate a clear and focused research queston and justfy its relevance
ii. Formulate and follow an acton plan to investgate a research queston
iii. Use research methods to collect and record appropriate, varied and relevant
informaton
iv. Evaluate the process and results of the investgaton
Maximum: 8
i. Communicate informaton and ideas efectvely using an appropriate style for the
audience and purpose
ii. Structure informaton and ideas in a way that is appropriate to the specifed format
iii. Document sources of informaton using a recognized conventon
Criterion D: Thinking critcally
Maximum: 8
i. Discuss concepts, issues, models, visual representaton and theories
ii. Synthesize informaton to make valid, well-supported arguments
iii. Analyze and evaluate a wide range of sources/data in terms of origin and purpose,
examining values and limitatons
iv. Interpret diferent perspectves and their implicatons
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Curriculum
Grade 9 Humanites
Grade 9 Humanites is part one of a two-year course. This is a topical and thematc
study of modern world history and how the USA interacts with the world. Grade 9
focuses on, but is not limited to, the 19th Century. The course is designed to prepare
students for a successful transiton to the Diploma Program and is structured into the
following units:
Geography
Examine the fundamentals of Geography as well as learn and acquire geographical
skills. The history of Geography will be discussed as well as clearly distnguishing
between diferent types of Geography. There are two central questons:
What is Geography and what do geographers do?
What are the diferent aspects of Geography?
Students will be introduced to geographical skills based on maps at a local, natonal
and internatonal scale. The content is as follows:
History of maps why do they look diferent?
Symbols
Grid references
Scale
Directon
Relief
History
Introducton to History using documents and evidence: Students will be introduced
to skills based historical analysis by looking at the diferences between primary,
secondary and biased source material. Central to this is the overarching queston:
How do we fnd out about things that happened long ago and far away?
Signifcant Questons
What is History? What do historians do?
How do we interpret the past in the modern world?
Been there, done thatwhat use is History in the 21st Century?
What defnes pre-history? Is this fair and valid?
When, why and how did civilizaton begin?
Grade 10 Humanites
Grade 10 Humanites is part two of a two-year course. This is a topical and thematc
study of modern world History and how the USA interacts with the world. Grade 10
focuses on, but is not limited to the 20th Century. Students will examine and evaluate
primary and secondary sources relevant to the topics and partcipate in discussion,
debate, Socratc seminars during the year. Essay writng skills are emphasized and all
students are required to write an historical investgaton on a twenteth century topic.
The course is designed to prepare students for a successful transiton to the Diploma
Program and is structured into the following units:
The Age of Enlightenment and Revoluton
Students study the efects of the Enlightenment, and analyze the factors that shape
revolutonary change in governments, ideology and technology. Students also discuss
the roles of morals, values and interests in society. Key questons include:
What is Revoluton?
What should government do?
Why do people revolt?
What does revoluton mean?
Who controls a revoluton?
How long do revolutons last?
Industrial Revoluton
Is the Industrial Revoluton over?
Was the Industrial Revoluton successful?
How has the Industrial Revoluton afected our lives?
To what extent are we a capitalist/socialist society?
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Consolidaton of Large Naton-States 1859-1871
Does natonalism unite people or tear them apart?
Natonalism and Imperialism
This unit focuses on late 19th-20th century Europe, and the impact of economic
competton and politcal dominaton of Africa and Asia. Students are also introduced
to U.S. economic imperialism.
What is imperialism?
Is colonialism a derivatve of trade?
How are natonalism and imperialism related?
Social Darwinism What does race have to do with it?
How are industrializaton and imperialism related?
At what point do the economic ends justfy the means?
What is the legacy of European Imperialism?
Confict and Resoluton
World War I / Treaty of Versailles (Homo Faber)
Why do natons go to war?
How does the whole world get into a war?
Were the Post-WWI treates justfed?
What is just peace?
How did the post-WWI peace treates contribute to the outbreak of WWII?
World War II
What caused the outbreak of WWII?
How can one justfy war?
Were WWI and WWII just one long war?
Post-WWII treates was the WWI lesson learned?
Postwar and a New Century
Key questons include:
How is 20th Century imperialism related to 19th Century imperialism?
What is the legacy of 20th Century imperialism?
How did Africa break free from European control?
How did India break free from Britsh control?
Are the numbers of countries in the world increasing or decreasing?
When are we done Self-Determining ourselves?
How successful are measures to avoid war?
How can one justfy war?
How can wars be prevented?
How is contemporary (postwar) Europe diferent from prewar Europe?
Who are the haves and have-nots?
When is war just?
How can wars be prevented?
How are we afected by globalizaton?
How are we afected by terrorism? What can be done?
Grade 11 and 12 Individuals and Societes
Group 3 Aims
The aims of all subjects in Group 3, individuals and societes are to:
Encourage the systematc and critcal study of: human experience and behavior;
physical, economic and social environments; and the history and development of
social and cultural insttutons
Develop in the student the capacity to identfy, to analyze critcally and to evaluate
theories, concepts and arguments about the nature and actvites of the individual
and society
Enable the student to collect, describe and analyze data used in studies of society, to
test hypotheses, and to interpret complex data and source material
Promote the appreciaton of the way in which learning is relevant both to the culture
in which the student lives, and to the culture of other societes
Develop awareness in the student that human attudes and beliefs are widely diverse
and that the study of society requires an appreciaton of such diversity
Enable the student to recognize that the content and methodologies of the subjects in
Group 3 are contestable and that their study requires the tolerance of uncertainty
History
The aims of the History course at SL and HL are to:
Promote an understanding of history as a discipline, including the nature and diversity
of its sources, methods and interpretatons
39
Encourage an understanding of the present through critcal refecton upon the past
Encourage an understanding of the impact of historical developments at natonal,
regional and internatonal levels
Develop an awareness of ones own historical identty through the study of the
historical experiences of diferent cultures
History Assessment
Assessment Objectve 1: Knowledge and Understanding
Recall and select relevant historical knowledge
Demonstrate an understanding of historical context
Demonstrate an understanding of historical processes: cause and efect; contnuity
and change
Understand historical sources
Deploy detailed, in-depth knowledge
Demonstrate knowledge and understanding of a specifc historical topic
Assessment Objectve 2: Applicaton and Interpretaton
Apply historical knowledge as evidence
Show awareness of diferent approaches to, and interpretatons of, historical issues
and events
Compare and contrast historical sources as evidence
Present a summary of evidence
Assessment Objectve 3: Synthesis and Evaluaton
Evaluate diferent approaches to, and interpretatons of, historical issues and events
Evaluate historical sources as evidence
Evaluate and synthesize evidence from both historical sources and background
knowledge
Develop critcal commentary using the evidence base
Synthesize by integratng evidence and critcal commentary
Present an analysis of a summary of evidence
Assessment Objectve 4: Use of Historical Skills
Demonstrate the ability to structure an essay answer, using evidence to support
relevant, balanced and focused historical arguments
Demonstrate evidence of research skills, organizaton and referencing
History Assessment Component SL Weightng HL Weightng
External Assessment 75% 80%
Paper 1 30% 20%
Paper 2 45% 25%
Paper 3 35%
Internal Assessment 25% 20%
Economics
Economics enables students to develop an understanding of microeconomic and
macroeconomic theories and concepts and their real-world applicaton. Students:
Develop an appreciaton of the impact on individuals and societes of economic
interactons between natons
Develop an awareness of development issues facing natons as they undergo the
process of change
Economics Assessment
There are four assessment objectves for the SL and HL economics course. Having
followed the Economics course at SL or HL, students will be expected to do the
following:
Demonstrate knowledge and understanding of specifed content
Demonstrate knowledge and understanding of the common SL/HL syllabus
Demonstrate knowledge and understanding of current economic issues and data
At HL only: Demonstrate knowledge and understanding of the higher level extension
topics
Demonstrate applicaton and analysis of knowledge and understanding
Apply economic concepts and theories to real-world situatons
Identfy and interpret economic data
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Demonstrate synthesis and evaluaton
Examine economic concepts and theories
Use economic concepts and examples to construct and present an argument
Discuss and evaluate economic informaton and theories
At HL only: Demonstrate economic synthesis and evaluaton of the extension topics
Select, use and apply a variety of appropriate skills and techniques
Produce well-structured writen material, using appropriate economic terminology,
within specifed tme limits
Use correctly labeled diagrams to help explain economic concepts and theories
Select, interpret and analyze appropriate extracts from the news media
Interpret appropriate data sets
At HL only: Use quanttatve techniques to identfy, explain and analyze economic
relatonships
Economics Assessment Component SL Weightng HL Weightng
Knowledge and Understanding 30% 30%
Applicaton and Analysis 30% 30%
Synthesis and Evaluaton 25% 20%
Selecton, Use and Applicaton of a Variety of
Appropriate Skills and Techniques
15% 20%
Business and Management
Business and Management is a rigorous and dynamic discipline that examines
business decision-making processes and how these decisions impact and are afected
by internal and external environments.
It is the study of both the way in which individuals and groups interact in an
organizaton and of the transformaton of resources. It is, therefore, perfectly placed
within the Group 3 subject area.
The Diploma Program Business and Management course is designed to develop an
understanding of business theory, as well as an ability to apply business principles,
practces and skills. The applicaton of tools and techniques of analysis facilitates an
appreciaton of complex business actvites. The course considers the diverse range of
business organizatons and actvites and the cultural and economic context in which
business operates. Emphasis is placed on strategic decision-making and the day-
to-day business functons of marketng, producton, human resource management
and fnance. Links between the topics are central to the course, and this integraton
promotes a holistc overview of business actvity.
The Business and Management course aims to help students understand the
implicatons of business actvity in a global market. It is designed to give students an
internatonal perspectve of business and to promote their appreciaton of cultural
diversity through the study of topics like internatonal marketng, human resource
management, growth and business strategy.
The ideals of internatonal cooperaton and responsible citzenship are at the
heart of Diploma Program Business and Management. The course encourages the
appreciaton of ethical concerns and issues of social responsibility in the global
business environment. Students should be able to make sense of the forces and
circumstances that drive and restrain change in an interdependent and multcultural
world.
The Business and Management course will contribute to students:
Development as critcal and efectve partcipants in local and world afairs
The aims of the Business and Management course taught at HL and SL are to:
Promote the importance of exploring business issues from diferent cultural
perspectves
Encourage a holistc view of the world of business
Enable the student to develop the capacity to think critcally about individual and
organizatonal behavior
Enhance the students ability to make informed business decisions
Enable the student to appreciate the nature and signifcance of change in a local,
regional and global context
Promote awareness of social, cultural and ethical factors in the actons of
organizatons and individuals in those organizatons
Appreciate the social and ethical responsibilites associated with businesses operatng
in internatonal markets
41
Business and Management Assessment Component SL Weightng HL Weightng
Paper 1: Answer Structured Questons Using
Evaluatve Skills
35% 40%
Paper 2: Answer Structured Questons With a
Quanttatve Element
40% 35%
Research Project 25% 25%
AP United States History
Knowledge Content
Students who take this course will study the politcal, social and economic history of
the United States from the colonial period to the end of the 20th Century.
Skills Content
Students will:
Learn a broad body of historical knowledge
Gain an understanding of historical chronology
Gain an analytcal framework for examining cause and efect, contnuity and change,
similarity and diference
Gain the ability to use historical data to support an argument or positon
Gain skills to diferentate between historiographical schools of thought
Gain the ability to interpret and apply data from original documents, including
cartoons, graphs, leters, etc.
Acquire analytcal tools to compare and contrast historical phenomena, causes and
viewpoints
Develop the habit of working efectvely with others to produce and dissect
arguments
Gain personal linguistc and communicaton skills
AP Macroeconomics/Microeconomics
Knowledge Content
Development economics
Natonal income analysis, role of government, U.S. economy
Infaton and unemployment, business cycles
AD/AD analysis, Phillips curve
Internatonal trade, balance of payments, exchange rates
Macrotheories: Keynesian, monetarists, interventonists and non-interventonists
Monetary and fscal policies
Supply side soluton
Economic growth
Skills Content
Recall and understand basic economic terms and concepts
See the relatonship between economic variables
Apply theory to the real world
Interpret economic informaton
Predict possible consequences arising from changing variables
Present economic arguments in a clear and logical manner
Identfy economic problems from real world data
Solve problems
Use economic theory to explain cause and efect
Use real-world evidence to substantate arguments
Evaluate and discuss critcally some of the ideas or theories of the diferent schools of
thought
42
Language Acquisiton
The principal ratonale for learning additonal languages is to further intercultural
awareness and internatonal-mindedness, through:
The acquisiton of the language of a culture
The possibilites to refect upon and explore cultural perspectves
The ability to communicate in a variety of modes in more than one language is
essental to the concept of an internatonal educaton that promotes intercultural
understanding. The role of language is valued as central to developing critcal
thinking, which is essental for the cultvaton of intercultural awareness,
internatonal-mindedness and global citzenship. Language is integral to exploring and
sustaining personal development and cultural identty, and provides an intellectual
framework to support conceptual development.
The study of an additonal language provides students with the opportunity to:
Develop insights into the features, processes and craf of language and the concept of
culture
Realize that there are diverse ways of living, behaving and viewing the world
Aims
An overarching aim of teaching and learning languages is to enable the student to
become a critcal and competent communicator.
The aims of the teaching and learning of MYP language acquisiton are to:
Gain profciency in an additonal language while supportng maintenance of their
mother tongue and cultural heritage
Develop a respect for, and understanding of, diverse linguistc and cultural heritages
Develop the students communicaton skills necessary for further language learning,
and for study, work and leisure in a range of authentc contexts and for a variety of
audiences and purposes
Enable the student to develop multliteracy skills through the use of a range of
learning tools, such as multmedia, in the various modes of communicaton
Enable the student to develop an appreciaton of a variety of literary and non-
literary texts and to develop critcal and creatve techniques for comprehension and
constructon of meaning
Enable the student to recognize and use language as a vehicle of thought, refecton,
self-expression and learning in other subjects, and as a tool for enhancing literacy
Enable the student to understand the nature of language and the process of language
learning, which comprises the integraton of linguistc, cultural and social components
Ofer insight into the cultural characteristcs of the communites where the language
is spoken
Encourage an awareness and understanding of the perspectves of people from own
and other cultures, leading to involvement and acton in own and other communites
Foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning
Assessment
In order to measure a students progress and achievement in each phase of the
course, four criteria have been established. These criteria correspond directly to the
four objectves:
Oral Communicaton: To measure the students development as a speaker of the
language
Visual Interpretaton: To measure the students ability to interpret visual text
presented with spoken and writen text
Reading Comprehension: To measure the students ability to comprehend writen text
Writng: To measure the students development as a writer of the target language
43
Criterion A Comprehending spoken and visual text Maximum 8
Criterion B Comprehending writen and visual text Maximum 8
Criterion C Communicatng in response to spoken,
writen and visual text
Maximum 8
Criterion D Using language in spoken and writen
form
Maximum 8
Teaching and learning in Language Acquisiton is organized into six phases. The
phases represent a development contnuum of additon language learning. Students
may commence their Language Acquisiton course in any phase on the contnuum
and may exit from any phase on the contnuum. However, please take note of the
following stpulatons.
Students with no prior knowledge of the Language Acquisiton who wish to study in
the MYP should start in phase 1
It is assumed that students exitng from phase 4 have had the equivalent of at least
four years of learning
Phase 6 can be considered the step-over phase to MYP Language and Literature and
will not be the exit level for most Language Acquisiton students
Note: The phases are not organized into age groups or MYP year.
44
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6
In order to reach the aims
of language acquisiton,
students should be able to:
Objectve A Objectve A Objectve A Objectve A Objectve A Objectve A
Identfy basic facts,
messages, main ideas
and supportng details in
everyday situatons
Show understanding of
messages, main ideas and
supportng details in familiar
situatons
informaton, main ideas and
supportng details, and draw
conclusions in familiar and
some unfamiliar situatons
Construct meaning and
draw conclusions from
supportng details in familiar
and unfamiliar situatons
Analyze and draw conclusions
from informaton, main ideas
and supportng details in
social and some academic
situatons
Evaluate and draw
conclusions from
supportng details in social
and academic situatons
Engage with the spoken and
visual text by identfying
ideas, opinions and attudes
and by making a personal
response to the text.
and by making a response to
the text based on personal
experiences and opinions.
visual text by analyzing ideas,
opinions and attudes and
by making a response to
experiences and opinions
from a global perspectve.
visual text by evaluatng
Objectve B Objectve B Objectve B Objectve B Objectve B Objectve B
Identfy basic facts,
messages, main ideas and
supportng details
Identfy basic facts, main
ideas and supportng details,
and draw conclusions
supportng details, and draw
conclusions
Construct meaning by
identfying stated and
implied informaton, main
ideas and supportng details,
and draw conclusions
Analyze and draw conclusions
from informaton, main ideas
and supportng details
Evaluate and draw
conclusions from
supportng details
Recognize basic aspects
of format and style, and
authors purpose for writng
Recognize basic conventons
including aspects of format
and style, and authors
purpose for writng
Understand basic conventons
purpose for writng
Interpret basic conventons
purpose for writng
Analyze basic conventons
purpose for writng
Interpret the authors choice
of style, format and ideas to
suit an intended audience
and purpose
Engage with the writen and
visual text by analyzing ideas,
opinions and attudes and
by making a response to
Engage with the writen
and visual text by evaluatng
45
Objectve C Objectve C Objectve C Objectve C Objectve C Objectve C
Respond appropriately to
simple short phrases
spoken, writen and visual
text in a limited range of
familiar situatons
text in a range of familiar and
text in a range of familiar
and unfamiliar situatons
text in a range of social and
some academic situatons
text in a wide range of social
and academic situatons
Interact in simple and
rehearsed exchanges, using
verbal and non-verbal
language
Interact in basic structured
exchanges on a limited
variety of aspects within
familiar situatons
Interact in rehearsed and
unrehearsed exchanges on
a limited variety of aspects
within familiar and some
Engage in rehearsed and
unrehearsed exchanges
to share ideas on topics
of personal and global
signifcance
Engage in rehearsed and
unrehearsed exchanges to
share ideas on a range of
topics of personal and global
signifcance
Engage in unrehearsed
and complex exchanges
on a wide range of topics
of personal and global
signifcance
Use basic phrases to
communicate ideas, feelings
and informaton on a variety
of aspects of everyday topics
Use phrases to communicate
ideas, feelings and
informaton in familiar
situatons
Express ideas and feelings,
and communicate
informaton in familiar and
Express ideas and feelings,
and communicate
informaton in simple and
complex texts in familiar and
Express ideas, opinions and
feelings, and communicate
informaton in a wide range of
situatons
Express a wide range
of ideas, opinions and
feelings, and communicate
informaton in a wide range
of social and academic
contexts
Communicate with a sense
of audience.
of audience.
Communicate with a sense of
audience and purpose.
of audience and purpose
Communicate with a sense of
register, purpose and style.
of register, purpose and
style.
Objectve D Objectve D Objectve D Objectve D Objectve D Objectve D
Write and speak using a
basic range of vocabulary,
grammatcal structures and
conventons; when speaking,
use clear pronunciaton and
intonaton
basic range of vocabulary,
intonaton
Write and speak using a range
of vocabulary, grammatcal
structures and conventons;
when speaking, use clear
pronunciaton and intonaton
Write and speak using
a range of vocabulary,
intonaton
range of vocabulary, complex
use intonaton and fuency
wide range of vocabulary,
complex grammatcal
structures and conventons;
when speaking, uses oratory
technique
Organize basic informaton
and use a range of basic
cohesive devices
Organize informaton and
ideas and use a range of
basic cohesive devices
ideas and use a range of basic
cohesive devices
ideas into a structured text;
use a wide range of cohesive
devices
ideas; use a wide range of
cohesive devices
ideas; use a wide range of
cohesive devices
Use language to suit
the context.
the context.
the context.
the context.
the context.
the context.
46
Grade 11 and 12 Language Acquisiton
Group 2 consists of two modern language coursesLanguage ab inito and Language
B (Language Learning)that are ofered in primarily Mandarin and Spanish.
Language ab inito and Language B are language acquisiton courses designed to
provide students with the necessary skills and intercultural understanding to enable
them to communicate successfully in an environment where the language studied
is spoken. This process encourages the learner to go beyond the confnes of the
classroom, expanding an awareness of the world and fostering respect for cultural
diversity.
The Group 2 courses use a balance between approaches to learning that are teacher-
centered (teacher-led actvites and assessment in the classroom) and those that
are learner-centered (actvites designed to allow the students to take the initatve,
which can also involve student partcipaton in the evaluaton of their learning).
The teacher is best placed to evaluate the needs of the students and is expected to
encourage both independent and collaboratve learning. The two modern language
coursesLanguage ab inito and Language Bdevelop students linguistc abilites
through the development of receptve, productve and interactve skills. The classical
languages course focuses on the study of the language, literature and culture of the
classical world.
Language ab inito
The Language ab inito course is organized into three themes:
Individual and Society
Leisure and Work
Urban and Rural Environment
Each theme has a list of topics that provide the students with opportunites to
practce and explore the language as well as to develop intercultural understanding.
Through the development of receptve, productve and interactve skills, students
should be able to respond and interact appropriately in a defned range of everyday
situatons. Each Language ab inito course has a language-specifc syllabus. Language
ab inito is available at SL only.
Language B (Language Learning)
Language B is an additonal language-learning course designed for students with
some previous learning of that language. It may be studied at either SL or HL. The
main focus of the course is on language acquisiton and development of language
skills.
Group 2 Aims
Group 2 consists of three language courses accommodatng the diferent levels of
linguistc profciency that students have when they begin. There is a single set of
Group 2 aims, which are common to all the courses, but the assessment objectves
are diferentated according to what the students are expected to be able to
demonstrate at the end of each course.
The aims of Group 2 are to:
Develop students intercultural understanding
Enable students to understand and use the language they have studied in a range of
contexts and for a variety of purposes
Encourage, through the study of texts and through social interacton, an awareness
and appreciaton of the diferent perspectves of people from other cultures
Develop students awareness of the role of language in relaton to other areas of
knowledge
47
Develop students awareness of the relatonship between the languages and cultures
with which they are familiar
Provide students with a basis for further study, work and leisure through the use of an
additonal language
Provide the opportunity for enjoyment, creatvity and intellectual stmulaton through
knowledge of an additonal language
Language B and Language ab inito Assessment Component
(HL or SL)
Weightng
Paper 1: Receptve Skills 25%
Paper 2: Writen Productve Skills 25%
Writen Assignment: Receptve and Writen Productve Skills 20%
moderated by the IB
30%
Individual Oral Presentaton and Discussion 20%
Interactve Oral Actvity 10%
48
EAL is divided into 6 phases with a goal of supportng students as they build English
profciency with the completon of each phase. While students will atend EAL
with members of their same grade, individual learning plans will be made for each
student based on their individual phase. As students gain greater English ability and
confdence, their phase will move up however they will remain in their grade level
class.
EAL Phase 1: Language for Emerging Conversaton and
Interacton
In phase one students practce English as language skills by using conversatonal
spoken English, listening, paraphrasing and simulatng real-life situatons through
role-play. Students learn to respond to simple phrases, statements and questons
while building new vocabulary from a variety of texts and sources. Writng will be
supported using the Write Source text with a focus on grammar and organizaton.
Students will be required to complete the WIDA English Profciency Test which scores
English Language Learners on Reading, Writng, Speaking and Listening out of a
possible 6 points in each domain.
EAL Phase 2: Language for Emerging Communicators
In phase two students will build fuency by identfying new vocabulary in reading a
variety of short narratve texts and non-fcton artcles independently and responding
orally to questons and themes to reinforce comprehension. An introducton to
writng conventons, sentence structure and explanaton of parts of speech leading
to a consistent use of accurate grammar will develop students confdence in creatng
well-writen extended texts. Writng will be supported by the Write Source text.
Students will be required to complete the WIDA English Profciency Test which scores
English Language Learners on Reading, Writng, Speaking and Listening out of a
possible 6 points in each domain.
EAL Phase 3: Language for Capable Communicators
In phase three students develop English as language skills by reading a variety
of fcton texts while pulling key informaton in order to answer comprehension
questons. By identfying the writng process: pre-writng, drafing, editng and
publishing using the Write Source text-book, students will gain confdence in writng
their own personal narratves. A focus on grammar concepts such as subject verb
agreements and multple tenses will lead students to a deeper understanding
of English as language. Students will add to their growing English vocabulary by
identfying new synonyms to replace high frequency words. Students will be required
to complete the WIDA English Profciency Test which scores English Language
Learners on Reading, Writng, Speaking and Listening out of a possible 6 points in
each domain.
EAL Phase 4: Language for Intermediate Communicators
In phase four students develop research skills and form personal opinions supported
by evidence and notes taken from a variety of non-fcton texts. Students will
express personal opinions in the form of debates, and oral and writen responses
in a discussion setng. The introducton of technical language and a fve-paragraph
essay structure will be enforced through the writng and editng process in order to
gain confdence in defending writen opinions. Grammar and writng conventons
will be reinforced through the use of the Write Source text-book with an emphasis
on outlining and editng. Students will be required to complete the WIDA English
Profciency Test which scores English Language Learners on Reading, Writng,
Speaking and Listening out of a possible 6 points in each domain.
English as an Additonal Language (EAL)
49
EAL Phase 5: Language for Profcient Communicators
In phase fve students build upon research skills to form extended academic
texts using concrete evidence, technical vocabulary and a command of English
conventons. Students will build speaking and listening skills by defending their
writen texts orally and responding to works writen by peers. By comparing and
contrastng familiar and unfamiliar texts, students will identfy new vocabulary,
character, setng and theme and infer meaning to make text-to-self and text-to-text
connectons. Students will be required to complete the WIDA English Profciency Test
which scores English Language Learners on Reading, Writng, Speaking and Listening
out of a possible 6 points in each domain.
EAL Phase 6: Language for Future Academic Success
In phase six students will apply previous skills and understanding of English to
engage actvely in social and academic situatons through interviews, novel studies
and readers theater. Students will learn to organize informaton and ideas logically
and efectvely by using the Write Source text book. As confdent and profcient
communicators, phase six EAL students will be expected to score an overall 6 points
on the WIDA English Profciency Test.
50
51
Technology and technological developments have given rise to profound changes in
society, transforming how we access and process informaton, how we communicate
with others and how we work and solve problems. Stamfords holistc approach to
teaching and learning acknowledges that inquiry and problem solving contribute to
students development of thinking skills and strategies that will equip them to face
the rapidly changing demands of the 21st century. Technology provides the means
and the context to help students become skilful problems solvers, who can appreciate
the role of technology in everyday life and society and who can respond critcally and
resourcefully to real-life changes.
Technology at Stamford will:
Challenge all students to apply practcal and creatve-thinking skills to solve problems
in technology
Encourage students to explore the role of technology in both history and
contemporary contexts
Raise students awareness of their responsibilites as world citzens when making
decisions and taking acton on technology issues
Technology branches
Technology and technology developments are based upon the foundaton of the use
of informaton, materials and systems.
Informaton
Technology enables students to identfy, access, evaluate and acknowledge a wide
range of informaton sources. Informaton-based products and solutons use and/
or communicaton informaton to perform a task, achieve a purpose, meet a need or
solve a problem.
Materials
In many cases creatng a product/soluton involves using materials. These may be
natural or synthetc, and will difer according to geographical locaton, culture and
available resources. Students should be able to identfy, combine, experiment with,
shape and handle diferent types of materials, and safely dispose of, or recycle waste
products. Students must select processing techniques that are appropriate to both
the chosen material(s) and the product/soluton to be created.
Note that in Computer Technology, due to the nature of the subject, the range of
materials available for use may be less extensive than in Design Technology.
Systems
Students need to recognize the parts of a system (input, processing and control,
and output) as well as the crucial role each component plays as part of the whole.
Students should create systems-based products/solutons involving a group of
interdependent items that interact to perform a task or achieve a purpose. These
items may be materials, components or informaton that have been incorporated into
a system in order to provide a soluton to a problem.
Aims
The aims of MYP design are to encourage and enable students to:
Enjoy the design process; develop an appreciaton of its elegance and power
Develop knowledge, understanding and skills from diferent disciplines to design and
create solutons to problems using the design cycle
Use and apply technology efectvely as a means to access, process and communicate
informaton, model and create solutons, and to solve problems
Develop an appreciaton of the impact of design innovatons for life, global society
and environments
Appreciate past, present and emerging design within cultural, politcal, social,
historical and environmental contexts
Develop respect for others viewpoints and appreciate alternatve solutons to
problems
Technology
52
Act with integrity and honesty, and take responsibility for their own actons
developing efectve working practces.
Assessment
All of the Technology aims are assessed using a variety of formatve and summatve
assessment tasks, including quizzes, tests, exams, essays, research assignments,
projects and applicaton of technology to real-world situatons.
The following assessment criteria have been established by the IB for Technology in
the MYP and are used to assess and report on the progress of all students
Criterion A Inquiring and analyzing Maximum 8
Criterion B Developing ideas Maximum 8
Criterion C Creatng the soluton Maximum 8
Criterion D Evaluatng Maximum 8
Design criteria: Grade 9
Criterion A: Inquiring and analyzing
Maximum: 8
i. Explain and justfy the need for a soluton to a problem
ii. Construct a research plan, which states and prioritzes the primary and secondary
research needed to develop a soluton to the problem
iii. Analyze a group of similar products that inspire a soluton to the problem
iv. Develop a design brief, which presents the analysis of relevant research
Criterion B: Developing ideas
Maximum: 8
i. Develop a design specifcaton which outlines the success criteria for the design of a
soluton based on the data collected
ii. Present a range of feasible design ideas, which can be correctly interpreted by others
iii. Present the chosen design and outline the reasons for its selecton
iv. Develop accurate planning drawings/diagrams and outline requirements for the
creaton of the chosen soluton
Criterion C: Creatng the soluton
Maximum: 8
i. Construct a logical plan, which outlines the efcient use of tme and resources,
sufcient for peers to be able to follow to create the soluton
ii. Demonstrate excellent technical skills when making the soluton
iii. Follow the plan to create the soluton, which functons as intended explain changes
made to the chosen design and the plan when making the soluton
iv. Present the soluton as a whole
Criterion D: Evaluatng
Maximum: 8
i. Describe detailed and relevant testng methods, which generate accurate data, to
measure the success of the soluton
ii. Explain the success of the soluton against the design specifcaton
iii. Describe how the soluton could be improved
iv. Describe the impact of the soluton on the client/target audience
Design criteria: Grade 10
Criterion A: Inquiring and analyzing
Maximum: 8
Students identfy the need for a soluton to a problem. At the end, students should be
able to:
i. Explain and justfy the need for a soluton to a problem for a specifed client/target
audience
53
ii. Identfy and prioritze primary and secondary research needed to develop a soluton
to the problem
iii. Analyze a range of existng products that inspire a soluton to the problem
iv. Develop a detailed design brief, which summarizes the analysis of relevant research
Criterion B: Developing ideas
Maximum: 8
Students develop a soluton. At the end, students should be able to:
i. Develop design specifcatons, which clearly states the success criteria for the design
of a soluton
ii. Develop a range of feasible design ideas, which can be correctly interpreted by others
iii. Present the chosen design and justfy its selecton
iv. Develop accurate and detailed planning drawings/diagrams and outline the
requirements for the creaton of the chosen soluton
Criterion C: Creatng the soluton
Maximum: 8
Students create a soluton. At the end, students should be able to:
i. Construct a logical plan, which describes the efcient use of tme and resources,
sufcient for peers to be able to follow to create the soluton
ii. Demonstrate excellent technical skills when making the soluton
iii. Follow the plan to create the soluton, which functons as intended
iv. Fully justfy changes made to the chosen design and plan when making the soluton
a. Present the soluton as a whole
Criterion D: Evaluatng
Maximum: 8
Students evaluate the soluton. At the end, students should be able to:
i. Design detailed and relevant testng methods, which generate data, to measure the
success of the soluton
ii. Critcally evaluate the success of the soluton against the design specifcaton
iii. Explain how the soluton could be improved
iv. Explain the impact of the soluton on the client/target audience
Curriculum
Grade 9 Design Cycle and Design Briefs
Through the study of Engineering students will understand the nature and purpose
of design briefs, and the manner in which groups of people work together, along
with the client, to meet design challenges; students will also appreciate the impact
of technology in the real world. Students will be required to analyze design briefs,
create group solutons, develop detailed plans of acton, create products, write
evaluatons of their products, and write reports of the impacts of technology on
society that will demonstrate mastery of the processes and content of the study.
The study of Engineering Design I will reinforce the importance of analysis, clear
and open communicaton, and appraisal of alternatves in the process of design, and
will emphasize the necessity for evaluaton as a lynchpin of the cycle. Students who
complete this course will be able to efectvely evaluate the suitability of diferent
design paths, and complete open-ended design challenges successfully.
Grade 10 Applicaton of Design
Through the further study of Engineering, students will apply their design skills to
real world problems; they will tailor their design briefs to ft the needs of a specifc
problem, will clearly defne and constrain a problem, will analyze and evaluate
resources, and will use a variety of communicaton and physical technologies to
complete their projects. Students will be required report on design briefs, provide
constraints analyzes, propose solutons, create prototypes, and provide writen
evaluatons that will demonstrate mastery of the processes and content of the
study. The study of Engineering Design II will reinforce the evaluaton of design
specifcatons, the justfcaton of design solutons, and the analysis of the success of
the product and of its impact on society. Students who complete this course will be
able to efectvely utlize the complete design process from investgaton, through
planning and creaton, to evaluaton, to create a product that solves the inital
problems that they have identfed.
54
Physical Educaton at Stamford is concerned with more than just partcipatng in
sports and games. Its primary aims are to encourage the development of intelligent
performers and to encourage students to understand the importance of a balanced,
healthy lifestyle.
Throughout the fve years of the MYP, students develop knowledge, critcal thinking
and refecton skills, and a sense of responsibility, as well as interpersonal and self-
motvatonal skills. This in turn encourages choices that will contribute to long-term
healthy living. Physical educaton will bring the unique perspectve of learning
through the physical, which can greatly contribute to students approaches to
learning (ATL) skills, and is transferable across other subject groups.
Aims
The aims of MYP physical and health educaton are to encourage and enable students to:
Use inquiry to explore physical and health educaton concepts
Partcipate efectvely in a variety of contexts
Understand the value of physical actvity
Achieve and maintain a healthy lifestyle
Collaborate and communicate efectvely
Build positve relatonships and demonstrate social responsibility
Refect on their learning experiences.
Assessment
All of the Physical Educaton aims are assessed using a variety of formatve and
summatve assessment tasks, including quizzes tests, exams, research assignments
and projects, demonstratons and applicaton of Physical Educaton skills to real-world
situatons.
The following assessment criteria have been established by the IB for PE in the MYP
and are used to assess and report on the progress of all students
Criterion B Planning for performance Maximum 8
Criterion C Applying and performing Maximum 8
Criterion D Refectng and improving performance Maximum 8
Physical and health educaton assessment
criteria: Grade 9
Maximum: 8
i. Describe physical health educaton factual, procedural and conceptual knowledge
ii. Apply physical and health educaton knowledge to explain issues and solve problems
set in familiar and unfamiliar situatons
iii. Apply physical and health terminology efectvely to communicate understanding
Criterion B: Planning for performance
Maximum: 8
i. Design and explain a plan for improving physical performance and health
ii. Explain the efectveness of a plan based on the outcome
Physical Educaton
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Criterion C: Applying and performing
Maximum: 8
i. Demonstrate and apply a range of skills and techniques
ii. Demonstrate and apply a range of strategies and movement concepts
iii. Outline and apply informaton to perform efectvely
Criterion D: Refectng and improving performance
Maximum: 8
i. Describe and demonstrate strategies to enhance interpersonal skills
ii. Outline goals and apply strategies to enhance performance
iii. Explain and evaluate performance
Physical and health educaton assessment
criteria: Grade 10
Maximum: 8
i. Explain physical health educaton factual, procedural and conceptual knowledge
ii. Apply physical and health educaton knowledge to analyze issues and solve problems
set in familiar and unfamiliar situatons
iii. Apply physical and health terminology efectvely to communicate understanding
Criterion B: Planning for performance
Maximum: 8
i. Design, explain and justfy plans to improve physical performance and health
ii. Analyze and evaluate the efectveness of a plan based on the outcome
Criterion C: Applying and performing
Maximum: 8
i. Demonstrate and apply a range of skills and techniques efectvely
ii. Demonstrate and apply a range of strategies and movement concepts
iii. Analyze and apply informaton to perform efectvely
Criterion D: Refectng and improving performance
Maximum: 8
i. Explain and demonstrate strategies to enhance interpersonal skills
ii. Develop goals and apply strategies to enhance performance
iii. Analyze and evaluate performance
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Curriculum
Grade 9 10 Physical Educaton
Students in Physical Educaton combine fundamental skills into more complex
movement forms in modifed game, dance and recreatonal actvites. Cooperatve
and compettve small-group games are appropriate at this level, emphases being
on developing skills and tactcal understanding. Students use feedback to initate
and maintain practce to improve skill performance. Students assess their health-
related ftness status and set reasonable and appropriate goals for development,
maintenance, and improvement. Social interacton becomes more complex as peer
pressure becomes increasingly pronounced, impactng individual performance.
Students solve problems and make responsible decisions as they work together. They
identfy and seek opportunites to partcipate in regular physical actvity at school and
outside the school environment.
Grade 9 The importance of critcal refecton an all
aspects of Physical Educaton and well-being
Through the study of Physical Educaton we aim to develop students ability to
think logically, critcally and creatvely in response to a range of Health and Physical
Educaton issues, ideas and challenges. The purpose of this course is to motvate,
instll confdence and encourage students to develop physical competence through
a variety of learning engagements. Students will understand how to explore and
apply concepts whilst gaining a strong grasp of the skills that are needed across
a wide range of actvites. The study of Physical Educaton will reinforce students
understanding of the signifcance of well-being, through examining the importance
of identfying components of ftness and how these components can be trained
by applying basic training principles. Students will also develop knowledge and
understanding of the benefts of exercise on our social, emotonal and physical
wellbeing.
Grade 10 Consolidaton of a lifelong interest in physical
actvites as partcipants
Through the study of Physical Educaton we aim to give students the knowledge and
understanding to be life-long partcipants in physical actvites. The purpose of this
course is to motvate, instll confdence and encourage students to develop physical
competence through a variety of learning engagements. Students will understand
and develop new skills but also to consolidate previous understandings that will allow
them to make informed and educated decisions regarding partcipaton and wellbeing
in the future. The study of Physical Educaton will reinforce students understandings
of the importance of partcipaton and health through actvites that encourage them
to respond to emotonal, social, environmental and physical challenges using critcal
thinking skills.
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Arts
The Arts are a universal form of human expression that engage us in afectve,
imaginatve and productve actvity. Learning through the Arts helps us to explore,
shape and communicate our sense of identty and understanding of the world, while
providing opportunites to develop self-confdence, resilience and adaptability.
In the MYP, the Arts should challenge students to consider authentc issues and
develop their skills beyond superfciality and imitaton. Students are provided with
opportunites to functon as artsts, as well as learners of the Arts. To be an artst
one has to be curious, and by developing curiosity about themselves, others and the
world, students become efectve learners, inquirers and creatve problem solvers. In
the MYP, students are guided to create, perform and present art in ways that engage
and convey their own feelings, experiences and ideas.
On-going refecton, along with self-evaluaton and peer evaluaton, allows students
to identfy their progress and organize their learning for themselves. MYP Arts value
the process of creatng artwork as much as the fnished product; the two elements
combined tell us what students have experienced, learned and atempted to convey.
In this way, the educatonal value of any artwork is seen by placing it within the
context of its creaton.
Involvement with the Arts can contribute to an inquiring and empathetc world view,
stmulate imaginatons, challenge perceptons, develop thinking and analytcal skills,
enrich emotonal, cultural and spiritual lives, uplif and entertain: this is the goal of
MYP Arts.
Aims
The aims of MYP arts are to encourage and enable students to:
Create and present art
Develop skills specifc to the discipline
Engage in a process of creatve exploraton and (self)discovery
Make purposeful connectons between investgaton and practce
Understand the relatonship between art and its contexts
Respond to and refect on art
Deepen their understanding of the world.
Assessment
All of the Arts aims are assessed using a variety of formatve and summatve
assessment tasks. Depending on which of the Arts is under study, assessment
tasks may include quizzes, tests, exams, research assignments and projects,
demonstratons, performances, exhibitons and applicaton of Arts skills to real-world
situatons.
The following assessment criteria have been established by the IB for Arts in the MYP
and are used to assess and report on the progress of all students.
Criterion B Developing skills Maximum 8
Criterion C Thinking creatvely Maximum 8
Criterion D Responding Maximum 8
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Arts assessment criteria: Grade 9
Maximum: 8
i. Demonstrate knowledge of the art form studied, including concepts, processes, and
the use of appropriate language
ii. Demonstrate knowledge of the role of the art form in original or displaced contexts
iii. Use acquired knowledge to inform their artwork
Criterion B: Developing skills
Maximum: 8
i. Demonstrate the acquisiton and development of the skills and techniques of the art
form studied
ii. Demonstrate the applicaton of skills and techniques to create, perform and/or
present art
Criterion C: Thinking creatvely
Maximum: 8
i. Outline a clear and feasible artstc intenton
ii. Outline alternatves, perspectves, and imaginatve solutons
iii. Demonstrate the exploraton of ideas through the developmental process to a point
of realizaton
Criterion D: Responding
Maximum: 8
i. Outline connectons and transfer learning to new setngs
ii. Create an artstc response inspired by the world around them
iii. Evaluate the artwork of self and others
Arts criteria: Grade 10
Maximum: 8
i. Demonstrate knowledge and understanding of the art form studied, including
concepts, processes and the use of subject-specifc terminology
ii. Demonstrate understanding of the role of the art form in original or displaced
contexts
iii. Use acquired knowledge to purposefully inform artstc decisions in the process of
creatng artwork
Criterion B: Developing skills
Maximum: 8
i. Demonstrate the acquisiton and development of the skills and techniques of the art
form studied
ii. Demonstrate the applicaton of skills and techniques to create, perform and/or
present art
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Criterion C: Thinking creatvely
Maximum: 8
i. Develop a feasible, clear, imaginatve and coherent artstc intenton
ii. Demonstrate a range and depth of creatve-thinking behaviors
iii. Demonstrate the exploraton of ideas to shape artstc intenton through to a point of
realizaton
Criterion D: Responding
Maximum: 8
i. Construct meaning and transfer learning to new setngs
ii. Create an artstc response which intends to refect or impact on the world around
them
iii. Critque the artwork of self and others
Curriculum
Grades 9 10 Visual Arts
Visual Arts helps us to ask deep questons about humanity. It flls a need in us that
transcends age, ethnicity and geography. Knowledge of the Arts liberates and shapes
our capacity for expression; it enriches our lives and creates cultural bonds. Art
teachers us how to handle ambiguity and lends an understanding that in life there is
not always one answer.
Students will study the following four signifcant concepts:
Humans are capable of having diferent views of the world
Colors compromise a system we use for identfying our world
Artworks are refectons of where we live and why
Cultural projects defne our place in the world
Students will research and be inspired by artsts, art movements, world cultures and
designers. They will experiment with new art techniques and materials, and also
communicate in self, peer, group and artst evaluatons using appropriate vocabulary.
Grade 9 Two-Dimensional Design
Through the study of Two-Dimensional Design, the learner will explore optcal and
linear perspectve. The learner will examine how their own personal perceptons
interpret their worldview through a visual context and be required to use graphite,
colored pencil, charcoal, ink, among other materials, producing projects that range
from observatonal drawings, to invented spaces, to architectural structures both
real and imagined. The study of two-dimensional design allows the learner to
understand the physical world applied to a fat surface. At the completon of the
course the learner will possess a working knowledge of two-dimensional design and
its applicatons. Students who complete this course will show evidence of learning
all four visual art criteria as assessed in the form of a process journal. The four
arts criteria are, A) Knowing and Understanding, B) Developing Skills, C) Thinking
Creatvely, and D) Response.
Grade 10 Designs in Color
Through the study of Designs in Color, the learner will develop a contextual
understanding of color and its many faceted sides within the visual art world.
Through understanding color theory, the student will be required to complete
stll lifes in acrylic, pastel drawings of a landscape, and a historical perspectve of
watercolors. At the completon of the course, students will be able to bring their
new understanding of color to any two or three-dimensional surface. Students who
complete this course will show evidence of learning all four visual art criteria as
assessed in the form of a process journal. The four arts criteria are, A) Knowing and
Understanding, B) Developing Skills, C) Thinking Creatvely, and D) Response.
Grade 11 and 12: DP Visual Arts SL/HL
This two-year course is designed for the art student who enjoys the producton of
visual art and the contextual investgatons behind ones art. This is an advanced art
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course where students develop their creatve abilites as well as their critcal analysis,
appreciaton, and enjoyment of visual art. During the frst year, the students will be
make investgatons into light and the art of seeing. This will be combined with
numerous two and three-dimensional projects. The creaton and contnued additons
to the student process journal is a necessary element of the course to help the
student develop their thoughts into visual cues. The second year involves student
independent inquiry, allowing the student the freedom to explore visually the topics
that are of interest. Monthly project deadlines can be expected for both process and
product development. The fnal assessment for the course is internally and externally
assessed according to IB requirements.
Grades 9 10 Drama
The focus of the Drama program is to teach students to communicate through the
language of space, movement, voice and gesture and to invite students to discover
and explore their dramatc potental through dramatc play and refectons, self-
analysis and discussion. At every level of the drama program, students take part in
the creaton of a performance.
Partcipaton in the Drama program develops skills, techniques and conventons
necessary for dramatc presentaton and empowers students to gain practcal
experience in efectve use of the technical elements of a stage producton. In
additon, students gain an understanding of social, cultural and ethical value systems
of our world through the study of Drama. Partcipaton in drama actvites also assists
students with overcoming shyness and increasing self-awareness.
Grade 9 Drama in Context
Through the study of Greek Theater, Semiotcs, Devising Techniques and Shakespeare,
students in Grade 9 will understand the origins of theater, the potental of the stage
as a sign system, the components of an efectve dramatc performance, and the
relevance of classical theater in the modern world. Students will be required to
complete both writen and practcal assessments that enable them to demonstrate
their knowledge and understanding of the concepts explored, the acquisiton and
applicaton of the skills they have developed, creatve thinking, and the critque
of their own work and that of others. The assessment tasks will include dramatc
presentatons, detailed refecton and evaluaton, and journaling of artstc processes.
The study of drama and theater will reinforce students understanding of theater
in the world, develop research techniques, analytcal thinking, devising methods,
script analysis and performance skills. Students who complete this course will be able
to understand and interpret classical scripts, work collectvely to create a thought
provoking piece of drama and show an awareness of the way that dramatc efects
can be created by using visual and aural signs.
Grade 10 Drama in the World
Through the study of the Professional Roles in Theater, Commedia DellArte, Balinese
Puppet Theater, and the Processes of Artstc Creaton, students will understand the
many components that synergize in order to create theater, the diferent cultural,
historical and societal perspectves of performance and theater, and the skills,
techniques and methods that can be employed to efectvely create impactul drama.
Students will be required to complete both writen and practcal assessments that
enable them to demonstrate their knowledge and understanding of the concepts
explored, the acquisiton and applicaton of the skills they have developed, creatve
thinking, and the critque of their own work and that of others. The assessment tasks
will include dramatc presentatons, detailed refecton and evaluaton, and journaling
of artstc processes. The study of drama will reinforce students understanding a
variety of internatonal theater practces, physical theater, masks, vocal and physical
characterizaton and the professional components of making theater.
Grade 11 and 12: DP Theater SL/HL
Through the study of theater practtoners, theater theory and theater processes
students will become aware of the historical, societal, politcal and cultural diversity
of theater in the world. Students will understand the processes involved in creatng
theater, the infuences of theater practces including Absurdism, Forum Theater,
and Japanese Noh Theater, and theater innovators including Brecht, Boal and
Becket. Standard level students will be required to complete 3 fnal assessment
tasks including: a collaboratve theater project, a solo theater piece based on a
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theater theorist, a directors notebook based on a published play text that outlines
producton concepts, and for Higher Level students there is an additonal task of an
individual presentaton that demonstrates research into a theater traditon. All of
these tasks are scafolded through detailed research, critcal refecton and practcal
exploraton. The study of Theater will reinforce students understanding of theater as
a dynamic, collaboratve and live art form. Students who complete this course will be
able to understand their own and others personal and cultural perspectves and have
an appreciaton of theater across tme, place and culture.
Grade 9 10 Music
The Music program combines a study of music theory and music history with
compositon and instrumental performance. Students are introduced to the basics of
music harmony and chord structure and are taught varied compositon techniques.
They study varied music styles and genres. Students compose with the help of
computer sofware and learn to play various instruments.
Music students will focus on the following skills:
Ataining and maintaining proper posture while holding an instrument in the correct
manner
Tone producton
Reading basic musical notaton
Playing and singing simple melodies
Playing as an ensemble
Development and appreciaton of a practce routne
History of instruments, composers and musical styles
Compositon
Performance
Grade 9 Pop Song Writng
Through the study of Popular Music from around the world, students will understand
the history, development and variety of the contemporary genre in relaton to
social and cultural contexts. They will develop an in-depth understanding of the
original genres, instruments, and technological innovatons that have informed our
contemporary understanding of the Pop Song medium and be able to describe and
explain the similarites and diferences between popular music today and that of
forty years ago. Students will be required to create an original pop song that will
demonstrate comprehensive knowledge and understanding of musical forms relevant
to the compositon. The study of the emerging markets of C-Pop, K-Pop and J-Pop
will reinforce students appreciaton of how compositonal forms and techniques
can be used to create music of global appeal Students who complete this course will
have be able to compose theoretcally-informed Pop Songs that have the necessary
characteristcs and qualites to succeed in the modern popular music industry.
Grade 10 Musical Form and Structure
Through the study of form and structure in musical compositon, students will
understand how to develop their theoretcal knowledge through detailed analysis
of set works from a variety of musical genres. Students will be required to compose
a substantal piece of music in Theme and Variatons form using Sibelius, a digital
notaton resource with which they will be able to reinforce the concept of form
and structure as an essental ingredient in musical compositon. The study of these
compositonal tools will reinforce students understanding of additonal creatve
techniques, such as how to construct a melody, how to write lyrics and how to
orchestrate efectvely for diferent instruments needs and capabilites. Students who
complete this course will be able to incorporate all of these skills in the compositon
of an original piece of music in a form/medium of their choosing (Pop Song, String
Quartet, Brass Band, Choir etc.).
Grade 11 and 12: DP Music SL/HL
Through the study of the four main areas of Performance, Compositon, Musical
Percepton and Investgaton, students will gain a holistc understanding of Music
as an art form and have the opportunity to assimilate the necessary skills to be a
successful musician. They will learn about the historical aspects of music through
its development over tme and its associatons with world history, geography and
politcal aspects. They will also explore diferent compositonal techniques used and
developed from the Medieval to 20th Century periods by listening to and analyzing
works from various composers and atemptng similar techniques through their own
practcal work. By studying pieces from both Western Art and World music, students
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will be subjected to the developing skills and cultural aspects of a good performance
and they will also be able to undertake a supported research project on any genre
of music and link this music to cultural, geographical and politcal understanding.
Students will also undertake a detailed analysis and study of 1-2 set works prescribed
by the exam board. This course will reinforce students understanding and use of
analytcal-, listening, and essay writng skills, whilst developing their performance
techniques to aid their own work for the coursework performance portolio.
Grades 9 10 Dance
Stamfords Dance program is a supportve and instructve course that inspires the
development of well-rounded, diverse performance artsts. The program allows a
deeper understanding of movement as a whole by improving strength, fexibility and
coordinaton of body and mind.
Our Dance program will motvate students to create choreography, expand
movement vocabulary, increase improvisatonal skills and enhance their performance
artstry. The Dance program at Stamford embodies a strong sense of community and
performance as students work collaboratvely to support each others work.
Grade 11 and 12 The Arts
Group 6 Aims
Through studying any of the Group 6 subjects, the Arts, students become aware of
how artsts work and communicate. The aims of all subjects in Group 6 are to enable
students to:
Enjoy lifelong engagement with the arts
Become informed, refectve and critcal practtoners in the arts
Understand the dynamic and changing nature of the arts
Explore and value the diversity of the arts across tme, place and cultures
Express ideas with confdence and competence
Develop perceptual and analytcal skills
Having followed an Arts course at HL or SL, students will be expected to:
Respond to and analyze critcally and contextually the functon, meaning and artstc
qualites of past, present and emerging art, using the specialist vocabulary of visual
arts
Develop and present independent ideas and practce, and explain the connectons
between these and the work of others
Explore and develop ideas and techniques for studio work through integrated
contextual study and frst-hand observatons
Develop and maintain a close relatonship between investgaton and a purposeful,
creatve process in studio work
Produce personally relevant works of art that reveal evidence of exploraton of ideas
that refect cultural and historical awareness
Develop and demonstrate technical competence and artstc qualites that challenge
and extend personal boundaries (opton A) and technical competence and self-
directon (opton B)
Music
Music functons as a means of personal and communal identty and expression, and
embodies the social and cultural values of individuals and communites. This scenario
invites excitng exploraton and sensitve study.
Music, and all of its associatons, may vary considerably from one musical culture to
another: yet music may share similarites. Such richness ofers a variety of ways to
encounter and engage with a constantly changing world.
A vibrant musical educaton fosters curiosity and openness to both familiar and
unfamiliar musical worlds. Through such a study of music we learn to hear relatonships
of pitch in sound, patern in rhythm and unfolding sonic structures. Through
partcipatng in the study of music we are able to explore the similarites, diferences
and links in music from within our own culture and that of others across tme. Informed
and actve musical engagement allows us to explore and discover relatonships between
lived human experience and specifc sound combinatons and technologies, thus
informing us more fully of the world around us, and the nature of humanity.
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The Diploma Program music course provides an appropriate foundaton for further
study in music at university level or in music career pathways. It also provides an
enriching and valuable course of study for students who may pursue other careers.
This course also provides all students with the opportunity to engage in the world of
music as lifelong partcipants.
Music Assessment Objectves
Having followed the Music course at SL or HL, students will be expected to
demonstrate:
Knowledge, understanding and percepton of music in relaton to tme, place and
cultures
Appropriate musical terminology to describe and refect their critcal
understanding of music
Comparatve analysis of music in relaton to tme, place and cultures
Creatve skills through exploraton, control and development of musical elements
Performance skills through solo music making or group music making
Critcal-thinking skills through refectve thought
In additon, the aim of the Music course at SL and HL is to enable students to:
Develop their knowledge and potental as musicians, both personally and
collaboratvely
Music Assessment Component SL Weightng HL Weightng
External Assessment Assessed by the IB 50% 50%
Listening Paper: 5 musical percepton questons 30% 30%
Musical Links Investgaton: Script of more than
2000 words investgatng the signifcant musical links
between two (or more) pieces of music from distnct
musical culture.
20% 20%
Internal Assessment Assessed by the teacher and
externally moderated by the IB. SL students choose
one of the following optons:
Creatng
Solo performing
Group performing
50% 50%
25%
25%
Theater
Theater is a composite art that is forever evolving in new forms. It nourishes, sustains
and extends the human spirit. It is a means of exploring society and relatonships
within it. Through it, there may emerge possibilites for individual and communal
understanding. Theater is about transformaton. It is the applicaton, through
play, of energy and imaginaton to frame, refect, expose, critque and speculate.
These actvites should engage and develop the sensibilites of all the students who
partcipate in them. By studying theater, and engaging with it practcally, students will
discover how elusive, fascinatng and varied theater can be.
At one extreme, theater is natonal, insttutonalized and commercial, while at the
other it is provincial, subversive and experimental. The Diploma Program theater
course is designed to encourage students to examine theater in its diversity of forms
around the world. This may be achieved through a critcal study of the theory, history
and culture of theater, and will fnd expression through work shopping, devised work
or scripted performance. Students will come to understand that the act of imagining,
creatng, presentng and critcally refectng on theater in its past and present
contexts embodies the individual and social need to investgate and fnd explanatons
for the world around us.
The Theater course emphasizes the importance of working individually and as a
member of an ensemble. Students are encouraged to develop the organizatonal
and technical skills needed to express themselves creatvely in theater. A further
challenge for students following this course is for them to become aware of their
own perspectves and biases and to learn to respect those of others. This requires
a willingness to understand alternatve views, to respect and appreciate cultural
diversity, and to see the varied role that theater plays in refectng these. As a result,
the theater course can become a way for students to celebrate the internatonal
and intercultural dynamic that inspires and sustains some forms of contemporary
theater, while appreciatng the specifcally local origins that have always given rise to
performance, and which, in many parts of the world, stll do.
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At the core of the Theater course lies a concern with clarity of understanding, critcal
thinking, refectve analysis, efectve involvement and imaginatve synthesis all of
which should be achieved through practcal engagement in theater.
Theater Assessment Objectves
Having followed the Theater course at HL or SL, students will be expected to:
Demonstrate a theoretcal and practcal knowledge of theatrical traditons from more
than one culture
Demonstrate an understanding of producton elements and theater practces
Evaluate critcally a range of diverse performances
Engage practcally in creatng and presentng performances, which will include a basic
level of technical profciency
Refect on their own development in theater through contnual self-evaluaton and
recording acquire appropriate research skills and apply them
Demonstrate an ability to interpret play texts and other types of performance texts
analytcally and imaginatvely
Demonstrate initatve and perseverance in both individual and group projects
In additon, students at HL will be expected to:
Evaluate the relevance of selected research sources to personal practce
Demonstrate an understanding of the complex processes of performance, from its
inital concepton to the impact the fnal result leaves on spectators
Theater Assessment Component SL Weightng HL Weightng
Opton A
Studio: External Assessment - Student presents
a selecton of studio work to a visitng examiner
following an interview with the student about the
work.
Investgaton: Internal Assessment - Student
presents selected pages of investgaton workbooks
produced during the course to the teacher and
externally moderated by the IBO at the end of the
course.
60%
40%
60%
40%
Opton B
Investgaton: External Assessment - Student
presents selected pages of investgaton workbooks
produced during the course to a visitng examiner
following an interview with the student.
Studio: Internal Assessment - Student presents
a selecton of studio work to the teacher and
externally moderated by the IBO at the end of the
course.
60%
40%
60%
40%
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AP Music Theory
Knowledge Content
This course will be introducing and developing the student in musicianship, theory,
musical materials, and procedures. It may emphasize one aspect of music, such as
harmony; more ofen, however, it integrates aspects of melody, harmony, texture,
rhythm, form, musical analysis, elementary compositon, and, to some extent, history
and style.
Skills Content
Musicianship skills such as dictaton and other listening skills, sight-singing, and
keyboard harmony are considered an important part of the theory course, although
they may be taught as separate classes. The students ability to read and write
musical notaton is fundamental to such a course. It is also strongly recommended
that the student will have acquired thorough performance skills in voice or on an
instrument. This course is a self-motvated class and will require daily note taking and
neat handwritng skills.
AP Studio Art
Knowledge Content
AP Studio Art is not based on a writen exam; instead, students submit portolios
for evaluaton at the end of the school year. The portolio must refect the students
ability to utlize the elements of art and principles of design, use a variety of media,
and demonstrate a sophistcated level of creatvity. Students will independently
investgate an area of concentraton in their artwork which will be composed of
research, exploraton, practce and development of an idea.
Skills Content
All students must complete a portolio of 24 artworks to be submited to the teacher.
In additon, students may submit this portolio to the College Board in May. Students
will not only create the required work, but they must also strive to make their art
as interestng, creatve and unique as possible. Although creatve expression and
experimentaton are important aspects of what is accomplished in this course, the
quality of each work should be as high as possible.
AP Studio Art: 2-D Design
AP Studio Art: 2-D Design is an intense college-like commercial art class. Students
will have one year to create a 24-piece design portolio. This class is a great outlet
for students who are serious about graphic design, photography, or who want to
study marketng. Students will create a 24-piece portolio focused in two directons:
breadth and concentraton. In the breadth secton students will create 12 art pieces
that demonstrate a variety of artstc skills as related to design. In the concentraton
secton students will create 12 pieces focused solely on one single idea (e.g. fashion
portraiture or urban illustraton). The portolio will be externally judged by the
College Board at the end of the course.
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Each student is assigned to an Advisory Group and Advisor. Much of the advisory
tme is devoted to the idea of learning how to learn. Topics such as note-taking,
goal-setng, tme management, study strategies and test-taking are addressed.
The Advisory Program also focuses on health and social educaton issues, which
are appropriate and relevant to the partcular grade. Students learn to accept
responsibility for their actons, and through positve and negatve consequences
begin to understand the link between their behavior and its efect on themselves and
others.
Advisory Aims
The aims of the Advisory Program are to:
Create a sense of community
Provide a tme in the day when the focus is on the overall development of each
individual student
Engage students in learning how they learn
Provide strategies for learning
Ofer a source of guidance for the student
Ofer opportunity for social and emotonal educaton
Serve as the organizatonal and informatonal hub of the school
Social and Emotonal Educaton Program
At Stamford, we want all of our students to be successful and to achieve more than
they believe they can. Success in school is not just about academic disciplines; it is
also about knowing how to learn and how to get along with others.
Second Step was developed by the Commitee for Children, a non-proft organizaton
helping students develop skills that help them stay safe, manage their emotons,
solve problems, avoid risky behavior and improve their academics. The Second Step
Program received the prestgious Exemplary award from the U.S. Department of
Educaton and also received the highest ratng from the Collaboratve for Academic,
Social and Emotonal Learning (CASEL). The Second Step Program focuses on building
student skills and empowering students to appropriately express themselves.
In the Secondary School, the Second Step Program aims to reduce risk factors,
such as aggression, peer rejecton, and early initaton of substance abuse. It is also
intended to increase proactve factors, such as social skills, school connectedness,
and engagement. Using high-interest, interactve lessons, the program addresses
the problematc behaviors and core competencies shown to afect school success of
Secondary School students.
Universal Preventon: Designed to decrease aggression, bullying and substance abuse
and to increase students social skills and school-related success
Research-Based: Based on research on risk and protectve factors related to
aggression, bullying, and substance abuse that can be addressed in classroom lessons
Developmental and Sequental: Provides a developmental and sequental curriculum
designed for Grade 6 to 8
Grade 9 to 12
Stamfords Advisory Program provides a structure and a set of practces for
monitoring and supportng students academic progress and college and career
readiness throughout their Secondary School career. Students develop key life skills,
metacognitve skills, and habits of learning in support of academic achievement,
postsecondary planning, personal growth, and interpersonal skill development.
The Advisory Program in Grade 9 to 12 is run through the daily Homeroom period.
Homeroom is a more personalized learning environment where each student has a
daily touch point with their Homeroom teacher and receive support and guidance.
Stamfords Advisory Program includes a full College Counseling Program through
which students are advised on course selecton and college preparaton and
introduced to prestgious universites throughout the world.
Advisory Program
67
CAMPS
Camps Outdoor Educaton
We shall not cease from exploraton and the end of all our exploring will be to arrive
where we started and know the place for the frst tme. T.S. Eliot
Experiental Learning, as defned by Houle, is educaton that occurs as a direct
partcipaton in the events of life. Experiental learning is learning that occurs
through refecton of daily experiences. The aim of the Middle Years Camps at
Stamford is to aford students experiences that encourage a model of holistc learning
whilst promotng our vision and mission.
As global citzens, students of Stamford have been presented with a rich, palatable
menu of natural and mult-cultural surroundings and venues to investgate, discover
and experience. Curriculum objectves and targets are just one aspect of the
Camp, it is hoped that through these actvites, students will develop such skills as
teamwork, leadership, self-esteem, cooperaton and empathy that are pertnent in
todays 21st century society. Another aim of Stamford Camps is to foster a spirit of
multculturalism that will result in a deeper understanding and appreciaton of a
variety of cultural practces and traditons.
Learning occurs throughout a lifespan, by giving students the opportunity to savor
these experiences, it is our hope they will be able to transfer these lifelong skills to
other facets of their lives.
Aims

Stamfords Camps will focus on the fve aspects of the MYP Areas of Interacton which
are as follows:
Community and Service
Through the embodiment of partcipaton and teamwork, students will experience
community living and service, as they begin to understand the concept of togetherness
with their fellow classmates working alongside them as colleagues and partners. They
will begin to discover the importance of teamwork and cooperaton, co-existng in a
spirit of harmony yet maintaining their separate identty and independence.
Environments
In order to fully understand our true selves, our identty, we must also come to know our
environments for it is within these varied domains that we exist. The week long Camp
serves to educate students about our Earth, her past, present and future, in the hopes
that we will engage in her sustainability. It also serves to present students with diferent
perceptons of the environment from a variety of cultural lenses, from an indigenous and
non-indigenous perspectve.
Human Ingenuity
By truly observing the world around us, we investgate the evoluton, development and
creaton of new social, politcal systems and models that have made an impact on our
world. Students will examine and discover new innovatons in geographical, scientfc,
literary and cultural contexts and be given opportunites to critque, build on and refect
on them.
Approaches to Learning
Learning is not statc; it is fexible and occurs on a subliminal level as well. The Camp
afords students a classroom without borders, to inquire, to infer, to draw conclusions
from informaton gathered from their surroundings. The Camp presents students with
a brilliant opportunity to investgate the real world and apply such skills as social
interacton, communicaton, collaboraton and refecton.
Health and Social Educaton
The Camp seeks to foster an understanding of health and social issues and its impact
on human life. By discussing these pertnent issues and presentng students with
opportunites to observe them from a variety of cultural perspectves, we seek to inform
and educate students on how diferent societes adapt and deal with these issues.
Diverse issues of gender, religion, and social economic status are just some of issues that
will be focused on.
68
Grade 9 Camp Chiang Mai, Thailand
Stamford is commited to encouraging and guiding our students to become
responsible and contributng global citzens. Our Camp in Chiang Mai is an
opportunity for our Grade 9 students to create and enact a year-long acton plan that
focuses on making a diference in the world.
Students will partcipate in a workshop in order to develop their service projects. In
Chiang Mai, students will have an opportunity to collaborate with several diferent
non-governmental organizatons (NGO) in order to refne their service project. The
students will contnue to work on and enact their service project as well as liaise (bi-
monthly basis) with their NGO throughout the duraton of their Grade 9 year.
The specifc objectves are as follows:
To engage students in the development of personal leadership skills
To build a sense of community amongst the Grade 9 students
To introduce students to personal development models they can incorporate into
their lives
To provide tools and techniques for communicaton and trust building within Grade 9
To create a safe space for students to discover who they are as individuals, community
members and global citzens
Grade 10 Camp Cambodia
Grade 10 students will visit Cambodia for their Grade 10 academic Camp. Students
will travel to Banteay Chmar for a rural homestay in the countryside village around 3
hours from Siem Reap. This will be a wonderful opportunity to learn frst-hand about
the way that rural Cambodians live pumping their own water, bucket showering
with traditonal Cambodian sarongs, sleeping under mosquito nets and being woken
bright and early in the morning by the roosters outside! Students will have an
opportunity to visit Cambodias ancient temples, including Angkor Wat. Angkor Wat
is a grand piece of Cambodian architecture and a natonal treasure. Students will visit
the diferent parts of the enormous structure and learn about its constructon and
history.
Camp learning goals and commitments for the week include:
A cultural orientaton and discussion about our comfort and learning zones.
Concept of a house vs. a home
Concept of investng tme in people vs. things, and defning development terms
(sustainability, scale, capacity building)
Discussion of responsible tourism: what rights and requirements come with being a
tourist?
Cambodias varied religious history
Cambodian history including Khmer Rouge and the Khmer Rouge Trials
Potental positve and negatve impacts of voluntourism
Work with several non-proft Non-Governmental Organizatons (NGOs)
69
70
Fee Protecton
In compliance with the regulatons under the Private Educaton Act 2009, all students
fees must be insured under the Fee Protecton Scheme (FPS). All Stamford students
are covered by way of Insurance Protecton as stpulated by the Council for Private
Educaton. The Fee Protecton Scheme serves to protect the course fees that are paid
to Private Educaton Insttutes in Singapore. Fees are only considered protected once
they are paid to Stamford. Stamford then actvates the insurance policy with the
appointed provider. The provider will then issue a certfcate to the family indicatng
the amount covered and the period of coverage. Stamford has appointed LONPAC
Insurance Bhd to be the FPS provider for our students.
Medical Insurance
Stamford American Internatonal School Ltd Pte has a medical insurance scheme in
place for all students. The students parent/guardian is encouraged to seek advice on
whether more comprehensive insurance cover is required or desired.
This scheme provides a basic annual coverage limit of not less than $20,000 per
student in B1 ward in government and restructured hospitals and up to overall
maximum limit per policy year, with 24 hours coverage in Singapore and overseas
(if the student is involved in the school-related actvites) throughout the course
duraton as required by the Council for Private Educaton (CPE) under the EduTrust
certfcaton scheme. Stamford has appointed Sime Darby Insurance Brokers
(Singapore) Pte Ltd. as the medical insurance provider for our students.
Refund Policy and Procedure
Non-Refundable Applicaton Fee
The Applicaton Fee is strictly non-refundable and non-transferable except in the
following circumstances:
1) Stamford is unable to ofer a place to a student applicant due to denial of student pass
or failure to obtain approval by the relevant Singapore authorites
2) Stamford is unable to ofer a place to a student applicant due to waitlist at Stamford
and the student elects not to be placed on the waitlist
3) Student applicant does not meet the eligibility criteria for enrolment at Stamford
4) Stamford is unable to ofer a place to a student applicant due to sibling priority policy
as published by Stamford
The Applicaton Fee will be refunded in full in the event a Student applicaton cannot
be accepted at Stamford for the reasons set out in 1) to 4) as determined by Stamford
in its sole discreton.
Non-Refundable Facility Fee
The Facility Fee is payable in full at the tme of acceptance in order to secure a place.
If payment is not received within 7 calendar days of receipt of the schools invoice,
priority will be given to other applicants. The Facility Fee is a one-tme administratve
fee that is non-refundable. The full amount applies regardless of enrolment date.
Additonal Informaton
71
Refund Policy
2.1 Refund for Withdrawal Due to Non-Delivery of Course:
The PEI will notfy the Student within three (3) working days upon knowledge of any
of the following:
(i) It does not commence the Course on the Course Commencement Date
(ii) It terminates the Course before the Course Commencement Date
(iii) It does not complete the Course by the Course Completon Date
(iv) It terminates the Course before the Course Completon Date
(v) It has not ensured that the Student meets the course entry or matriculaton
requirement as set by the organizaton stated in Schedule A within any stpulated
tmeline set by CPE or
(vi) The Students Pass applicaton is rejected by Immigraton and Checkpoints Authority
(ICA)
(vii) In relaton to Singapore citzens, approval has not been received from Ministry of
Educaton (MOE).
The Student should be informed in writng of alternatve study arrangements (if any),
and also be enttled to a refund of the entre Course Fees and Miscellaneous Fees
already paid should the Student decide to withdraw, within seven (7) working days of
the above notce.
2.2 Refund for Withdrawal Due to Other Reasons:
If the Student withdraws from the Course for any reason other than those stated
in Clause 2.1, the PEI will, within seven (7) working days of receiving the Students
writen notce of withdrawal, refund to the Student an amount based on the table in
Schedule D of the PEI Student Contract..
2.3 Refund During Cooling-Of Period:
The PEI will provide the Student with a cooling-of period of seven (7) working days
afer the date that the Contract has been signed by both partes and
Notwithstanding Schedule D of the PEI Student Contract, the Student will be
refunded all fees already paid if the Student submits a writen notce of withdrawal to
the PEI within the cooling-of period, regardless of whether the Student has started
the course or not.
Third Party Mediaton:
In the event that the Student and the PEI are unable to resolve a dispute in
accordance with the grievance procedure referred to in Clause 5.2, the Student and
the PEI may refer the dispute to the
Singapore Mediaton Centre (SMC) or Singapore Insttute of Arbitrators (SIArb)
through the CPE Student Services Centre for mediaton prior to insttutng any legal
acton. The Student and the PEI hereby agree to such procedures and to pay such fees
as the Singapore Mediaton Centre (SMC) or Singapore Insttute of Arbitrators (SIArb)
may prescribe from tme to tme for the purpose of resolving their dispute.
Response Time for Feedback/Complaints
The PEI shall respond to any feedback or complaint, received in writng, within 30
days of the date of such feedback/complaint.
72
General
1. What is the curriculum at Stamford?
Stamford provides two rigorous programs of study: American standards and
benchmarks delivered using the Internatonal Baccalaureates Middle Years Program
and Diploma Program. The American content standards for all subjects are taken
from the Common Core Standards based on American-based standards initatve
and American Educaton Reaches Out (AERO) standards. Stamfords Grade 6 to 10
curriculum contains eight subject groups (Humanites, Technology, Mathematcs, Arts,
Physical Educaton, Language A and Language B) together with a core made up of
fve areas of interacton. These areas include approaches to learning, community and
service, human ingenuity, environments and health and social educaton. The MYP
Framework and methodology assists us in organizing and teaching the curriculum, as
well as assessing our students.
2. What is the AERO Program?
American Educaton Reaches Out (AERO) began as a project to adapt the U. S.
natonal standards in Mathematcs, Science, Language Arts and Social Studies to serve
the needs of mult-natonal student bodies. Over the years, standards have also been
developed in Music, Visual Arts and World Languages. AERO is a project supported
by the U.S. State Departments Ofce of Overseas Schools and the Overseas Schools
Advisory Council to assist schools in developing and implementng standards-based
curricula. AERO provides a framework for curriculum consistency across grades
and for stability of curriculum in overseas schools. AEROs curriculum model is in
alignment with research-based trends in the development of curriculum worldwide,
and partcularly with the Common Core initatve in the U.S.
3. What are the strengths and benefts of AERO?
AERO standards provide a framework for curriculum consistency across Pre-
Kindergarten to Grade 12 and for stability of curriculum across the school. The AERO
standards were developed so that American Overseas schools had a fully artculated,
in-depth curriculum to meet the academic needs of students living abroad. AERO
standards represent rigorous academic guidelines that ensure students can easily
transfer to a school in the United States or readily transiton to other schools abroad.
4. How are teachers trained to teach the program?
Teachers will have received and will contnue to receive training to teach the
program. Teachers may either atend an IB teacher-training workshop or may
partcipate in school based training organized by our IB Coordinator. In additon,
teachers will have scheduled common planning tme throughout the year.
5. How are students assessed?
Teachers organize contnuous assessment over the course of the program, taking
account of specifc criteria that corresponds to the objectves for each subject. The IB
ofers a criterion-referenced model of assessment. This means that students results
are determined by performance against set standards, not by each students positon
in the overall rank order. Teachers are responsible for structuring varied and valid
assessment tasks, which allow students to demonstrate achievement according to the
required objectves within each subject group. These tasks may include for example,
tests and/ or examinatons, open-ended problem-solving actvites and investgatons,
organized debates, hands-on experimentaton, analysis and refecton.
6. How is the transiton from Stamford to a non-IB school?
Stamford provides two rigorous programs of study, American standards enhanced
by the Internatonal Accredited curriculum which will ease transiton to a number of
school environments. For students who wont contnue in the American system or
with the IB following their tme at Stamford, they will adapt to a diferent system as
they do now when they arrive at Stamford. Stamford provides sufcient transcript
informaton to ensure that future schools will be informed of their academic level in
all subject areas.
7. How will number grades be translated to U.S. standards?
Stamford will provide a conversion table to parents and to the students future school
so that they may convert grades appropriately. Stamfords Academic Dean works
closely with families in transiton to ensure that the receiving school understands the
students transcript.
Frequently Asked Questons
73
8. What is the schools current ofcial accreditaton status?
Stamford is an IB World School authorized to ofer the PYP, MYP and DP. IB World
Schools share a common philosophy - a commitment to high quality, challenging, and
internatonal educaton, that Stamford believes is important for our students.
9. Are standardized tests like the SAT and ACT ofered at
Stamford?
Stamford will ofer students the opportunity to sit both the SAT and ACT tests for
college admission purposes.
10. What diploma do students graduate Stamford with?
Students that graduate from Stamford will have the opportunity to graduate with a
full Internatonal Baccalaureate Diploma. Students will also have the opportunity to
partcipate in AP examinatons. Students not optng for a full IB Diploma will have the
opportunity to get IB certfcates for the subjects that they study.
11. Can students choose not to pursue the DP and stll
graduate from Stamford?
In exceptonal circumstances, students can choose not to pursue the IB Diploma and
stll graduate from Stamford. Students would graduate with a Stamford Diploma.
Middle Years Program
1. What is the Middle Years Program (MYP)?
The MYP is a program of internatonal educaton designed to help students aged from
11 to 16 develop the knowledge, understanding, attudes and skills necessary to
partcipate actvely and responsibly in a changing world.
2. What are the strengths and the benefts of the MYP?
The MYP is based on a Constructvist Model for Learning. One of the strengths of the
program is that students learn that knowledge is connected. The curriculum ofered
is broad and balanced and the students must study a second language. Community
and service and the personal project are also features of the program. Overall, the
MYP supports students in achieving their academic, physical, social and emotonal
potental in becoming global citzens.
Diploma Program
1. What is the Diploma Program?
The Internatonal Baccalaureate Diploma Program (DP) is a two-year educatonal
program aimed at students aged 16 to 19 that provides an internatonally accepted
qualifcaton for entry into higher educaton, and is recognized by many universites
worldwide. It was developed in the early to mid-1960s in Geneva, Switzerland by a
group of internatonal educators. Following a six-year pilot program ending in 1975, a
bilingual diploma was established.
2. What are the strengths and benefts of the DP?
Key benefts of the DP include:
Academic Rigor: Students learn how to learn, analyze and reach thoughtul
conclusions. Diploma candidates functon at the level of an introductory college
student.
Comprehensiveness: Students encounter rigor throughout all disciplines. They refne
areas of strength, and developmentally improve areas of weakness.
Internatonalism: The program encourages students to think globally and the
curriculum is based on internatonal standards. Coursework and exams are graded by
an internatonal grading team.
3. Can you earn college credit through the DP?
Currently, similar to the way credit is given to students for AP testng, most colleges
award credit for DP courses. In most cases, credit is given for high-level IB courses
only when the college ofers similar courses. However, some colleges also provide
credit for standard level courses (although more credit is provided for the HL). As
with AP tests, a minimum IB test score must be achieved, generally a score of 5 or
higher (IB exams are scored on a range of 1 - 7). For some schools, even a score of 4
may satsfy a core class requirement. Each college and university difers in the course
recogniton it provides. The IBO maintains an online database of universites that
recognize the IB diploma along with details of their IB recogniton. All informaton
should be verifed at individual school websites, since current data is not guaranteed.
For more informaton, see www.ibo.org.
1 Woodleigh Lane (Of Upper Serangoon Road)
Singapore 357684
Next to Woodleigh MRT
For more informaton, please contact us:
Phone: +65 6602 7247
Email: admissions@sais.edu.sg
www.sais.edu.sg
Stamford American Internatonal School
CPE Registraton Number: 200823594D Period of Registraton: August 10, 2014 to August 9, 2018
2012 Stamford American Internatonal School
All images in this brochure were photographed on the Stamford American Internatonal School Campus
Printed August 2014

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