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Upper School Departments and Courses

Group 1 :: Studies in Language and Literature

Group 1  ::  Studies in Language and Literature

International Baccalaureate defines Language A1 as the student’s best language. It is obviously fundamental to the curriculum as it crosses the boundaries of the traditional disciplines. It is the basic tool of communication in the sense of enabling one to understand and to be understood, and to establish one’s own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization. Each course will focus on the instrumental function of language: listening, viewing, speaking, reading and writing skills, as well as the study of literature, which encompasses a variety of periods and genres.

 

Middle Years Programme Courses

  • IB MYP English 9 Honors
    MYP English 9 is a course of study for students to continue to develop their abilities in reading, writing, listening, speaking, and critical analysis. During the year, students will read and analyze poems, short stories, and novels.  In addition, they will practice and sharpen their public speaking skills by making oral presentations than will reflect group and/or individual research. Students will also study grammar, vocabulary, and the writing process, as well as methods of analyzing literature.  As writers, students will produce extended essays in which they will apply appropriate methods of critical analysis and demonstrate effective thesis development, which includes their supporting, exemplifying, and confirming the theses in correct MLA Documentation Style.
     
  • IB MYP English 10 Honors
    MYP English 10 is designed to prepare students for the IB/Diploma Program in 11th  and 12th grade English.  Students in this class will meet all objectives for English 10 through an accelerated program for learners with challenging, in-depth readings with an emphasis on abstract concepts and critical thinking skills. Students will be expected to produce frequent formal writings that will be evaluated for evidence of close analysis, elaboration of detail, and fluid articulation of ideas. Students will also do a number of oral reports.

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

  • IB DP English A Language and Literature
    The English A Language and Literature two-year course introduces students to the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. Students develop the techniques needed for the critical analysis of communication, becoming alert to interactions among text, audience, and purpose.  Students develop an understanding of how language, culture, and context determine the construction of meaning through the exploration of texts, some of which are studied in translation, from a variety of cultures, periods, media, and genres.  Students develop skills of literary and textual analysis, and the ability to present ideas effectively. A key aim is the development of critical literacy. [SL/HL] 
     
  • IB DP English A Literature
    The English A Literature two-year course introduces students to the complex analysis of literary texts.  The course is a comprehensive exploration of literature from a variety of cultures, genres, and periods.  Students develop the ability to engage in close, detailed analysis of literary works, building an understanding of the techniques involved in literary criticism.  The study of literary works in context is emphasized; and through the study of literature in translation, students are challenged to reflect on the role of cultural assumptions in interpretation.  Students learn to present their literary analyses through both oral and written communication. [SL/HL]

Group 2 :: Language Acquisition

Group 2  ::  Language Acquisition

Wer fremde Sprachen nicht kennt, weiss nichts von seiner eigenen. [They who are ignorant of foreign languages know not their own.]
Johann Wolfgang von Goethe

All students are required to study an additional modern language. Second language courses develop students’ powers of expression, provide them with a resource for the study of other subjects, and bring them into contact with ways of thought which may differ from their own. The principal aim for the courses in group 2 is to enable students to use the language in a range of contexts and for many purposes.


Middle Years Programme Courses

The MYP language acquisition courses are 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 confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. These courses will also prepare students to enter the Diploma Programme at the Standard or Higher level.

CDS offers a variety of courses at this level:

  • MYP Spanish I, II and III
  • MYP Spanish for Heritage Speakers II and III1
  • MYP French II and III

Heritage Speakers are those students who are familiar with Spanish, meaning they grow up speaking or hearing it at home, but need to improve their writing and reading skills in an academic environment.

Diploma Programme Courses

The DP Coordinator, in conjunction with teachers, is responsible for the placement of students. The most important consideration is that the course should be a challenging educational experience for the student.

Courses for the Diploma Programme are taken during the junior and senior years and are offered at standard level (SL) and higher level (HL). CDS currently offers DP Language B courses in Spanish, French, English1, Mandarin Chinese2 (On-line) and School Supported Self-Taught Mother Tongue Courses (SSST)3.

Prerequisites:

  • IB DP Spanish or French SL: MYP Spanish/French II and III (grade A or B)
  • IB DP Spanish or French HL: MYP Spanish/French II and III (A, A+ average)
  • IB DP Spanish or French Ab-Initio SL: MYP Spanish/French I and II or Spanish/French II and III (C average)

For International Students Only
Needs approval from the Language Acquisition Department Chair
This course is offered to those students whose mother tongue is other than English and desire to get a bilingual IB diploma. This is a self-taught and self-paced course monitored by a faculty member. Students will need to pass an IB exam at the end of their senior year with a minimum of a 3 in order to get credit for the course. If interested in finding more information, please contact the SSST course coordinator, Ana María Morillo.

Group 3 :: Humanities

Group 3 :: Humanities

Courses offered in the freshman and sophomore years consist of World History (Grade 9) and United States History and Government (Grade 10). They are intended to lead students from an understanding of their own time and region to an appreciation at regional, national and global levels and across time periods. Students acquire the ability to analyze, classify, explain and record spatial phenomena with increasing sophistication at each level. The study of history demands a truly international approach. It addresses a variety of cultures and times, and stresses their increasing interaction in our modern world. History within an international curriculum stresses the ability to analyze evidence, to use historical sources in a critical way, to detect bias, and to argue empathetically. Beyond factual knowledge, students are encouraged to develop the capacity to think and write historically and to enjoy and value the past for its own sake as well as a means by which to understand and appreciate the present.

Courses offered for the junior and senior years span the humanities and social sciences. An essential characteristic of these courses is that their subject matter is contestable and that their study requires students to tolerate some uncertainty. Studies of local situations and of global perspectives foster an appreciation of change and continuity as well as of similarity and difference. Students evaluate the major theories, concepts and research findings of the respective disciplines and learn each discipline’s methodology. 


Middle Years Programme Courses

  • IB MYP World History 9 Honors
    World History introduces students to the theories, themes, events, and characters that have shaped the history of humankind, particularly from prehistory until today. We will examine social, economic, cultural, and political histories from diverse global perspectives. Through our intensive exploration of multiple historical perspectives, students will complete this course with the depth and breadth of historical understanding required to make sense of our modern, complex world.  
     
  • IB MYP US History and Government 10 Honors
    United States History is a year long course that strives to develop in each student an understanding of the outstanding individuals, evolutionary trends, and critical events which have shaped the destiny of our republic. This course will survey the progress of American civilization from 1492 to the present. Students will be taught to appreciate uncertainty in the quest for historical knowledge. In addition, students will be exposed to American history from a critical perspective, but also with an appreciation for the contributions and sacrifices of those who came before.

This course is offered as and Extended Honors course with an AP Test option to recommended students.

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses requirea minimum of 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

  • IB DP History 11 [SL / HL]
  • IB DP History 12 [SL / HL]
    This course takes place over both the junior and the senior year. The requirements for Standard Level and Higher Level overlap to a large degree, though the HL places added emphasis on the regional option History of the Americas, along with a degree of enhanced rigor. Both incorporate a World History prescribed subject and two world history topics. The IB emphasis on developing a tolerant, reflective, risk-taking, and culturally aware student exist strongly on both levels. Students are evaluated through external essay testing that takes place at the end of their senior year, along with an historical investigation that is graded internally. CDS assigns a course grade based on performance in the class.

 

  • IB DP Psychology 11 [SL / HL]
  • IB DP Psychology 12 [SL / HL]
    This course takes place over both the junior and the senior year. Students will develop a fundamental knowledge of Psychological Science as foundational to the application of critical thinking skills. Through the study of psychology, students acquire an understanding of and an appreciation for human behavior, behavior interaction and the progressive development of individuals on  cognitive, biological, socio-cultural levels. This will better prepare them to understand their own behavior and the behavior of others.
     
  • IB DP Global Politics 11 [SL / HL]
  • IB DP Global Politics 12 [SL / HL]
    The global politics course helps students to understand abstract political concepts by grounding them in real world examples and case studies. The course also invites comparison between such examples and case studies to ensure a transnational perspective. Developing international mindedness and an awareness of multiple perspectives is at the heart of this course. It encourages dialogue and debate, nurturing the capacity to interpret competing and contestable claims.
     
  • IB DP Business Management 11 [SL / HL]
  • IB DP Business Management 12 [SL / HL]
    The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity. The course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. The Business Management course will contribute to students’ development as critical and effective participants in local and world affairs

Group 4 :: Experimental Sciences

Group 4 :: Experimental Sciences

The study of science aims to provide the student with both a body of knowledge and an understanding of the scientific approach to problem solving. This dual role makes science an important means to investigate and understand the natural world. The ability to formulate hypotheses, design and carry out strategies to test them, and evaluate results, constitutes the framework within which specific content is presented. Among other skills, the student is expected to use basic laboratory equipment safely and efficiently, to measure and make sensible estimates, and to use classification as a system for grouping and organizing. As with other areas of the curriculum, students are encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills. As well as providing a sustained, valuable academic experience, the science courses promote an awareness of the increasingly international context of scientific activity, its impact and limitations, as well as the constant evolution of scientific knowledge and understanding. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by its social, economical, technological, political, ethical and cultural surroundings.


Middle Years Programme Courses

  • IB MYP Biology 9 Honors
    Biology is the study of life and consists of a range of concepts from intracellular structures and functions to ecological relationships and species impact on the environment. Throughout the course students will focus on the relationships between organisms, and academic disciplines. Classroom assignments and assessments will include cooperative group activities, research from a variety of sources including the Internet, web quests, laboratory experiments (both student and instructor designed), and traditional assessments (tests, quizzes).
     
  • IB MYP  Chemistry 10 Honors
    Prerequisite: Algebra I
    Basic principles and calculations of chemistry will be covered with emphasis in the areas of atomic structure, chemical bonding, molecular structure and properties; descriptive chemistry of the periodic table; acids, bases and salts; equilibrium; thermodynamics; oxidation-reduction and kinetics. The laboratory is an introduction to quantitative analysis and the study of atomic and molecular structures. Resources used will include internet, power points presentations, and various projects to accent the covered topics.
     
  • IB MYP Physics Grade 10 Honors
    Prerequisite: Integrated Math 
    This course will cover the basic theories and research methods necessary for a strong foundation in physics.  We will cover process of scientific inquiry and understanding the nature of science will be explored.  Students will study motion and its causes, energy, fluids, thermodynamics, vibrations and waves, sound and light, electricity and magnetism, and modern physics.  Clear emphasis will be made on graphing and mathematical reasoning skills. Students will be expected to apply their critical thinking skills and learn to develop scientific models based on their understanding of the natural world.

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

  • IB DP Biology 11 [SL / HL]
  • IB DP Biology 12 [SL / HL]
    Prerequisites: General biology and understanding of chemistry
    Biology is the study of life and consists of a range of concepts from intracellular structures and functions to ecological relationships and species impact on the environment. Throughout the course students will focus on the relationships between organisms and academic disciplines. During the Diploma Programme Biology course the students will gain an understanding of 1) the world they live in and their role/impact on the biosphere, 2) evolution and its impact on the past, present and future of the world biosphere, 3) the scientific method and how to utilize it in solving a variety of problems, 4) how questioning and curiosity leads to discovery and exploration, and 5) how to communicate and work in groups.
     
  • IB DP Physics 11 [SL]
  • IB DP Physics 12 [SL]
    Prerequisite: Strong Algebra II skills
    Physics is an approach to understanding the natural world through the use of mathematics and physical relationships. During the two year IB Physics program the students will develop skills used in understanding 1) the universe, from the smallest particles to the vast distances between galaxies, 2) mathematics, which is the language of physics, 3) the scientific method and how to utilize it in approaching and solving a variety of problems, 4) how questioning and curiosity leads to discovery and exploration, and 5) how to communicate and work in groups. Assessment of theoretical concepts will culminate at the end of the course in an exam format. The use of practical work by developing an appreciation of the hands-on nature of scientific work along with the benefits and limitations of scientific methodology will be assessed throughout the course.
     
  • IB DP Chemistry 11 [SL / HL]
  • IB DP Chemistry 12 [SL / HL]
    Prerequisite: Strong Algebra II skills
    During the two-year IB Chemistry programme, the students will gain an understanding of 1) the world they live in and their role/impact on the environment; 2) how scientists work and communicate with each other; 3) the scientific method which involves formation, testing and modification of hypothesis through observation and measurement under the controlled conditions of an experiment; and 4) environmental and technological contexts. The course aims to raise awareness of the social, moral and economic effects of science and a practical approach through experimental work.  Chemistry is an experimental science that combines academic study with the acquisition of practical and investigation skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Throughout the course students will focus on the physical, organic, environmental and modern analytical chemistry.
     
  • IB DP Environmental Systems and Societies 11 [SL]
  • IB DP Environmental Systems and Societies 12 [SL]
    As a transdisciplinary subject, environmental systems and societies is designed to combine the techniques and knowledge associated with group 4 (the experimental sciences) with those associated with group 3 (individuals and societies). The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. This course is conducive to students evaluating the scientific, ethical and socio-political aspects of issues.
     
  • IB DP Computer Science 11 [SL / HL]
  • IB DP Computer Science 12 [SL / HL]
    The IB DP Computer Science SL/HL courses require an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and in influences cultures, society and how individuals and societies behave, and the ethical issues involved.
     
  • IB DP Sports Exercise and Health Science 11 [SL / HL]
  • IB DP Sports Exercise and Health Science 12 [SL / HL]
    The newest science offered at CDS, Sports Exercise and Health Science incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. A combination of syllabus content and experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific principles and analyze human performance. The SEHS course has strong international dimensions such as international sporting competition and the international bodies that regulate them. Ethical issues that exist within sporting competitions are considered. The comprehensive curriculum provides excellent preparation for university courses including those specifically related to Sport, Sports Science or Physical Education.

Group 5 :: Mathematics

Group 5 :: Mathematics

The study of mathematics aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Aims and objectives include understanding mathematical reasoning and processes, the ability to apply mathematics and to evaluate the significance of the results, the ability to develop flexible strategies for problems in which solutions are not obvious, and the acquisition of mathematical intuition. Students gain an appreciation that mathematics is a universal language with diverse applications and an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought. 


Middle Years Programme Courses

  • IB MYP  Integrated Standard Math I (9th grade)
    Prerequisite: Successful completion of Pre-Algebra or Algebra 1
    A course in which students learn mathematics in the context of practical applications organized in five concepts and skills: Number, Algebra, Geometry and Trigonometry, Probability, and Discrete Mathematics. The course is intended for students with varied abilities and who have a sound knowledge of basic mathematical concepts while allowing them to develop the skills needed to consolidate their knowledge and understanding. It is expected that this course is part of a two-year sequence.

    Example Topics: solving & graphing linear equations; solving quadratic equations with factoring, completing the square & quadratic formula; manipulating functions; coordinate geometry; congruent and similar figures; right triangle trigonometry; probability of multiple events; Venn diagrams & set theory.
     
  • IB MYP Integrated Extended Math I (9th grade)
    Prerequisite: Successful completion of Algebra 1 or Algebra 1 honors
    A course in which students learn mathematics in the context of practical applications organized in five concepts and skills: Number, Algebra, Geometry and Trigonometry, Probability, and Discrete Mathematics. The course is a rigorous course intended for students who wish to pursue further studies in mathematics. It is expected that this course is part of a two-year sequence.

    Example Topics: solving & graphing polynomials, radicals, & exponential equations; transformations of functions; sequence & series; coordinate geometry; congruent and similar figures; right & non-right triangle trigonometry; probability of multiple events; Venn diagrams & set theory.
     
  • IB MYP Integrated Extended Advanced Math I (9th grade)
    Prerequisite: Successful completion of Algebra 1 Honors
    A course in which students learn mathematics in the context of practical applications organized in five concepts and skills: Number, Algebra, Geometry and Trigonometry, Probability, and Discrete Mathematics. The course is a rigorous course with intense problems solving intended for students who wish to pursue Higher Level (HL) math in the 11th grade Diploma Program. It is expected that this course is part of a two-year sequence.

    Topics: Solving & graphing polynomials, radicals, exponential and logarithmic equations; transformations of functions; sequence & series; coordinate geometry; congruent and similar figures; right & non-right triangle trigonometry; probability of multiple events; Venn diagrams & set theory.
     
  • IB MYP Integrated Math II (10th grade)
    Prerequisite: Successful completion of Integrated Standard Math I.
    A course which builds on the mathematics learned in Integrated Math I with more advanced topics from the five concepts and skills: Number, Algebra, Geometry and Trigonometry, Statistics, and Discrete Mathematics. The course is intended for students with varied abilities. It is designed to build confidence and encourage an appreciation of mathematic. It is expected that this course is part of a two-year sequence.

    Topics: Solving & graphing polynomials, radicals, exponential and logarithmic equations; transformations of functions; sequence & series; right & non-right triangle trigonometry, circle theorems & equations, descriptive statistics with normal distribution.
     
  • IB MYP  PreCalculus (10th grade)
    Prerequisite: Successful completion of Integrated Standard Math I (with an A), Integrated Extended Math I, or Integrated Math Extended Advanced I
    A course which builds on the mathematics learned in Integrated Math I with more advanced topics from the five concepts and skills: Number, Algebra, Geometry and Trigonometry, Statistics, and Discrete Mathematics. The course is a rigorous course intended for students who wish to pursue Standard Level (SL) math in the 11th grade Diploma Program.

    Topics: complex numbers; polynomial functions include the remainder & factor theorems; nonlinear inequalities; circle theorems & equations; geometric proofs; trigonometry expands to the unit circle, inverse functions, trig identities and solving trig equations; matrices; vectors; descriptive statistics with normal distribution.
     
  • IB MYP PreCalculus Extended (10th grade)
    Prerequisite: Successful completion of Integrated Extended Math I (with an A) or Integrated Extended Advanced Math I
    A course which builds on the mathematics learned in Integrated Math I with more advanced topics from the five concepts and skills: Number, Algebra, Geometry and Trigonometry, Statistics, and Discrete Mathematics. The course is a rigorous course with intense problems solving intended for students who wish to pursue Higher Level (HL) math in the 11th grade Diploma Program. It is expected that this course is part of a two-year sequence.

    Example Topics: complex numbers; polynomial functions include the remainder & factor theorems; nonlinear inequalities; circle theorems & equations; geometric proofs; trigonometry expands to the unit circle, inverse functions, trig. identities and solving trig. equations; matrices; vectors; descriptive statistics with normal distribution.

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

  • IB DP Mathematical Studies 11 SL
  • IB DP Mathematical Studies 12 SL
    This course caters to students with varied backgrounds and abilities. It is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. The course consists of the study of seven topics and a project. The seven topics are number and algebra, descriptive statistics, sets, logic and probability, statistical applications, geometry and trigonometry, mathematical models, and introduction to differential calculus. The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.
     
  • IB DP Mathematics 11 SL
  • IB DP Mathematics 12 SL
    This course caters to students who already possess knowledge of basic mathematical concepts and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business. The course consists of the study of six topics and mathematical exploration. The six topics are algebra, functions and equations, circular functions and trigonometry, vectors, statistics and probability, and calculus. The mathematical exploration is an individual piece of written work that involves investigating an area of mathematics.
     
  • IB DP Mathematics 11 HL
  • IB DP Mathematics 12 HL
    This course caters to students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include math 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. The course consists of the study of six topics and mathematical exploration. The six topics are algebra, functions and equations, circular functions and trigonometry, vectors, statistics and probability, calculus; plus one of four optional topics: statistics and probability, set, relations and groups, calculus, and discrete mathematics. The mathematical exploration is an individual piece of written work that involves investigating an area of mathematics.

Group 6 :: The Arts

Group 6 :: The Arts

The arts encompasses visual arts and performing arts and is of particular interest in an international programme. From the earliest times, artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms and create objects which are aesthetically pleasing. Beyond the barrier of languages, the discovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding. The coursework brings students into contact with the art forms and aesthetic values of other cultures as well as their own, and helps to develop perceptions between ideas and art. Students are encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression. In addition to developing the student’s own imagination and skills, the program seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth. The various art courses are designed to help the student become a developing artist, one who is able to assess the level of skill and target the areas that need development. It organizes learning around the creative cycle, a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved. This cycle involves creative energy, communication, interaction and reflection.

 


Middle Years Programme Courses

  • IB MYP Visual Arts I 
  • IB MYP Visual Arts II
    Visual Arts I and II are two dimensional design classes that will provide a foundation in the fundamentals of pictorial design. The courses address the elements and principles of design (line, color, shape, texture, space, form, value, unity, balance, variety, scale, proportion, rhythm, emphasis). Throughout the courses students are presented with visual problems to solve through both teacher directed and student initiated exercises and projects, which include drawing, painting, and mixed media. Using a variety of traditional and non- traditional materials and methods, students are encouraged to develop their own concepts and techniques. Through their participation in these course students will acquire foundational skills; develop visual curiosity; analyze and research artists and works of art; experiment with techniques and methodologies; and communicate knowledge through written and verbal critiques. These courses are designed to equip the student to be more confident in the visual translation and personal expression of their ideas and concepts as well as develop their awareness and appreciation of art and its significance and function.
     
  • IB MYP Visual Arts 10
    Visual Arts 10 is a three dimensional design class that will introduce students to the fundamental sculptural processes of addition, subtraction, and substitution. The course is taught through a variety of hands-on exercises and projects in which the students are introduced to the concepts of form, positive and negative space, scale, proportion, visual weight, mass, transformation, texture, balance, movement, and color. Emphasis will be on the execution of successful idea generation, creative problem solving, and craftsmanship.  In addition to introducing formal sculptural design strategies, the course will explore other issues in sculpture such as material, process, site, context, aesthetics, function, and the relationship of an object to the viewer. Students will explore various sculptural methods including paper fabrication, plaster construction, assemblage, and mold making. Through their participation in this course students will acquire foundational skills; develop visual curiosity; analyze and research artists and works of art; experiment with techniques and methodologies; and communicate knowledge through written and verbal critiques. This course is designed to equip the student to be more confident in the visual translation and personal expression of their ideas and concepts as well as develop their awareness and appreciation of sculpture and its significance and function.
     
  • IB MYP Photography 10
    The purpose of the Photography class is to provide the opportunity for students to develop their technical skills while fostering an artistic appreciation for the art of photography.  The class projects will be tied to discussions of the history of photography as well as the use of photography in modern society.  Students will learn a variety of photographic equipment, processes, and techniques including: compositional theory, how to use a DSLR camera, digital editing, and studio lighting and equipment.  The emphasis of this course is for students to develop a concentration and a thematic body of work while expanding their knowledge of the materials and processes. Students will work independently, relying on critical thinking, problem solving, and exploration to create their own expressive work.
     
  • IB MYP Drama I - II
    The progression of theater courses emphasizes the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organizational and technical skills needed to express themselves creatively in theater. At the core of the theater program lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement, and imaginative synthesis--all of which should be achieved through practical engagement in theater.
     
  • IB MYP Comprehensive Theatre I - II
    Prerequisite: Students must have taken a drama class.
    Comprehensive Theatre students will do advanced work in acting, directing, and set design, and will continue the study of theater with grater emphasis on the historical evolution and cultural contributions of theater, production styles, and performance.  Production work will be required.  Working on the production provides practical hands-on experiences in acting and stagecraft through the preparation and public performances of plays.
     
  • IB MYP Music I
     
  • IB MYP Music II
     
  • IB MYP Orchestra I
     
  • IB MYP Orchestra II 

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period. 

  • IB DP Visual Arts 11 [SL / HL]
  • IB DP Visual Arts 12 [SL / HL]
    Visual arts is an extensive two-year visual arts course for the motivated student who has a deep interest in art.  Through the duration of the course students will be required to keep an investigation workbook in addition to creating multiple art projects that embody a cohesive body of work.  Students will be encouraged to make art that is both personally and aesthetically meaningful to them, while mastering skills and techniques of many different types of art media. As the art students become submersed in the Diploma Programme, they will focus on a theme or art medium that showcases their technical art skills and visual self-expression.  Students will delve into this concentration to create imaginative, purposeful, high quality pieces of artwork. Their artwork and ideas will evolve through investigation and experimentation. An art exhibition that demonstrates each student’s growth and commitment will be completed at the culmination of the course.
     
  • IB DP Theater Arts 11 [SL / HL]
  • IB DP Theater Arts 12 [SL / HL]
    The aims of the program in Theater Arts are to help students understand the nature of the theater; to understand it by making it as well as by studying it; to understand it not only with their minds but with their senses, their bodies and their emotions; to understand the forms it takes in cultures other than their own; and through this understanding better understand themselves, their society and their world. Students in this course engage in four areas of theatrical studies: 1) development of performance skills, 2) world theater studies, 3) practical play analysis, and 4) actual theater production. Higher level students will also be required to complete an individual project.
     
  • IB DP Music 11 [SL / HL]
  • IB DP Music 12 [SL / HL]
    Prerequisites: Students must have successfully completed either Upper School Band or Instrumental Arts and get department approval to take DP Music. All inquiries about the music program should be directed to Mr. James Mayo.
    The DP Music program is designed to take the most serious music students and give them the performance, analysis, composition, and theoretical skills to be successful in college music programs. Both HL and SL students will study western and non-western music history and be exposed to compositions from many eras to prepare them for the final listening paper. All DP Music students will also be required to write a comparative analysis, finding two links between dissimilar musical cultures. SL students may choose to focus on performing as a soloist or in a group, or creating their own music for 50% of their final IB grade. HL students must submit performance recordings as a soloist and complete three musical compositions to satisfy IB requirements.

Diploma Programme Required Courses

Diploma Programme Required Courses

In addition to its academic requirements, the IB Diploma Programme (for students in grades 11 and 12 ) includes three fundamental features that contribute to its strength and success: Theory of Knowledge; CAS-Creativity, Action, Service; and Extended Essay. Through their involvement in these components of the programme, students develop skills that set them apart from other students when they progress to university or college. The student who satisfies the demands of the International Baccalaureate Diploma demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of skills and discipline necessary for success in a competitive world.

 

  • IB DP Theory of Knowledge 11
  • IB DP Theory of Knowledge 12
    The Theory of Knowledge course is the central interdisciplinary core around which the subject areas of the International Baccalaureate revolve. By exploring the knowledge systems of mathematics, natural sciences, human sciences, history, the arts, and ethics through the filters of emotion, reason, language, and depth, students and teachers learn to reflect critically on these essential human processes. The course challenges students to become aware of the complexity of knowledge and to acknowledge the need to act responsibly in a global society. This, in turn, reinforces the Creativity, Action, and Service (CAS) components of the IB Diploma Programme.
     
  • CAS
    The creativity, action, service (CAS) requirement takes seriously the importance of life outside the world of scholarship, providing a counterbalance to the academic self-absorption some students feel within a demanding school curriculum.  Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others.  The IBO’s goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive when students reach beyond themselves and their books.
     
  • Extended Essay
    All candidates in the IB Diploma Programme are required to submit an extended essay. The extended essay is an individual research project of about 4,000 words which allows students to investigate in detail a topic of special interest to them.  This project acquaints students with the independent research and writing skills that are necessary and expected at the university level. The IBO recommends that students spend about 40 hours in total on the extended essay.  Each student engaged in writing the extended essay will be supervised by a member of the faculty.

Technology

Technology

Carrollwood Day School recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for college, work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills. Technology resources at Carrollwood Day School are provided for the purpose of supporting the educational mission of the School.


Middle Years Programme Courses

  • IB MYP Design Entrepreneurship Technology [H]
  • IB MYP Design Entrepreneurship Technology Advanced [H]
    A practical course that fosters entrepreneurial thinking by helping students become innovators and leaders by creating business ideas using Lean Lauchpad start-up techniques. Students will gain experience in ethical decision making, effective communication, working in creative teams, and perseverance as they learn what it’s like to start a new business using the design cycle. Upon course completion students will understand what it takes to start a business and develop a minimum viable product quickly in order to learn valuable lessons from potential customers and ultimately work towards creating a finished prototype.

    IB MYP Design Entrepreneurship Technology II will build upon Entrepreneurship I with students taking a lean model canvas from a startup idea further by creating models, prototypes, and minimum viable products. Students will get an opportunity to work with mentors to really push their ideas forward.
     
  • IB MYP Principles of Computer Science [H] 
    This course is designed to introduce students to the fundamentals of programming through
  1. Inquiring and analyzing 
  2. Development of ideas 
  3. Creating a solution 
  4. Evaluating (within global context). 

Course provides a brief overview of the history of computing hardware and software, ethics and responsibilities, as well as an introduction to computer programming in the Java language. Students will focus on programming concepts such as structured design, object oriented design, development, testing, implementation and documentation.

First semester students will use a 3D modeling IDE (Integrated Development Environment), Alice 3.x, to develop static and interactive programs (games). Second semester students will work directly with the Java language in developing working programs and apps.

This course aligns with the POCS AP test. Students may choose to take the AP in the Spring.

  • IB MYP Design Computer Programming Technology Advanced [H]: Cybersecurity and Object Oriented Programming
    This course will cover advanced topics in programming and multi-platform development.  Students will learn the fundamentals of object oriented programming using Java and move on to working in Unity.  Students will gain the knowledge and skills needed to create mobile and desktop applications and games.  Most of all students will learn to think like a programmer and solve problems using creativity and logic.
     
  • IB MYP Introduction to Engineering Design [H]
    With Project Lead The Way Curriculum, Introduction to Engineering Design (IED), students begin to explore the History of Engineering, the Design Process, Simple Machines, Control Systems, Fluid Systems and many other technology systems and processes. The principles of math and technology are explored as to how they both relate to our global society. Students will explore the vital skills of teamwork, decision making, troubleshooting, problem solving, independent research, and career exploration. These skills allow learners to apply multiple intelligences in completing projects that has meaning and attain a sense of accomplishment. 
     
  • IB MYP Engineering Technology Advanced [H]
    The major focus of this course is to further develop students' skills in the design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation.  Students will have the opportunity to further develop skills and understanding of course concepts through activity, project, and problem based learning.    

Diploma Programme Courses

Courses for the Diploma Programme are taken over two years and are offered at standard level (SL) and higher level (HL).   HL courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

  • IB DP Computer Science 11 [SL / HL]
  • IB DP Computer Science 12 [SL / HL]
    The IB DP Computer Science SL/HL courses require an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and in influences cultures, society and how individuals and societies behave, and the ethical issues involved.

 

Health and Physical Education

Health and Physical Education

We believe that physical education is a vital component for the development of a student’s physical, mental and social well-being. It is our mission to provide equal opportunity to our students, through planned activities, for physical development in the areas of strength, flexibility, coordination, endurance, balance, agility, range of motion, and power. Our diverse program will allow students the opportunity to develop individual skills and introduce new, enjoyable experiences for life long physical fitness and well-being. We will provide information for knowledge in proper exercise techniques and practices, as well as good nutritional habits.

 


Middle Years Programme Courses

  • Grade 9 IB MYP Physical Education and Health
  • Grade 10 IB MYP Physical Education and Health
    IB MYP Physical Education and Health years 4 and 5 enable students to:
    • use inquiry to explore physical and health education concepts 
    • participate effectively in a variety of contexts
    • understand the value of physical activity 
    • achieve and maintain a healthy lifestyle 
    • collaborate and communicate effectively 
    • build positive relationships and demonstrate social responsibility
    • reflect on their learning experiences