Departments & Curriculum

The study of literature can be seen as an exploration of the way stories represent the complex pursuits, anxieties, joys, and fears to which human beings are exposed.  It enables an exploration of human creativity, and encourages independent, original, and critical thinking.


By reading and writing about texts in IB Literature courses, students will

  • use critical-thinking skills to understand the nature of the experience that is communicated in a text and the ways in which such an experience is communicated; 
  • nurture their curiosity in connection with the different views and experiences of life present in a text;
  • engage with issues and ideas of global significance of which they might have been unaware;
  • be encouraged to appreciate the ideas, values and traditions of others in an inquiring way;
  • understand that the dignity and rights of people everywhere must be respected;
  • show empathy, compassion and respect for other people;
  • recognize interdependence among people and between people and the world in which they live;
  • listen carefully to the perspectives of other individuals and groups and express as articulately as possible their own perspectives;
  • question their own views about the world; 
  • and be open to transforming such views and consider how this transformation can lead to action.

Four-Year Course of Study

  • 9th grade: World Literature
  • 10th grade: American Literature
  • 11th Grade: IB1 World Literature
  • 12th Grade: IB2 World Literature


  • 3 years of Spanish language study in Middle School
  • 4 years of language study (Spanish or French) in High School
  • Lessons are thematic and focus on exploring identities and the world we live in through the lens of international mindedness
  • Key topics of exploration are  identities, experiences, human ingenuity, social organization and sharing the planet.
  • The emphasis is on successful communication in the target language surrounding topics of personal and global importance
  • Open ended, task-based assessments with the end goal of successful communication
  • Sample tasks include writing an e-mail, blog post, recording a vlog, participating in a simulated conversation, graded dialogues

History Goals

  • develop an understanding of, and continuing interest in, the past
  • encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
  • promote international-mindedness through the study of history from more than one region of the world
  • develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
  • develop key historical skills, including engaging effectively with sources
  • increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

Global Politics Goals

  • understand key political concepts and contemporary political issues in a range of contexts
  • develop an understanding of the local, national, international and global dimensions of political activity
  • understand, appreciate and critically engage with a variety of perspectives and approaches in global politics
  • appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues.

Economics Goals


  • develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application
  • develop an appreciation of the impact on individuals and societies of economic interactions between nations
  • develop an awareness of development issues facing nations as they undergo the process of change.

Psychology Goals

  • develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behavior
  • apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behavior to at least one applied area of study
  • understand diverse methods of inquiry
  • understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries
  • ensure that ethical practices are upheld in all psychological inquiry and discussion
  • develop an awareness of how psychological research can be applied to address real-world problems and promote positive change
  • provide students with a basis for further study, work and leisure through the use of an additional language
  • foster curiosity, creativity and a lifelong enjoyment of language learning

Four-Year Course of Study


  • 9th grade: World Studies
  • 10th grade: American Studies , Economics (1 semester)
  • 11th grade: DP Modern World History I or DP Global Politics I or DP Economics I or  DP Psychology I and Government (1 semester)
  • 12th grade: DP Modern World History II or DP Global Politics II or DP Economics II or DP Psychology II

Individuals and Societies' Google Page


  • Inquiry-based approach - start with the questions
  • 9th and 10th grade years taught with a focus on important skills necessary for success in the DP
  • Experimental design
  • Scientific writing & reasoning from evidence

Four-Year Course of Study

  • 9th Grade:  Biology & Physics
  • 10th Grade:  Chemistry
  • 11th/12th Grade:  Choice of IB Biology, IB Chemistry, IB Physics*

*Students who meet academic pre-requisites may enroll in two sciences simultaneously


  • to think critically about mathematics and become critical problem solvers.
  • to develop logical, critical, and creative thinking in mathematics
  • to develop mathematical knowledge, concepts and principles
  • to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives

Available Classes


  • Integrated Math II

Topics in Integrated Math 2 include the study of dimensionality, statistical surveys and bias, functions and function notation (with particular focus on quadratic and systems of linear functions), mathematical logic and proof techniques, geometric transformations, and probability using counting techniques. The focus of this class is on thoroughly understanding the concepts behind the math, preparing students for the particular IB criterion and IB terminology, establishing good notation and technique, and becoming an independent thinker and math learner. This course combines topics from Algebra I, Geometry, and Algebra II courses. 


  • Integrated Math III

An integrated course of algebra, geometry and reasoning, probability and statistics, and precalculus. The algebraic concepts studied include functions in general, followed by polynomial, exponential, logarithmic, and rational functions, as well as sequences and series. The geometric concepts include graph transformations and right triangle trigonometry. The statistics and probability concepts include histograms, correlations, and geometric probability. The logical reasoning concepts include properties of figures and logic, and their application in geometric proofs. This course combines topics from Algebra II, Geometry, and Precalculus courses.


  • Introduction to IB Higher Level Mathematics

This course is designed to prepare students for the rigors of taking Mathematics Higher Level: Analysis and Approaches. Students should show a strong foundation in algebra and geometry, and should have the ability to think creatively about mathematics and tackle challenging problems in unfamiliar contexts. Introduction to IB Higher Level Math will include an in-depth study of functional analysis and transformation, complex numbers, algebraic expansion of binomials raised to rational powers, logarithms and exponential functions, trigonometric functions and their graphs, as well as 2D and 3D vectors and vector applications.


  • Mathematics Standard Level: Application and Interpretation

This course is a two year rigorous course designed to strengthen students’ mathematical foundation. Emphasis will be placed on application-centered mathematical skills particularly statistical analysis and financial mathematics along with some foundations of calculus. This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling.  The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.


  • Mathematics Standard Level: Analysis and Approaches

This two-year course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are traditionally part of a pre-university mathematics course (for example, functions, trigonometry, sequences and series), as well as first-year university level topics such as calculus and statistics. All mathematical tools and processes will be developed using inquiry-based methods leading to proof and justification. The course incorporates the use of technology; however, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students who choose Mathematics: Analysis and Approaches should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. 


  • Mathematics Higher Level: Analysis and Approaches

The higher level version of Analysis and Approaches covers all the topics in the standard level course, and explores most concepts at a far greater depth.  Students who wish to take Mathematics: Analysis and Approaches at the higher level will need to have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems, persevere when faced with uncertainty, and get pleasure and satisfaction from solving challenging problems.



  • become informed, reflective and critical practitioners in the arts
  • understand the dynamic and changing nature of the arts
  • explore and value the diversity of the arts across time, place and cultures
  • develop perceptual and analytical skills
  • develop their knowledge and potential as musicians, both individually and collaboratively.

Four-Year Course of Study

  • 9th and 10th grade:        
    • Band
    • Choir
    • Orchestra
  • Multiple Yearly Performances
  • Can take ensembles all 4 years
  • 11th grade: IB1 Music
  • 12th grade: IB2 Music

Music Department Page

Visual Art


To help students become critical and flexible thinkers.

  • Students will be able to demonstrate a good relationship between research and production; meaningful and creative ideas and a very strong resolution of concept, media, formal, and technical expression.
  • Their production will be confident, independent, and relevant.

Four-Year Course of Study

  • 9th grade: World Art (Connected to World History)
  • 10th grade: American Art (Connected to American History)
  • 11th grade: IB Art 1
  • 12th grade: IB Art 2