Available courses

Reading challenge description.
This course was autmatically created for Computer Science I Teacher: Bowring, Wayne
This course was autmatically created for YEARBOOK Teacher: Callon, Janel
IB Standard Level Chemistry is an in-depth introduction to Modern Chemistry and problem solving. Students cover eleven topics and one of the four option topics A-D (Materials, Biochemistry, Energy or Medicinal Chemistry).

In addition to the theory of Chemistry, heavy emphasis is placed on practical laboratory work (internal assessment) with students completing a minimum of 40 hours of experimental work, which includes one individual scientific investigation write up, an interdisciplinary group 4 project undertaken together with the other science classes.

This course prepares the student for the I.B. Standard Level examinations in May and is also a prerequisite for I.B. Higher Level Chemistry.

TEACHER: OCHOLA CHARLES
This course was autmatically created for PHYSICS IB SL Teacher: Young, David
This course was autmatically created for PHYSICS 12 IB HL Teacher: Young, David
This course was autmatically created for Physical Education Teacher: Ichikawa, Ioki
This course was autmatically created for Pencil Portfolio and Other 2D Mediums Teacher: Stanley, Thomas
This course was autmatically created for Music Theory and Appreciation I Teacher: Reynolds, Sydnie
This course was autmatically created for Music IB SL 2 Teacher: Stenson, Rachel
This course was autmatically created for Music IB SL 1 Teacher: Stenson, Rachel
This course was autmatically created for Music IB HL 2 Teacher: Stenson, Rachel
This course was autmatically created for Music IB HL 1 Teacher: Stenson, Rachel
This course was autmatically created for MEN'S CHOIR Teacher: Stenson, Randolph
This course was autmatically created for MATHEMATICS 12 IB SL Teacher: Donea, Tony
This course was autmatically created for MATHEMATICS 12 IB HL Teacher: Dogra, Girish
This course was autmatically created for MATHEMATICS 11 IB SL Teacher: Dogra, Girish
This course was autmatically created for MATHEMATICS 11 IB HL Teacher: Donea, Tony
This course was autmatically created for Literature as Film Teacher: Stovall, Matthew
This course was autmatically created for Jazz Improvisation I Teacher: Reynolds, Sydnie
This course was autmatically created for Japanese IB Ab Initio 2 Teacher: Iwata, Wakako
This course was autmatically created for Japanese IB Ab Initio 1 Teacher: Iwata, Wakako
This course was autmatically created for Japanese B Level IV Teacher: Iwata, Wakako
This course was autmatically created for Japanese B Level III Teacher: Iwata, Wakako
This course was autmatically created for Japanese B Level II Teacher: Rose, Claudia
This course was autmatically created for Japanese B Level I Teacher: Rose, Claudia
This course was autmatically created for Japanese B IB SL 2 Teacher: Iwata, Wakako
This course was autmatically created for Japanese B IB SL 1 Teacher: Iwata, Wakako
This course was autmatically created for Japanese B IB HL 2 Teacher: Sasaki, Yoshie
This course was autmatically created for Japanese B IB HL 1 Teacher: Sasaki, Yoshie
This course was autmatically created for Japanese AI Level I Teacher: Rose, Claudia
This course was autmatically created for Japanese A Level II 2 Teacher: Washio, Masaaki
This course was autmatically created for Japanese A Level II 1 Teacher: Washio, Masaaki
This course was autmatically created for Japanese A Level I 2 Teacher: Yoshioka, Yayoi
This course was autmatically created for Japanese A IB SL 2 Teacher: Washio, Masaaki
This course was autmatically created for Japanese A IB SL 1 Teacher: Washio, Masaaki
This course was autmatically created for Japanese A IB HL 2 Teacher: Yoshioka, Yayoi
This course was autmatically created for Japanese A IB HL 1 Teacher: Yoshioka, Yayoi

The IB Economics is divided into four section topics: microeconomics, macroeconomics, international economics, and development economics. This second year IB Economics for standard level will focus mainly on the latter two topics. Through the course, students are expected to develop an understanding of basic economic concepts and their application, understand the relationships among economic variables, interpret economic data and information, and develop an awareness and appreciation of current and global economic issues through a critical perspective. Students will also prepare their Internal Assessments to be submitted to the IB as well as prepare for their IB exams. 

The IB program in economics is divided into four section topics: microeconomics, macroeconomics, international economics, and development economics. This first year IB Economics SL will focus mainly on the first three topics. Through the course, students are expected to develop an understanding of basic economic concepts and their application, understand the relationships among economic variables, interpret economic data and information, and develop an awareness and appreciation of current and global economic issues through a critical perspective.

This course was autmatically created for INTEGRATED MATH 10 ADV Teacher: Dogra, Girish
This course was autmatically created for IB Seminar: TOK/EE/CAS 2 Teacher: Copping, Marcia
This course was autmatically created for IB Seminar: TOK/EE/CAS 1 Teacher: Lamb, Robert
This course was autmatically created for IB Seminar: TOK/EE/CAS 1 Teacher: Copping, Cris
This course was autmatically created for GUIDED LEARNING Teacher: Conrad, Silke
This course was autmatically created for GUIDED LEARNING Teacher: Callon, Janel
This course follows French 4 and aims at preparing the students for French as Language B of the IB diploma. The course is developed through the Junior and Senior grade years. At this stage, the students have a command of French language sufficient enough to allow them to delve into authentic material and use skills to understand them. Emphasis is put on using consistently and reinforcing all of the language skills through various media in accordance with the standards defined by the IBO. These skills are polished all the while enhancing awareness of the cultural specificities of the francophone world through three main themes: Social Relations, World themes, Communication and media.
This course was autmatically created for French B IB HL 2 Teacher: Gardonio, Benoit
This course follows French 4 and aims at preparing the students for French as Language B of the IB diploma. The course is developed through the Junior and Senior grade years. At this stage, the students have a command of French language sufficient enough to allow them to delve into authentic material and use skills to understand them. Emphasis is put on using consistently and reinforcing all of the language skills through various media in accordance with the standards defined by the IBO. These skills are polished all the while enhancing awareness of the cultural specificities of the francophone world through three main themes: Social Relations, World themes, Communication and media.

Note about the IB French B High Level course

Adding to the content of the French SL, students of HL must also study two works of literature in French, assessed through a specific assignment for the IB diploma. The difference with the SL stands mainly in the width of knowledge of French language expected of the students as well as in its effective command. Students of HL are thus given longer assignments and the grading method differs from the SL method, in accordance with the IBO standards.
Focused on acquiring the skills needed for reading and writing, this course is meant at introducing step by step the standards of assessment for the IB examination in French Language B. Aside the various reading activities, the students are also introduced to the method for the Individual Oral Presentation. The knowledge of the advanced language skills is enhanced through the use of the textbook Discovering French Rouge. As often as possible, projects and field trips are also organized through the year.
This course is aimed at enhancing all the language skills mainly through the use of the textbook Discovering French Blanc. The focus is set on acquiring a confident command of intermediate language skills in order to sound as close as possible like native speakers of French language. As often as possible, projects and field trips are also organized through the year.
This course was autmatically created for English 12 IB SL Teacher: Ssekitooleko, Deo
This course was autmatically created for English 12 IB HL Teacher: Ssekitooleko, Deo
This course was autmatically created for ENGLISH 10 Teacher: Stovall, Matthew
This course was autmatically created for ENGLISH 10 Teacher: Stovall, Matthew
This course was autmatically created for ECONOMICS IB 1 Teacher: Molina, Tomas
Welcome to IB Economics 2

This is a course for seniors who are in the second year of the two-year program in IB Economics. The course covers advanced topics in economics including the Theory of the Firm, International Trade and Economic Development. Quantitative topics in economics are also introduced in this course.
This course was autmatically created for Eastern Civilizations Teacher: Copping, Marcia
This course was autmatically created for EARTH SCIENCE/PHYSICS 9 Teacher: McGuire, Brent
This course was autmatically created for Digital Photography II Teacher: Stanley, Thomas
This course was autmatically created for Digital Photography I Teacher: Stanley, Thomas

Business Ethics is a semester course that introduces basic theories of business management - such as marketing, financing, human resource management, and accounting - to evaluate the ethical dilemmas that arise from business practices. Issues that are investigated include topics such as: globalization, advertising, working environment, CSR (Corporate Social Responsibility), resource depletion, and income disparity. Students will also study business leaders and critically evaluate the role of leaders in today’s business environment.

21st Century Ethics is a semester course that investigates the ethical issues of three technology topics: (1) science and technology, (2) information technology (IT), and (3) technology and the environment. Students will evaluate the ethical and social impacts of variety of issues pertaining to the three topics such as: cloning, genetic engineering, AI (artificial intelligence), digital citizenship, cyber-bullying, sexuality and technology, copyright, e-waste, and energy sources. Students will be evaluating the issues and leadership initiatives to critically assess the technology in our world today.  

This course was autmatically created for Design Technology II Teacher: Bowring, Wayne
This course was autmatically created for Design Technology IB SL 2 Teacher: Bowring, Wayne
This course was autmatically created for Design Technology IB SL 1 Teacher: Bowring, Wayne
This course was autmatically created for Design Technology IB HL 2 Teacher: Bowring, Wayne
This course was autmatically created for Creative Music II Teacher: Stenson, Rachel
This course was autmatically created for Creative Music I Teacher: Stenson, Rachel
This course was autmatically created for CONCERT BAND Teacher: Reynolds, Sydnie
This course was autmatically created for CHEMISTRY 12 IB HL Teacher: Ochola, Charles
This course was autmatically created for Biology and Chemistry 10 Teacher: Liss, John
This course was autmatically created for BIOLOGY IB SL Teacher: Liss, John
This course was autmatically created for Biology and Chemistry 10 Teacher: Young, David
Science 9 is a 1 year (2 semester) course that is taken by all grade 9 students. The course focuses on the Chemistry, Physics and Biology core understandings and skills that lead towards the Grade 10 science course offerings stepping students into the IB courses in grade 11.

The emphasis of Science 9 is core science knowledge and developing strong inquiry and numeracy skills. The course is one full year (2 semesters, 2 x 0.5 credits) divided across the three principle scientific disciplines. Specific instruction of scientific inquiry / data management and computation skills is integrated throughout the course and is treated with equal importance. Units of study from each discipline are allocated approximately ¼ of the school year with the remaining ¼ spread throughout to implement these skills and to allow time for students to pursue individual investigations.

This course was created for Grade 9 Science class

Teacher: Ochola, Charles
This course was autmatically created for BIOLOGY 12 IB HL Teacher: McGuire, Brent
This course was autmatically created for BELL CHOIR Teacher: Stenson, Randolph
This course was autmatically created for APPLIED SCIENCE Teacher: Liss, John
This course was autmatically created for ALGEBRA 2 10 (HONS) Teacher: Donea, Tony
This course was autmatically created for ITGS 12 IB SL Teacher: Rose, Kurt
This course was autmatically created for ITGS 11 IB SL Teacher: Rose, Kurt
This course was autmatically created for Introductory Economics Teacher: Rose, Kurt
This course was autmatically created for IE Homebase 10 Teacher: Rose, Kurt
This course was autmatically created for Ethics for the 21st Century Teacher: Rose, Kurt

Computer 9 is an elective course that allows students to explore topics relating to computers and technology that are of interest to them.

Math 8 in the 21st century.

This course is designed to provide professional development for St. Mary's High School Intervention and Enrichment period. The IE period is just one component of the entire Intervention Program.

This course was autmatically created for Math Studies 11 and 12 Teacher: Mulheron

Library 6 Courses

Computer 9 is an elective course that allows students to explore topics relating to computers and technology that are of interest to them.

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.
course description
If you have the slightest thoughts of possibly attending an art college, then you will more than likely need a pencil portfolio or partial pencil portfolio. This will be the course for you to develop your pencil skills. During the second half of the course, we will explore acrylics, water color as well as other possible mediums (such as oil pastels). An additional emphasis on critical analysis of art is also a large part of the course.
This course is designed for music students with varied backgrounds in music performance or composition. The aim of the IB music program is to give music students the opportunity to explore and enjoy the diversity of music throughout the world by enabling them to creatively develop their knowledge, abilities, and understanding through performance and composition. Students will be expected to demonstrate their understanding of music by performing, by using appropriate musical language and terminology in analyzing musical works from many and varied cultures and periods, and by exploring music through composition.
This course is designed for music students with varied backgrounds in music performance or composition. The aim of the IB music program is to give music students the opportunity to explore and enjoy the diversity of music throughout the world by enabling them to creatively develop their knowledge, abilities, and understanding through performance and composition. Students will be expected to demonstrate their understanding of music by performing, by using appropriate musical language and terminology in analyzing musical works from many and varied cultures and periods, and by exploring music through composition.
This course is designed for music students with varied backgrounds in music performance or composition. The aim of the IB music program is to give music students the opportunity to explore and enjoy the diversity of music throughout the world by enabling them to creatively develop their knowledge, abilities, and understanding through performance and composition. Students will be expected to demonstrate their understanding of music by performing, by using appropriate musical language and terminology in analyzing musical works from many and varied cultures and periods, and by exploring music through composition.
This course is designed for music students with varied backgrounds in music performance or composition. The aim of the IB music program is to give music students the opportunity to explore and enjoy the diversity of music throughout the world by enabling them to creatively develop their knowledge, abilities, and understanding through performance and composition. Students will be expected to demonstrate their understanding of music by performing, by using appropriate musical language and terminology in analyzing musical works from many and varied cultures and periods, and by exploring music through composition.
The Men's Choir is a two semester ensemble designed to provide continuing vocal instruction and general musicianship skills for choral students at different levels. Instruction will include continuing music literacy and music theory and will expose students to all types of music from baroque to contemporary popular styles. Students perform several times throughout the year including the Christmas Concert, KPASSP Choral Festival, SMA Luncheon, Spring Concert, Carnival, school assemblies and for community charity events.
Digital Photography II builds on skills and concepts from Digital Photography I
Digital Photography II builds on skills and concepts from Digital Photography I
Intense digital photography programs explored. First half of the program is entirely in black and white to teach you how to see shape, form, line and other areas of the principles and elements of design. In the second quarter we will tackle color and color theory through photos. An additional emphasis on critical analysis of art is also a large part of the course.
Intense digital photography programs explored. First half of the program is entirely in black and white to teach you how to see shape, form, line and other areas of the principles and elements of design. In the second quarter we will tackle color and color theory through photos. An additional emphasis on critical analysis of art is also a large part of the course.
The Concert band is a two-semester ensemble for instrumentalists who have previous experience on a traditional band instrument. Continued emphasis is given to the development of musicianship and basic skills through a large repertoire of appropriate level band literature. Students perform several times throughout the year including the Christmas Concert, KPASSP Instrumental Festival, Spring Concert, and school assemblies.
Ceramics II builds on skills and concepts from Ceramics I
Ceramics II builds on skills and concepts from Ceramics I
From toys to clocks. A wide variety of ceramic wares will be explored using hand building techniques. 2-D surface design is an important aspect of this predominantly three dimensional medium. An additional emphasis on critical analysis of art is also a large part of the course.
From toys to clocks. A wide variety of ceramic wares will be explored using hand building techniques. 2-D surface design is an important aspect of this predominantly three dimensional medium. An additional emphasis on critical analysis of art is also a large part of the course.
Bell Choir is a course that is open to students interested in ringing. It is intended to enhance listening and performance skills in artistic renditions of bell music through kinesthetic, rhythmic, and interpretive accuracy. The Bell Choir performs at the major concerts during the school year and for invitational performances throughout Tokyo.
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course description
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course description
This course provides students who have successfully completed the Design Technology I, preliminary course in Design and Technology with an opportunity to extend their knowledge and understanding of design through the development of a Major Design Project and through an investigation of innovation and emerging technologies. Studying this course will allow students to investigate and the hands-on experience involved in designing and producing. Students work independently on a major design project involving the identification of a need or opportunity then follow a design process to realize a solution.
Preliminary course focuses on a series of small design projects undertaken bi-monthly. Students aim to demonstrate learnt skills and knowledge through the practical application of these design projects. Strengthening and building their confidence and encouraging independent design thinking and can select project from approximately forty thematic study units which include, although not limited to; Automata, Ornithoptors, Desktop Publishing, Animation, video, Computer Aided Design, Propulsion Systems, Mechanics, Computer Programming, Website Creation etc..
Preliminary course focuses on a series of small design projects undertaken bi-monthly. Students aim to demonstrate learnt skills and knowledge through the practical application of these design projects. Strengthening and building their confidence and encouraging independent design thinking and can select project from approximately forty thematic study units which include, although not limited to; Automata, Ornithoptors, Desktop Publishing, Animation, video, Computer Aided Design, Propulsion Systems, Mechanics, Computer Programming, Website Creation etc..
The literary form known as the novel started somewhere in the early 1600s, but since that initial date, it has undergone significant changes, especially over the last 100 years. In this course, we examine a number of different novels/novellas (somewhere between five and seven) as a means of understanding how the form has evolved and then discuss and contemplate what those changes say about literature and the human experience. Texts will be drawn from the following genres: gothic/horror, graphic (yes, as in comic books), historical, mystery, fantasy, science fiction, modern/postmodern, etc. Through reading, discussing, and writing about these texts, the student will develop their own opinion on what makes a great novel and strengthen their reading, writing, and analytical skills.
Do you like literature? Do you like movies? Do you like movies based on literature? Then this is the class for you!! During this course, students will read, discuss, and write about a variety of short stories and novels that have been transformed into films. The writings will focus on the differences that exist between the texts and the impact these differences have upon meaning. Along with this, the student will learn film terminology, how to adapt literature into a screen play, and develop an understanding of the complications and criticisms involved in the process. The course will end with students adapting a literary text into a movie script and possibly the creation of their own film.
The St. Mary's Student newspaper, the Diplomat, is a yearlong course which operates as a mock newsroom with Senior Editors, Junior Editors, Desk Editors, Reporters, Photographers, and Tech Support positions at which students may be assigned work based on their interests and publication needs. It is a student-led and collaborative production process focused on creating a high quality student newspaper. Primary avenues of assessment are work logs, which document student activity, and portfolios, which contain student work products. The Diplomat is currently made available in both online and print versions
Grade 12 English Studies is a non-IB English that is not restricted by IB requirements and consequently has a greater flexibility in terms of works studied, methods of assessment, and instructional pacing In addition. course materials may more readily be modified to accommodate student needs and interests, as can the pacing of the instructional sequence over the life of the course. English Language Learner (ELL) support and Writing-Across-the-Curriculum (WAC) may be utilized, and emphasis remains on the improvement of students' English proficiencies in all of the language arts: listening, speaking, reading, and writing.
Grade 11 English is a non-IB English that is not restricted by IB requirements and consequently has a greater flexibility in terms of works studied, methods of assessment, and instructional pacing In addition. course materials may more readily be modified to accommodate student needs and interests, as can the pacing of the instructional sequence over the life of the course. Writing-Across-the-Curriculum (WAC) may be utilized, but emphasis remains on the improvement of students' English proficiencies in all of the language arts: listening, speaking, reading, and writing. Grade 11 English is followed by Grade 12 English.
English 12 IB HL is designed to meet the demands of the International Baccalaureate (IB) program of English at the Language A: Literature Higher Level. Higher Level involves more work and rewards greater fluency in English more than does Standard Level participation. Two blocks of study in a flexible order determined by the instructor are provided. All of the readings are selected from the Prescribed Literature List supplied by the IB, and assessment of student performance is based upon the quality of an Oral Commentary Exam over the detailed study of semester one's texts and two long (two hours each) final exam papers: Paper One: a commentary over a previously unseen prose fiction excerpt or a poem, and Paper Two: a commentary response to a prompt or question related to the Novels studied in semester two. A further emphasis on students mastering literary concepts and terminology is interwoven throughout the entire course as is the general building and refining of their diction and syntax. Collectively, all these activities and others facilitate students' abilities to analyze, synthesize, and extrapolate from the course content in order to become better strategic listeners, readers, speakers, and writers who are capable critical thinkers.
English 11 IB HL is designed to meet the demands of the International Baccalaureate (IB) program of English at the Language A: Literature Higher Level. Higher Level involves more work and rewards greater fluency in English more than does Standard Level participation. Two blocks of study in a flexible order determined by the instructor are provided. One block of the readings are selected from the Prescribed Literature in Translation List supplied by the IB, and assessment of student performance is based upon the quality of a Reflective Paper and a Literature in Translation Essay both of which are externally evaluated by the IB. The other block of the readings may be chosen from any genre so long as they are of an IB equivalence, recently Non-fiction readings and Poetry have been emphasized. Here, IB assessment of student performance is determined by the quality of each student's Individual Oral Presentation. These presentations must be on an instructor's pre-approved topic related to the assigned readings and are evaluated internally by the teacher. A further emphasis on students mastering literary concepts and terminology is interwoven throughout the entire course as is the general building and refining of their diction and syntax. Collectively, all these activities and others facilitate students' abilities to analyze, synthesize, and extrapolate from the course content in order to become better strategic listeners, readers, speakers, and writers who are capable critical thinkers. English 11 IB HL is followed by English 12 IB HL.
The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, and to encourage students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media
The skills taught in the grade nine English program are a spiral which reinforces and expands upon key concepts. Grade nine texts include a wide range of literature--Of Mice and Men, Romeo and Juliet, Whale Talk, To Kill a Mockingbird, and short stories--centering on the theme of coming of age. The literature is used as a model of fine writing. An understanding of prose, poetry, and drama through discussion, analytical essays, responses, and oral presentations is emphasized. The students also write their first formal research papers in collaboration with their grade nine history course. There is a strong independent literature component and a rigorous writing workshop with an emphasis on the process involved in crafting clear, cohesive final drafts.
English 10 is IB preparatory course focused on strengthening students' writing skills, increasing their understanding of language, improving their reading comprehension, and expanding their knowledge of literature. Students are exposed to a variety of literary forms that are used to teach and strengthen the students' understanding of literary terms and concepts while offering the students' the opportunity to critically think and discuss. In addition to the literary component, students complete a variety of writings, such as reflections, persuasive writings, and literary analysis. In addition, students also review standard grammatical and usage rules, work on improving syntax and sentence structure in their writing, and focus on expanding their vocabulary. Lastly, students participate in a public speaking unit where they learn the basics of public speaking.
English 10 is IB preparatory course focused on strengthening students' writing skills, increasing their understanding of language, improving their reading comprehension, and expanding their knowledge of literature. Students are exposed to a variety of literary forms that are used to teach and strengthen the students' understanding of literary terms and concepts while offering the students' the opportunity to critically think and discuss. In addition to the literary component, students complete a variety of writings, such as reflections, persuasive writings, and literary analysis. In addition, students also review standard grammatical and usage rules, work on improving syntax and sentence structure in their writing, and focus on expanding their vocabulary. Lastly, students participate in a public speaking unit where they learn the basics of public speaking.
This course was autmatically created for English Studies 11 Teacher: Ramage, Jill
This course was autmatically created for English Studies 12 Teacher: Ramage, Jill
The Guided Learning class seeks to help students better understand their individual learning abilities and style. The course's primary focus is to broaden the students' strengths and use them to minimize what causes them to struggle academically. In class, students set goals based on their specific areas of need, typically in the areas of study skills, time management, test taking, written expression, and/or reading comprehension. Students incorporate these learning and study strategies in the context of coursework from their academic classes.
The Guided Learning class seeks to help students better understand their individual learning abilities and style. The course's primary focus is to broaden the students' strengths and use them to minimize what causes them to struggle academically. In class, students set goals based on their specific areas of need, typically in the areas of study skills, time management, test taking, written expression, and/or reading comprehension. Students incorporate these learning and study strategies in the context of coursework from their academic classes.
This course aims to provide students with adequate background in all the main areas of number and algebra, sets and logic, geometry and trigonometry, statistics and probability, functions, financial mathematics, introductory differential calculus. It is primarily intended for students who do not aim to take mathematics in their college studies. The focus of the course is to provide students with the necessary skills and insight into a wide range of the mathematical applications that they are likely to encounter in later years through their studies and experiences in other disciplines. Those candidates who opt to sit the IB Mathematical Studies examination will also be required to complete a project in Grade 12 related to some mathematical application of their choice.
This course aims to provide students with adequate background in all the main areas of number and algebra, sets and logic, geometry and trigonometry, statistics and probability, functions, financial mathematics, introductory differential calculus. It is primarily intended for students who do not aim to take mathematics in their college studies. The focus of the course is to provide students with the necessary skills and insight into a wide range of the mathematical applications that they are likely to encounter in later years through their studies and experiences in other disciplines. Those candidates who opt to sit the IB Mathematical Studies examination will also be required to complete a project in Grade 12 related to some mathematical application of their choice.
While not as rigorous as the IB Higher level course, this course is nonetheless very demanding and suitable only for capable and enthusiastic math students. The main areas of study are in algebra, sequences and series, functions and equations, logarithms and exponentials, circular functions and trigonometry, vector geometry, statistics and probability, and calculus. The course culminates in an externally-assessed examination and a portfolio of two pieces of internally-assessed coursework which provides students with opportunities for mathematical investigation and modeling.
While not as rigorous as the IB Higher level course, this course is nonetheless very demanding and suitable only for capable and enthusiastic math students. The main areas of study are in algebra, sequences and series, functions and equations, logarithms and exponentials, circular functions and trigonometry, vector geometry, statistics and probability, and calculus. The course culminates in an externally-assessed examination and a portfolio of two pieces of internally-assessed coursework which provides students with opportunities for mathematical investigation and modeling.
The course is intended for strong mathematics students who may intend to study mathematics, engineering or the sciences at college or university. The core topics include number and algebra, functions and equations, circular functions and trigonometry, vector geometry, matrices and transformations, statistics, probability, and calculus. In the senior year students will also study one or two option topics chosen from discrete mathematics, sets relations and groups, statistics and probability, series and differential equations. At the end of the course students sit an externally-assessed examination and must submit a portfolio of two pieces of internally assessed coursework made up of one mathematical investigations and one mathematical modeling assignment gathered over the two years.
The course is intended for strong mathematics students who may intend to study mathematics, engineering or the sciences at college or university. The core topics include number and algebra, functions and equations, circular functions and trigonometry, vector geometry, matrices and transformations, statistics, probability, and calculus. In the senior year students will also study one or two option topics chosen from discrete mathematics, sets relations and groups, statistics and probability, series and differential equations. At the end of the course students sit an externally-assessed examination and must submit a portfolio of two pieces of internally assessed coursework made up of one mathematical investigations and one mathematical modeling assignment gathered over the two years.
The middle of three 9th Grade math parallels, this course combines basic algebra and geometry concepts, developing basic skills through the use of contextualized problems so that students can see the everyday uses and practical applications of the mathematics they are studying. Topics covered include: integer review, parallel lines and triangles, simple equations and inequalities, exponents, operations with variables and polynomials, use of graphic display calculator, manual graphing of lines, slope and equations of lines in various forms, factoring, solutions to quadratic equations by factoring the quadratic formula, functions, right triangle trigonometry, unit circle, Cosine Rule, Sine Rule. This course is intended for students who will study Advanced Integrated Math (middle 10th Grade parallel) in the following year, but top students can also select the Algebra II (Hons) parallel.
course description
course description
This course combines basic algebra and geometry concepts, developing basic skills through the use of contextualized problems so that students can see the everyday uses and practical applications of the mathematics they are studying. Topics covered include: parallel lines and triangles and related proofs, plane and solid geometry, integer review, simple equations and inequalities, exponents, operations with variables and polynomials, graphic display calculator and graphing lines, equations and factoring, the quadratic formula, functions, right triangle trigonometry. This course will prepare students for further upper-level Mathematics courses.
Honors Mathematics 9 combines advanced algebra and geometry concepts, developing skills through the use of abstract and contextualized problems. The aim is to provide a rigorous preparation for the study of Mathematics at higher levels. Topics covered include: integer review, simple equations, graphic display calculator and graphing lines, operations with variables and polynomials, equations and factoring, the quadratic formula, radicals and simplifications, functions, statistics, right triangle trigonometry, the unit circle, laws of sine and cosine, geometric proofs, right triangle theorems. Additional advanced studies are available for selected students through Math Field Day practices and participation.
Honors Mathematics 9 combines advanced algebra and geometry concepts, developing skills through the use of abstract and contextualized problems. The aim is to provide a rigorous preparation for the study of Mathematics at higher levels. Topics covered include: integer review, simple equations, graphic display calculator and graphing lines, operations with variables and polynomials, equations and factoring, the quadratic formula, radicals and simplifications, functions, statistics, right triangle trigonometry, the unit circle, laws of sine and cosine, geometric proofs, right triangle theorems. Additional advanced studies are available for selected students through Math Field Day practices and participation.
The course combines elements of algebra and geometry with the aim of providing students with a solid grounding in the fundamentals of both these areas of mathematics. The major units of study would include a review of algebraic concepts covered in Algebra I, graphing of linear and quadratic functions, algebraic expressions and equations, mensuration and geometry (triangles, quadrilaterals, circles, polygons, parallel lines), geometric proof, right triangles and trigonometry, quadratic equations. There may also be opportunities to provide students with introductions into set theory and vector theory.
The course objectives are to provide students with the fundamentals of mathematics: develop the students mathematical understanding, the ability to discern mathematical relationships, to reason logically, and to use mathematics techniques effectively. A secondary objective is to provide the presumed knowledge necessary for pursuing either IB Higher Math or IB Math Methods in their junior and senior years. Topics include: review of algebraic skills, language and operations on sets, the binomial theorem, inequalities, compound sentences and absolute value, the language, graphical representation and interpretation of function including composite and inverse functions and a through treatment of linear, quadratic, and polynomial functions. Systems of linear equation, determinants and matrices, and sequence and series are part of the core course. As time permits, logarithmic functions, counting techniques, probability and circular trigonometric functions are introduced. Graphing analysis and application problems are emphasized throughout the course.
The course objectives are to provide students with the fundamentals of mathematics: develop the students mathematical understanding, the ability to discern mathematical relationships, to reason logically, and to use mathematics techniques effectively. A secondary objective is to provide the presumed knowledge necessary for pursuing either IB Higher Math or IB Math Methods in their junior and senior years. Topics include: review of algebraic skills, language and operations on sets, the binomial theorem, inequalities, compound sentences and absolute value, the language, graphical representation and interpretation of function including composite and inverse functions and a through treatment of linear, quadratic, and polynomial functions. Systems of linear equation, determinants and matrices, and sequence and series are part of the core course. As time permits, logarithmic functions, counting techniques, probability and circular trigonometric functions are introduced. Graphing analysis and application problems are emphasized throughout the course.
This course requires intensive work to produce the school yearbook. It covers the fundamentals of layout, graphics, photography, composition, and editorial skills. Students are encouraged to examine and explore these concepts as they apply to their publication efforts and to use them in creating an expressive, interesting, and well-organized yearbook.
Course Description
Course Description
course description
course description
course description
course description
Course Description
Course Description
Strength and Movement is designed to give you a basic understanding of and appreciation for strength training as well as for cardiovascular fitness. Throughout the course of the semester you will be exposed to many different training principles, benefits of strength training and current training issues. Some issues of importance include: basic muscle physiology (including bone, muscle, and connective tissue), proper warm-up (including flexibility and stability), training methods and modes (including safety issues and spotting), nutritional factors in performance and health, basic cardiovascular and respiratory anatomy and physiology, psychological benefits of exercise, as well as many more.
Students will be exposed to a variety of activities designed to give them an appreciation for the physical activity options open to them. These activities will be pursued in the pool, the gymnasium, the playing field and tennis courts. The activities may include middle distance running, combatives (e.g. wrestling), team sports/activities (e.g. basketball), rhythms, individual sports/activities (e.g. badminton), aquatics, self-testing, general strength and conditioning. Students will also be expected to gain a workable understanding of the rules governing the various games and activities. The course will be graded on a pass/fail basis and the heavy emphasis will be on an energetic conformity to the goals and rules of the class. This conformity includes the dress code in effect for all physical education classes.
Students will be exposed to a variety of activities designed to give them an appreciation for the physical activity options open to them. These activities will be pursued in the pool, the gymnasium, the playing field and tennis courts. The activities may include middle distance running, combatives (e.g. wrestling), team sports/activities (e.g. basketball), rhythms, individual sports/activities (e.g. badminton), aquatics, self-testing, general strength and conditioning. Students will also be expected to gain a workable understanding of the rules governing the various games and activities. The course will be graded on a pass/fail basis and the heavy emphasis will be on an energetic conformity to the goals and rules of the class. This conformity includes the dress code in effect for all physical education classes.
Students will be exposed to a variety of activities designed to give them an appreciation for the physical activity options open to them. These activities will be pursued in the pool, the gymnasium, the playing field and tennis courts. The activities may include middle distance running, combatives (e.g. wrestling), team sports/activities (e.g. basketball), rhythms, individual sports/activities (e.g. badminton), aquatics, self-testing, general strength and conditioning. Students will also be expected to gain a workable understanding of the rules governing the various games and activities. The course will be graded on a pass/fail basis and the heavy emphasis will be on an energetic conformity to the goals and rules of the class. This conformity includes the dress code in effect for all physical education classes.
Exercise Science will combine cross-training, anatomy, nutrition and other health topics related to maintaining a healthy lifestyle. Throughout the course of the semester you will be exposed to many different training principles, benefits of strength training and current training issues. Other topics included in this course will include large muscle groups and their movements, skill-related fitness stations, body types and conditioning for athletes and life long fitness.
Exercise Science will combine cross-training, anatomy, nutrition and other health topics related to maintaining a healthy lifestyle. Throughout the course of the semester you will be exposed to many different training principles, benefits of strength training and current training issues. Other topics included in this course will include large muscle groups and their movements, skill-related fitness stations, body types and conditioning for athletes and life long fitness.
course description
The course will present Justice and Peace as both a goal and an on-going project and review years of Catholic social teaching and how it has been developed and implemented throughout the ages. Social, economic and industrial upheavals in the world will be examined. Through its profiles, the course will demonstrate that for the Catholic Church the ?marketplace? is legislative houses, the streets of the city, as well as agricultural sectors. Recent Church documents, heroes and heroines of justice will be closely studied.
The course will present Justice and Peace as both a goal and an on-going project and review years of Catholic social teaching and how it has been developed and implemented throughout the ages. Social, economic and industrial upheavals in the world will be examined. Through its profiles, the course will demonstrate that for the Catholic Church the ?marketplace? is legislative houses, the streets of the city, as well as agricultural sectors. Recent Church documents, heroes and heroines of justice will be closely studied.
Business Ethics is a semester course that introduces basic theories of business management - such as marketing, financing, human resource management, and accounting - to evaluate the ethical dilemmas that arise from business practices. Issues that are investigated include topics such as: globalization, advertising, working environment, CSR (Corporate Social Responsibility), resource depletion, and income disparity. Students will also study business leaders and critically evaluate the role of leaders in today's business environment.
This course was autmatically created for Ethics for the 21st Century Teacher: Rose, Kurt
Business Ethics is a semester course that introduces basic theories of business management - such as marketing, financing, human resource management, and accounting - to evaluate the ethical dilemmas that arise from business practices. Issues that are investigated include topics such as: globalization, advertising, working environment, CSR (Corporate Social Responsibility), resource depletion, and income disparity. Students will also study business leaders and critically evaluate the role of leaders in today's business environment.
The Science 9 course includes units in Biology, Chemistry and Physics. In Biology, study focuses around population biology and ecology. The Chemistry component consolidates ideas from Middle School to enable students to actively engage in the study of reaction chemistry. Forces and motion are the focus of Physics studies. Additionally there is a strong emphasis on scientific inquiry, numeracy and communication skills.
The Science 9 course includes units in Biology, Chemistry and Physics. In Biology, study focuses around population biology and ecology. The Chemistry component consolidates ideas from Middle School to enable students to actively engage in the study of reaction chemistry. Forces and motion are the focus of Physics studies. Additionally there is a strong emphasis on scientific inquiry, numeracy and communication skills.
IB Physics SL 2 continues where IB 1 leaves off with studies in further topics in Physics and at least one of the optional topics in the IB Physics Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
IB Physics HL 2 continues where IB 1 leaves off with studies in further topics in Physics, extensions of previous concepts and one of the optional topics in the IB Physics Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
Physics, the foundation of science, seeks to explain the "why" of the universe. From the smallest constituents of matter to the vast distances of space, physics describes the fundamental principles that govern our physical world. The IB Physics course is an introduction to eight core units of study and includes one additional option topic; a tremendous foundation in classical physics. The purpose of the curriculum is to expose students to major scientific themes and demonstrate the connections and interactions that exist between the concepts. Scientific investigation is a major aspect of the IB internal assessment requirement and gives the students an opportunity to design controlled experiments, properly analyze and present data, and communicate their observations through evaluation and conclusion. In addition, students are required to participate in a cross-discipline (Group IV) project that requires them to collaborate with all other science students in the IB program that is specifically assessed for personal skills and the ability to work within a team framework.
Physics 10 is the preliminary step preparing a student for the IB Physics syllabus. The course focuses on developing scientific inquiry and other skills required for success at the next level. These skills will be developed through foundational topics in physics.
Physics 10 is the preliminary step preparing a student for the IB Physics syllabus. The course focuses on developing scientific inquiry and other skills required for success at the next level. These skills will be developed through foundational topics in physics.
course description
The SMIS Entrepreneurial Engineering course envelops mind-set and practical skills that enable you to create and realize new technical competences with business savvy to generate, and develop ideas to reality - from thought to action. This pioneering, and holistic course addresses the formulation of Entrepreneurship concepts and strategies developed empirically from the experiences of high-tech companies. These are more practical than theoretical and are intended to push engineering entrepreneurship to the incisive insights of leading engineering experts, entrepreneurs, numerous examples, and case studies/interactive discussions simulating the experiences of technical entrepreneurs, this course series systematically covers almost all the issues aspiring technical entrepreneurs should consider in developing their new ventures. These include funding, intellectual property, project management, timing, technological change, globalization, product positioning, and contingency planning, as well as marketing and financial considerations The course includes the following topics: Customer-Driven Innovation: Creative Product Design: Iterative Prototyping: Engineering Product Development, Negotiation, Mediation, and Conflict Resolution, Public Speaking, Business Law, Principles of Accounting, technical and Managerial Communications, Launching the Venture, Special Engineering Topics, Creativity, Innovation & Entrepreneurship, Creative Design Process of Products, Innovative Social Enterprises, Management of Innovation, Biomedical,?Entrepreneurial Leadership, Entrepreneurial Marketing, Entrepreneurial Finance, Entrepreneurship and Business Planning.
The SMIS Entrepreneurial Engineering course envelops mind-set and practical skills that enable you to create and realize new technical competences with business savvy to generate, and develop ideas to reality - from thought to action. This pioneering, and holistic course addresses the formulation of Entrepreneurship concepts and strategies developed empirically from the experiences of high-tech companies. These are more practical than theoretical and are intended to push engineering entrepreneurship to the incisive insights of leading engineering experts, entrepreneurs, numerous examples, and case studies/interactive discussions simulating the experiences of technical entrepreneurs, this course series systematically covers almost all the issues aspiring technical entrepreneurs should consider in developing their new ventures. These include funding, intellectual property, project management, timing, technological change, globalization, product positioning, and contingency planning, as well as marketing and financial considerations The course includes the following topics: Customer-Driven Innovation: Creative Product Design: Iterative Prototyping: Engineering Product Development, Negotiation, Mediation, and Conflict Resolution, Public Speaking, Business Law, Principles of Accounting, technical and Managerial Communications, Launching the Venture, Special Engineering Topics, Creativity, Innovation & Entrepreneurship, Creative Design Process of Products, Innovative Social Enterprises, Management of Innovation, Biomedical,?Entrepreneurial Leadership, Entrepreneurial Marketing, Entrepreneurial Finance, Entrepreneurship and Business Planning.
Continued development of the design cycle and its applications. The second year completes the practical investigation portfolio and prepares the students for the IB external assessments at the end of the academic year.
Continued development of the design cycle and its applications. The second year completes the practical investigation portfolio and prepares the students for the IB external assessments at the end of the academic year.
Diploma Programme design technology is based on a model of learning that incorporates knowledge, skills and design principles in problem-solving contexts, while at the same time maximizing the use of local and readily available resources. It assumes no previous experience in either technology or design. The intent is not solely the acquisition of knowledge about design and technology, which may change or become outdated, but it is about learning how to adapt to new experiences and to approach problems with the appropriate skills and the relevant techniques to identify the important elements and, crucially, to develop the optimum solutions. The design cycle is at the core of the course, and it is expected that students will use this process in the practical investigative work as well as in the theory. Each element in the design cycle represents an aspect of design technology, which, when viewed together, constitutes a holistic approach. Any given element is therefore only to be seen in the context of the whole process.
This course introduces students to computer science. Students will design software and use subprograms independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. Students will develop creative solutions for various types of problems and will also explore environmental, ergonomic issues, emerging research in computer science, and global career trends in computer-related fields. Students will examine the fundamental aspects of the computing hardware, specifications peripheral devic
This course introduces students to computer science. Students will design software and use subprograms independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. Students will develop creative solutions for various types of problems and will also explore environmental, ergonomic issues, emerging research in computer science, and global career trends in computer-related fields. Students will examine the fundamental aspects of the computing hardware, specifications peripheral devic
IB Chemistry SL 2 continues where IB 1 leaves off with studies in further topics in Chemistry and at least one of the optional topics in the IB Chemistry Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
IB Chemistry HL 2 continues where IB 1 leaves off with studies in further topics in Chemistry, extensions of previous concepts and completion of the optional topic in the IB Chemistry Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
IB Chemistry covers 11 topics central to the foundations of physical and organic chemistry including concepts such as atomic structure, quantitative chemistry, oxidation and reduction reactions, thermal chemistry, acids and bases and equilibrium. The purpose of the curriculum is to expose students to major scientific themes and demonstrate the connections and interactions that exist between the concepts. Scientific investigation is a major aspect of the IB internal assessment requirement and gives the students an opportunity to design controlled experiments, properly analyze and present data, and communicate their observations through evaluation and conclusion. In addition, students are required to participate in a cross-discipline (Group IV) project that requires them to collaborate with all other science students in the IB program that is specifically assessed for personal skills and the ability to work within a team framework.
Chemistry 10 is the preliminary step preparing a student for the IB Chemistry syllabus. The course focuses on developing scientific inquiry and other skills required for success at the next level. These skills will be developed through foundational topics in chemistry.
Chemistry 10 is the preliminary step preparing a student for the IB Chemistry syllabus. The course focuses on developing scientific inquiry and other skills required for success at the next level. These skills will be developed through foundational topics in chemistry.
IB Biology SL 2 continues where IB 1 leaves off with studies in further topics in Biology and at least one of the optional topics in the IB Biology Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
IB Biology HL 2 continues where IB 1 leaves off with studies in further topics in Biology, extensions of previous concepts and completion of the optional topic in the IB Biology Syllabus. Students will complete their mandatory Internal Assessment project and focus on review for the final examination.
In IB Biology there are four basic biological concepts that run throughout the course: Structure and Function, Universality Versus Diversity, Equilibrium within Systems, and Evolution. A variety of topics covered in this course are Cells, the Chemistry of Life, Genetics, Ecology and Evolution, and Human Health and Physiology. It is hoped that students will not only acquire a body of facts, but also develop a broad, general understanding of the principles of biology at the same time. On top of the theoretical aspects of the above topics, students will also complete a practical component to further develop their comprehension of the concepts. The component includes an interdisciplinary project with the other IB sciences.

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