Studies PROGRAM OF AMERICAN SCHOOL OF BOMBAY 2015-2016 1

Studies PROGRAM OF AMERICAN SCHOOL OF BOMBAY 2015-2016 1

! AMERICAN SCHOOL OF BOMBAY February 2015 Dear Students, The following document has been prepared to help you make appropriate decisions regarding your academic four year plan. Please review the document carefully. The decisions you make regarding your academic program should reflect your interests, academic ability and post-secondary school goals and aspirations. As you begin to plan your program, keep in mind that you have a wealth of resources at your disposal. I encourage you to work closely with your parents in this process. Also, your teachers, Ms. Hewett, Ms. Kehl, Ms. Wissman and I are available to answer any questions that might arise. This is an exciting time of year as we work together to plan your course of study for the upcoming year. Enjoy! Mr. Bishop High School Principal 2

CONTENTS Purpose of the Program of Studies... 4 Credit Requirements for Graduation... 4 Required Courses... 4 College/Universities Entrance Requirements... 4 Sample Four Year Plan...5 Planning Page... 5 ASB Curricular Program: Grades 11 & 12...7 The IB Diploma Program...8 IBO Mission Statement..... 8 IB Learner Profile..... 8 The Diploma Program Structure... 9 Choosing the Right Combination...9 The Core of the IB... 9 A Calendar of Events..... 9 The Application Year (Grade 10)..... 9 Grade 11...... 10 Grade 12...... 10 ASB IB Course Offerings... 11 University Entrance... 11 IB University Recognition Policies... 11 Online Learning at ASB... 12 English... 14 Modern Languages... 17 Social Sciences... 22 Science..... 25 Mathematics... 29 Physical Education... 33 Visual and Performing Arts... 34 Visual Arts... 35 Performing Arts... 36 Other Electives... 39 3

Purpose of the Program of Studies Booklet Purpose One of the most important decisions students make is the selection of courses for their academic program. Students need to consider which courses will best meet their abilities, needs and future plans beyond high school. This booklet contains a wealth of information to support students in this process. Course d e s c r i p t i o n s a re p ro v i d e d t o familiarize students with the program offered at ASB along with information to enable them to wisely plan an individualized program of studies that incorporates specific requirements necessary for graduation. Students should use this booklet to develop their four year academic plan. Before selecting a course, students should find out as much information about it as possible its o b j e c t i v e s, r e q u i r e m e n t s, prerequisites and credit value. Students should consider the following questions when choosing their courses: What courses are required in each grade? Are the courses I have chosen appropriate for my ability and interests? Will the courses I have chosen meet the prerequisites for college admissions? Have I taken advantage of the breadth of course offerings to explore future career paths? Courses will be offered based on student interest and enrollment. If a course is cancelled due to low enrollment, students and parents will be notified and an alternate course may be chosen. Credit Requirements for Graduation Students in grades nine and ten must enroll in eight courses each semester. Students in grades eleven and twelve must enroll in seven classes each semester. English 4.0 credits Social Science 3.0 credits Math 3.0 credits Fine Arts 1.0 credits TOTAL Modern Language 2.0 credits Science 3.0 credits Physical Education 2.0 credits Electives 5.0 credits 23 credits One credit is given for the successful completion of a one-year course. One-half credit is given for the successful completion of a semester course. Credit will be given only for courses taken while students are enrolled in the ninth through twelfth grade levels. C r e a t i v i t y, A c t i o n, S e r v i c e Graduation Requirement All students must complete 150 hours of creativity, action and service during their final two years of high s c h o o l. T h i s i s a g r a d u a t i o n requirement for the ASB High School Diploma. Required Courses by Grade Level English 9 GRADE 9 World History I Mathematics Integrated Science 1 PE / Health 9 Modern Language / EAL 2 Electives English 10 GRADE 10 World History II Mathematics Integrated Science 2 PE / Health 10 Modern Language / EAL 2 Electives English TOK GRADE 11 5.5 Additional Courses (which meet graduation requirements) English TOK GRADE 12 5 Additional Courses (which meet graduation requirements) College / University Entrance Requirements Colleges and universities consider a number of factors during the admissions process. The most important factor considered is the choice of courses and grades earned in these courses. Although each college establishes its own entrance requirements, the recommended entrance requirements are as follows: English: 4 credits Social Studies 4 credits Science: 4 credits Mathematics: 4 credits Modern Language: 2-3 credits of the same language 4

Sample Four Year Plan GRADE 9 GRADE 10 GRADE 11 GRADE 12 English 9 English 10 IB English Literature Yr 1 IB English Literature Yr 2 French 2 French 3 IB French B SL Yr 1 IB French B SL Yr 2 World History I World History II IB Economics HL Yr 1 IB Economics HL Yr 2 Integrated Science 1 Integrated Science 2 IB Biology SL Yr 1 IB Biology SL Yr 2 Geometry w Algebra Algebra w Trigonometry IB Math SL Yr 1 IB Math SL Yr 2 PE / Health 9 PE / Health 10 IB Visual Art HL Yr 1 IB Visual Art HL Yr 2 Band Choir TOK TOK Visual Arts Elective Independent Online Elective Independent Online Elective Senior Transition Planning Page The chart below is designed as a tool to aid you in developing your four year academic plan. Please reference the sample four year plan, the course descriptions and the grade level requirements to complete the chart. This chart will evolve as you progress throughout high school. SUBJECT GRADE 9 GRADE 10 ENGLISH (4.0 credits) English 9 English 10 MODERN LANGUAGE (2.0 credits) SOCIAL SCIENCE (3.0 credits) World History I World History II SCIENCE (3.0 credits) Integrated Science 1 Integrated Science 2 MATHEMATICS (3.0 credits) PE / HEALTH (2.0 credits) PE / Health 9 PE / Health 10 ELECTIVE (1.0 credit) ELECTIVE (1.0 credit) 5

PROGRAM OF STUDIES 2015-2016 SUBJECT GRADE 11 GRADE 12 ENGLISH (Group 1) MODERN LANGUAGE (Group 2) SOCIAL STUDIES (Group 3) SCIENCE (Group 4) MATHEMATICS (Group 5) ARTS/ ADDITIONAL (Group 6) TOK (one half credit) ELECTIVE (one half credit) X Modern Language Students may opt to take French or Spanish as a modern language. Students will be placed in a language class based on past experience, placement testing and/or prerequisites taken at ASB. Online Mandarin Ab initio is available to IB students in grades 11 and 12 The modern language faculty will consult with individual students regarding their language placement and students will require teacher permission for all levels above one or IB ab initio Mathematics Students will be placed in a mathematics class based on teacher recommendation. All students should consult with their current mathematics teacher to determine the most appropriate course to take. 6

ASB Curricular Program : Grade 11 and Grade 12 All of the curricular programs we offer at the senior high school level (grades 11 and 12) at ASB are based on the IB Diploma Program. ASB believes that the IB Mission and the IB Learner Profile are closely aligned to the Mission, Core Values and Profiles of a Graduate of the school and that IB courses effectively allow students to realize and demonstrate these qualities. ASB also believes in offering the flexibility to meet the needs of various students and, therefore, offers several curricular options. ASB High School Diploma All students at ASB pursue an ASB High School Diploma. This curricular option will expose students to the most rigorous courses, providing outstanding preparation for college and university. In general, the coursework (curriculum and assessment) of an ASB High School Diploma class is identical to an IB Standard Level subject with the primary difference being that all assessments in an ASB High School Diploma class are marked internally while IB classes involve substantial external marking. On successful completion of all ASB graduation requirements, students will receive an ASB High School Diploma accredited by the Middle States Association of Colleges and Secondary Schools (MSA) and recognized by universities worldwide. The IB Diploma Students may, in addition to the ASB High School Diploma, elect to take the full IB Diploma. This is the most challenging course of study and is a prerequisite for entry to university in certain countries. Students do not need to have always done outstanding work to consider beginning the IB Diploma, but they must be willing to work hard and organize their time effectively. Students should speak to their teachers and the IB Coordinator if they have any questions about the appropriateness of the program for them. IB Courses Students may, alternatively, elect to study a number of individual IB subjects at the Higher or Standard level as IB Course candidates. IB Course candidates take all the external examinations in those subjects and are awarded certificates by the IB. However, an IB course candidate is not required to take the balance of subjects necessary for the full IB Diploma. They may elect to submit their Theory of Knowledge, Extended Essay and CAS for external assessment and recognition, but this is not a requirement. Good IB Course grades may be used for college credit in many US universities. 7

The IB Diploma Program What is the International Baccalaureate Diploma Program? The International Baccalaureate (IB) Diploma Program is a rigorous preuniversity course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that encourages students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding and critical thinking. Ultimately, the IB D i p l o m a P ro g r a m l e a d s t o a qualification that is widely recognized and respected by the world s leading universities. IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical thinking skills to analyse and take responsible action on complex problems. We e x e rc i s e i n i t i a t i v e i n m a k i n g reasoned, ethical decisions. Communicators We e x p re s s ourselves confidently and creatively in more than one language and in m a n y w a y s. We c o l l a b o r a t e effectively, listening carefully to the perspectives of other individuals and groups. seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring W e s h o w e m p a t h y, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers W e a p p r o a c h uncertainty with forethought and d e t e r m i n a t i o n ; w e w o r k independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. Principled We act with integrity and honesty, with a strong sense of fairness and justice and respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded We c r i t i c a l l y appreciate our own cultures and personal histories, as well as the values and traditions of others. We 8

The Diploma Program Structure The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: Language and Literature; a foreign language; a humanities or social science subject; a n e x p e r i m e n t a l s c i e n c e ; mathematics and one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Program a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university. Choosing the Right Combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 4 instead of a creative arts subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students achievements are measured by means of external assessment with some element of coursework assessed by teachers The Core of the IB All Diploma Program students participate in the three requirements that make up the core of the program. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Program. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Program course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities. A Calender of Events The Application Year (Grade 10) Current ASB Students In the spring of each year, the IB Coordinator provides grade 10 parents and potential IB Diploma students with IB Diploma Program information. After discussing the program with their parents, 10 th grade teachers and IB teachers, interested students should determine which courses might be appropriate for them to pursue. Students must schedule a meeting w i t h t h e I B C o o rd i n a t o r a n d Counselor to facilitate their program plans. Placement in certain courses is dependent upon a student s interest, demonstrated skill, previous e x p e r i e n c e a n d t e a c h e r recommendations. The IB Diploma Program at ASB is NOT an elite or selective program. However, students are expected to organize their time effectively and be willing to work hard. New ASB Students At the time of registration, students with adequate preparation who are interested in the IB Diploma Program are evaluated in mathematics. The Principal, IB Coordinator and Counselor provide advice regarding the suitability of the IB Diploma Program. Study Plan To design a course of study, students should consult the course listings in this handbook. A student s own perceptions of his/her strengths and interests always play a major role in the selection process. However, s t u d e n t s s h o u l d t a k e i n t o consideration future study and career plans. Certain selections or omissions from the program may limit study choices in some university systems. Therefore, before planning an IB course of study, it is wise to b e c o m e f a m i l i a r w i t h t h e requirements and expectations of the universities in the country or countries where the student plans to apply. Higher or Standard Level In making these decisions, students need to carefully balance interest and c o m p e t e n c e s w i t h u n i v e r s i t y e n t r a n c e r e q u i r e m e n t s o r expectations. Teachers in all departments can counsel students on the expectations of HL and SL courses. 9

Grade 11 Students begin their IB classes in Grade 11. They will also begin to work toward their CAS requirement and, in the second semester, begin their TOK course work and Extended Essay. All students are required to meet with the CAS Coordinator periodically throughout the year in order to discuss their CAS program and their progress. Students will also be responsible for arranging to meet with their Extended Essay supervisor on a periodic basis and to adhere to a self-created study plan for the Extended Essay. IB Program Review Most student s IB Programs will remain set throughout the senior high school years. However, occasionally an individual program may be changed either when a student, a teacher or an administrator (Principal, IB Coordinator or Counselor) perceives a problem in one or more courses or when a student s work suggests unmanageable difficulties. Normally, this involves a shift in enrollment level but may also facilitate a reconsideration of a student s curriculum program option. Transfers Between IB Schools Students who transfer to ASB may complete their IB Diploma Program at ASB provided the courses necessary to complete the program are offered. At times, adjustments to individual programs may be possible. A student planning to transfer to ASB should have the IB Coordinator at his/her present school contact the IB Coordinator at ASB as early as possible. Similar arrangements should be made for ASB students who are transferring to another IB World School. While such transfers are possible, there are sometimes challenges in matching the first and second years of the IB Diploma Program. Though schools will seek to accommodate transfers as much as possible, there may be occasions where such transfers prove difficult and even impossible. Grade 12 Students will complete their IB Diploma Program in May with the external IB examinations. However, preparation for these exams by no means constitutes the total workload of diploma candidates. The diploma year is a very busy time with oral examinations, internal assessments, TOK essays, Extended Essays, CAS r e q u i r e m e n t s a n d u n i v e r s i t y applications. It is essential that students carefully manage their time, and avoid taking on too many additional commitments. Pre-IB Examinations During the early spring, pre-ib examinations are scheduled to provide students familiarity with the exam format and to provide both the teacher and the student with an a s s e s s m e n t o f t h e s t u d e n t s strengths and weaknesses The Examination Period IB courses in the examination year c o n c l u d e w i t h t h e w r i t t e n examination period in May. IB Diploma candidates are not required to attend class once the IB exams begin. However, teachers are available for consultation throughout the exam period. Results Students can access their IB marks after the first week of July. Official IB transcripts (including legalized copies when required) can be sent directly to universities upon request via the IB Coordinator. Transcripts include enrollment level, the mark awarded, the total point score and completion of the core requirements. IB Diplomas and Certificates are sent to ASB in late August or early September and are available for pick-up at that time. IB Marks The IB uses a 1 7 scoring system. Students sitting six examinations have the possibility of scoring 42 points plus 3 bonus points (through a combination of performance in TOK and on the Extended Essay) making a total of 45 possible diploma points. For each subject, the IB describes the 1 7 in the following manner: 7..Excellent performance 6..Very Good performance 5..Good performance 4..Satisfactory performance 3..Mediocre performance 2..Poor performance 1..Very Poor performance Grades of 4 to 5 are the most commonly awarded worldwide. A total of 24 points usually constitutes the minimum passing condition. However, there are several additional variables that can affect this condition including performance on higher level subjects specifically, p e r f o r m a n c e o n t h e c o r e requirements, the awarding of a grade 1 in a subject, etc. 10

ASB IB Course Offerings The IB curriculum consists of six subject groups. Every IB Diploma candidate must take one course from each group with the exception of the Arts. The 6th subject can be from the Arts or from another group (except Mathematics). A seventh course consists of a combination of Theory of Knowledge and electives over the two years. The following ASB offerings can be used as a reference by potential IB Diploma and IB Course candidates. All students should consult teachers, the counselor and the IB Coordinator before making any final choices. Course choices, and even decisions regarding the enrollment level of a course (Higher or Standard level), can determine where and in what subject areas students will be able to pursue in higher education. Group 1 Studies in Language & Literature English Language and Literature English Literature Self Taught Languages (Literature) Group 2 Group 3 Language Acquisition Individuals & Societies French B Economics Spanish B, Ab Initio Core History Mandarin Ab Initio Psychology Requirement TOK Extended Essay CAS Group 4 Group 5 Experimental Sciences Mathematics Biology Math Studies Chemistry Math Standard Physics Math Higher Sports, Exercise & Health Science Group 6 The Arts Visual Art Music Theatre University Entrance It is important that students and parents carefully review university entrance requirements prior to selecting the subjects studied within the IB program at ASB. It is best to begin early in the event that specific subjects are required for entrance into particular university courses. The Counselor and the IB Coordinator will be able to assist you in getting current information about various national university requirements, admissions procedures and other pertinent material in addition to the creation of a plan that includes appropriate IB subject options. IB University Recognition Policies The IBO website, www.ibo.org, provides information on the program and the university admission section provides information about the recognition of IB around the world. 11

Online Learning in ASB The American School of Bombay provides students with a fully accredited educational experience that meets or exceeds the educational standards of the Middle States Association of Colleges and Schools of the United States and the International Baccalaureate Organization. The American School of Bombay offers a series of core curriculum classes that, when planned accordingly by the student, will result in an ASB High School Diploma. ASB also offers accredited IB courses to students that, in addition to the ASB High School Diploma, may result in an IB Diploma or IB Certificates. Students at ASB receive instruction from highly qualified teachers in courses consistent with the requirements for college entrance at universities worldwide. However, in order to meet individual student needs and to provide flexibility for students to meet their academic and personal goals, students may opt to pursue other interests. In these instances a student may choose to take an online course. The American School of Bombay has identified providers and a range of courses with an appropriate level of rigor and to satisfy the passions and interests of a diverse range of learners. Students in grades 9-12 may opt to take up to one (1) elective credit each year of high school through these providers. The American School of Bombay does not allow the replacement of any core course by an online course and does not allow online courses to fulfil the requirements of the ASB High School Diploma for core courses. Very few, if any, special cases are permitted and will only be considered after a thorough review by the ASB administrative team. Therefore, ASB offers students the opportunity to enrol in online courses for the following reasons: one elective credit per year, program/scheduling conflicts, and program/academic enrichment. Online Elective Credit Students may only take online elective courses that ASB does not offer face to face. 1. ASB will incur the cost of up to one online elective credit per student per year. 2. These courses will be considered an independent study and students will be expected to be able to work independently to complete the expectations of the course. 3. To earn elective credit towards graduation, these courses must be accredited by an organization approved by the High School. 4. A pass/fail grade will be recorded on the report card. The course will be recorded as online elective on the ASB transcript. 5. Students may include the original transcript from the online program with their college application and/or application to a new school. 12

Program/Scheduling Conflicts 1. ASB will incur the cost of an online course in the event that a student does not fit into our current sequence of core courses (ie: a transfer student has completed all the prerequisites for Math HL but is currently in the tenth grade; a student earns a failing grade in a core class and the course is in conflict with their current schedule). 2. These courses will be classified as an independent study and students will be expected to be able to work independently to complete the expectations of the course. 3. To earn credit towards graduation, these courses must be accredited by an organization approved by the High School. 1. A pass/fail grade will be recorded on the report card. The course will be recorded as online elective on the ASB transcript. 4. Students will include the original transcript from the online program with their college application and/or application to a new school to provide evidence of meeting core requirements. Program/Academic Enrichment Students may only take online courses that ASB does not offer, or courses that exceed the level of our offered courses. ASB will not incur the cost of these online courses. 1. To earn elective credit towards graduation, these courses must be accredited by an organization approved by the High School. 2. The course will not factor into a student s grade point average. 3. Students may include the original transcript from the online program with their college application and/or application to a new school, where appropriate. If a student chooses to pursue an online course outside the guidelines indicated above, the school will play no active role. Such courses will neither appear on official ASB transcripts nor factor into an ASB grade point average, though students are welcomed and encouraged to include any grades and or transcripts from the online provider as part of their university application packets. 13

English English Course Chart 9th Grade English 9 10th Grade English 10 11th & 12th Grades (2 year course) IB / ASB English A Literature - SL/HL English A Language and Literature SL/HL Self Taught Language A - SL Introduction The English Department believes that every student should be able to write, speak, read, view and produce with clarity and understanding. In addition, students should be exposed to a rich and varied foundation of literature. Through the analysis of literature and language, students will develop their powers of comprehension, expression and critical thinking, but will also attain an appreciation for the beauty and power of language and imagination as well as an understanding of the human spirit. The English Department is committed to the development of the reading and writing skills of all high school students. Reading is the single most important factor in determining a student s language capacity, significantly improving oral and written communication skills. The English Department is also committed to the writing process in an effort to ensure both best practice and best outcomes in the development of student writing. The English Program Students are required to take one English course each semester they are enrolled, regardless of the number of English credits they may have accumulated prior to and during their experience at ASB. English 9: Ancient and Contemporary Classics (one year) English 10: An Introduction to Textual Analysis (one year) English 11 & English 12 IB Language A: Literature Standard Level/Higher Level (two years) IB Language A: Language and Literature Standard Level / Higher Level (two years) IB Language A: Literature Standard Level Self-Taught 14

The English Program English 9 : Ancient and Contemporary Classics English 10 : An Introduction to Textual Analysis IB Courses in Group 1: Language A Grade: 9 Grade: 10 Grades: 11-12 Length: 2 years Credit: Prerequisite: 1 per year None English 9 is designed to introduce students to a wide range of literary texts. During the course students will explore the narrative and thematic connections between classic tales and contemporary stories that are told using a wide range of mediums. The course seeks to build a foundation for language and literary study by familiarizing students with the characters, plots, and ideas of many of the world s seminal texts as well as a number of contemporary stories, poems, and songs that engage ideas similar to their ancient counterparts. In addition to studying the contents of these works, the class examines the methods and roles of storytelling in ancient and contemporary cultures in an effort to show how stories bind communities by creating a shared history among community members. The course also discusses the ways in which stories give human beings a means to contemplate the mysteries of fate, loss, grief, joy, and glory. English 10 is designed to prepare students for study in the Grade 11 and 12 IB sequence by introducing students to the principles and methods of literary analysis. The course offers a focused study of the aspects of four genres of literature: prose fiction, literary nonfiction, poetry, and drama as well as a survey study of digital, graphic and media texts. Students are introduced to the structural principles and key terms associated with each of the genres. Class discussions and papers invite students to make comparisons and draw distinctions between works within a given genre and across genres. Further, the course explores the choices authors make when composing works and asks students to consider how seemingly small details and isolated moments in a given work contribute to the overall effect of the piece. Study in this course grooms students to speak and write about literature with scholarly sophistication and cultivates an appreciation for the way genre, medium and era influence t h e s t r u c t u r e, d e t a i l s a n d presentation of a text. At Eleventh and Twelfth grades ASB offers two options for the study of English. While the focus of each option is different, the expectations for reading, the nature and number of the assessments and the amount of skill development are equivalent. Students should choose a course based on academic interest. IB English A : Literature Higher Level or Standard Level This is a two year course designed to develop an appreciation of literature as an art. The main focus of the course is the study of literature including the broad genres of prose fiction, literary non-fiction, poetry and drama. The course is built on the a s s u m p t i o n t h a t l i t e r a t u re i s concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for independent, original, critical, clear and collaborative thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. 15

Through the study of a wide range of literature, the course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual t e x t s a n d p a s s a g e s a n d b y considering a range of critical approaches. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. Differentiation between higher level and standard level is achieved through the study of a different number of texts, through the differentiation of assessment and through increased expectations of critical evaluation at the higher level. IB English A: Language and Literature Higher Level or Standard Level This is a two year course designed to both improve important academic skills and to develop an appreciation of literature as an art and language as integral part of experience as well as a tool the understanding of experience. The main focus of the course is the academic study of language in action including forms such as poetry, the novel, conversation, blog posts, advertisements, graphic novels, and text messages. language and texts. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text s wider context in shaping its meaning is central to the course. The course aims to develop in students the skills of textual analysis and the understanding that texts, both literary and non- literary, can be s e e n a s a u t o n o m o u s y e t simultaneously related to culturally determined reading practices. Through the study of a wide range of texts ranging from advertisements to poems, the course encourages students to appreciate the meaning and intentions of texts. The response to the study of texts is through oral and written communication as well as the production of multi-modal projects, thus enabling students to develop and refine their command of language. Differentiation between higher level and standard level is achieved through the study of a different number of texts, through the differentiation of assessment and through increased expectations of critical evaluation at the higher level. IB Language A : Literature - Self Taught Standard Level Grade : 11-12 Length: 2 years per year Prerequisite: Fluency with reading and writing in your Self Taught language Language A Self Taught Standard Level is a two year independent course to be arranged with the IB Coordinator. This course allows students to continue study in their native l a n g u a g e f o r l a n g u a g e s n o t traditionally offered at ASB. Students who take this course will be prepared for the standard level I B L a n g u a g e A S e l f Ta u g h t examination which includes several assessment components that are externally examined or moderated. This course fulfills the modern language graduation requirements, as well as the Group 2 IB diploma requirement. The study of the texts produced in a language is central to an active engagement with language and culture and by extension, to how we see and understanding the world in which we live. A key aim of the course is to encourage students to question the meaning generated by 16

Modern Languages Modern Language Course Chart 9th Grade Level 1 Level 2 Level 3 10th Grade Level 1 Level 2 Level 3 Level 4 11th & 12th Grades (2 year Course) IB Lang ab initio SL (No prior experience req) IB Lang B SL IB Lang B HL Introduction The goal of the modern language department is to foster a life-long appreciation and awareness of another language and culture, and to prepare students to interact in a multi-cultural world. We recognize that ASB students come from a variety of cultural and linguistic backgrounds and that each student has different learning styles and needs. As such, we encourage our students, through technology-based and student - centered learning, to regularly enhance their receptive, productive and interactive skills in the foreign language. We drive our students to become 21st Century critical thinkers and independent learners; and therefore provide them with the linguistic tools and skills needed to manage unfamiliar material, both written and spoken. French and Spanish are offered all through the high school years. In grades 11-12, they are offered at IB Language B SL/HL level. Mandarin is also available at the IB ab initio SL level for students whose background is insufficient to tackle the demands of Language B. French The French program focuses on the development of receptive, productive and interactive skills and i n t e r c u l t u r a l c o m p e t e n c i e s. Instructors use various resources (textbooks, interactive websites, skits, role plays, songs, movies, poems, etc) in order to emphasize learning through various approaches and to give students opportunities to express themselves in an increasingly comfortable manner. The textbook for this class is the Le Nouveau Taxi (Hachette FLE) series and the students will study sections of the series appropriate to their level. 17

French 1 Grade: 9-10 This course covers a variety of topics, including daily life and activities, the city and its services, shopping, free time and meals. G r a m m a r t o p i c s i n c l u d e : a g r e e m e n t o f a d j e c t i v e s ; interrogatives; negation; prepositions of place; expressions of opinions; regular and irregular verbs; special expressions with avoir and faire; and adverbs of sequence. The textbook for this class is Le Nouveau Taxi 1 (Units 1-6). Students who successfully complete this course will be eligible to move into high school French 2 in Grade 10. French 2 Grade: 9-10 Prerequisite: French 1 or Teacher recommendation This course covers a variety of thematic topics, including: the individual; free-time activities; sociocultural realities in contemporary France; future plans; family life; and urban environments. depuis; present tense of irregular verbs; present perfect tense with avoir and être; i m p e r s o n a l expressions; expressions used in letters; direct and indirect object pronouns; and object pronouns in present perfect tense. The textbook for this class are Le Nouveau Taxi 1 (Units 7-9) and Le Nouveau Taxi 2 (Units 1-3). Students who successfully complete this course will be eligible to move into high school French 3 or IB French B SL. French 3 Grade: 9-10 Prerequisite: French 2 or Teacher recommendation This course covers a variety of thematic topics, including: health; the world of work and school; changes in free-time activities; new technologies and media; travel and poetry; and values and citizenship. Students in French 3 will build on previous grammatical concepts and develop new ones, including: adverbs of frequency; expressions of opinions; pronouns y and en; the imperfect future, and conditional tenses; reflexive verbs in all tenses; relative pronouns qui and que; comparatives and superlatives; pronouns lequel and celui, conditional tense with si clauses; present participle constructions; and regular and irregular uses of the present subjunctive. Students who successfully complete this course will be eligible to move into high school French 4 or IB French B SL (or HL on teacher s recommendation). French 4 Grade: 10 Prerequisite: French 3 or Teacher recommendation This advanced course covers a variety of thematic topics; including; the individual and society; nature and outdoor activities; aspects of daily life; trips and vacations. The grammatical topics in this course will build on previous exposure to the language and help students refine their written and oral expression. Grammar topics include: present subjunctive; sequencing of past events; description of habitual past; object pronouns and twopronoun sequences; construction of faire + infinitive; future tense with quand; conditional tense. The textbook for this class is Le Nouveau Taxi 3 (Units 1-6) Students who successfully complete this course will be eligible to move into IB French B SL or HL. Students in French 2 will build on previous grammatical concepts and develop new ones including: expressions with être, avoir, and The textbook for this class is Le Nouveau Taxi 2 (Units 4-9) 18

Spanish The Spanish program focuses on the progression of receptive, productive and interactive skills and competencies. In this intensive modern language course, instructors use various resources (poems, interactive websites, textbooks, skits, role plays, CDs, songs, movies etc) in order to emphasize learning through various approaches and to give students opportunities to express themselves in an increasingly comfortable manner. The main textbook for this class is AULA Internacional! and Gente Joven (Difusion) and the students will study sections of the series appropriate to their level. Spanish 1 Grade: 9-10 This course covers a variety of topics, including daily life and activities, the city and its services, shopping, free time and meals. Grammar topics include: subject pronouns, ser and estar, definite and indefinite articles, adjectives, present tense of regular and irregular verbs, immediate future tense, gustar, r e fl e x i v e v e r b s, g e r u n d a n d demonstrative adjectives. The textbook for this class are AULA Internacional! 1 and Gente Joven 1. Students who successfully complete this course will be eligible to move into high school Spanish 2 Spanish 2 Grade: 9-10 Prerequisite: Spanish 1 or Teacher Recommendation This course covers a variety of topics, including daily life and activities, the city and its services, vacations, special moments in the past and old civilizations. Grammar topics include : a review of the grammar in Spanish 1, gustar and indirect object pronouns, preterit, progressive tenses, double object pronouns, past participle, negation, pronouns and present perfect. The textbooks for this class are AULA Internacional 1 and Gente 1 & 2. In addition, the students will be reading a Spanish book El Carnaval. Students who successfully complete this course will be eligible to move into high school Spanish 3 or IB Spanish B SL. Spanish 3 Grade: 9-10 Prerequisite: Spanish 2 or Teacher Recommendation This course covers a variety of topics, including Latin American history and culture, environment, world of work and travel. It will focus on reviewing grammar concepts and vocabulary learned in Spanish 1 and 2. They will be introduced to Hispanic literature and other non-literary written texts, where they will learn to scan and distinguish details. Students will also be expected to express themselves in writing with reasonable ease and accuracy. The textbook for this class is AULA Internacional! 2. In addition, students will be reading the book Azahar Students who successfully complete this course will be eligible to move into high school Spanish 4 or IB Spanish B SL (or HL on teacher s recommendation). Spanish 4 Grade: 9-10 Prerequisite: Spanish 3 or Teacher Recommendation This advanced course covers a variety of thematic topics, including: the individual and society, community service, means of communication, trips and vacations. The textbook for this class is AULA Internacional! 3 and Gente Joven 3 The grammatical topics in this course will build on previous exposure to the language and help s t u d e n t s r e fi n e t h e i r w r i t t e n expression, reading comprehension and oral expression. Grammar topics include: present, past and perfect subjunctive; sequencing of past events, use of passive voice and use of se in impersonal sentences. This course will also include a literary component for study. Students who successfully complete this course will be eligible to move into IB Spanish B HL/SL. 19

IB Courses in Group 2: Language B - French or Spanish (HL and SL) Group 2 at ASB consists of two modern language courses - language ab initio and language B. Language ab initio and language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The two modern language courses - language ab initio and language B - develop student s linguistic abilities through the development of receptive, productive and interactive skills. Students should be following the course that is best suited to their present and future needs and that will provide them with an appropriate academic challenge. The degree to which students are already competent in the language and the degree of proficiency they wish to attain by the end of the period of study are the most important factors in identifying the appropriate course. The most important consideration is that the course should be a challenging educational experience for the student. IB Language B : Higher Level/Standard Level Grade : 11-12 Length: 2 years Credit: Prerequisite: 1 per year SL - minimum French / Spanish 2 or Teacher Recommendation HL - minimum French / Spanish 4 or Teacher Recommendation Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material is chosen to enable students to develop mastery of language skills and intercultural understanding. It is not intended solely for the study of specific subject matter or content The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through their expansion of their receptive, productive and interactive skills. The core - with topics common to both levels - is divided into three areas and is a required area of study: Communication and Media Global issues Social relationships In addition, at both HL and SL teachers select two from the following five options: Cultural Diversity Customs and Traditions Health Leisure Science and Technology Also at HL students read two works of literature. The students will be assessed on their ability to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and/or cultural contexts. 20

IB Courses in Group 2: Ab Initio - Mandarin (Online) IB Language Ab Initio - Standard Level Grade : 11-12 Length: 2 years Credit: Prerequisite: 1 per year None ( not available to student with 2 years or more prior experience with the target language) NB: Mandarin is an online course fully accredited by IB (Pamoja Education) but does require an ability to work independently with support from an on- campus facilitator. The language ab initio course is organized into three themes: Individual and Society Leisure and work Urban and Rural environment Each theme has a list of topics that provides the students with opportunities to practice and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situation. The Mandarin ab initio course has a language - specific syllabus that is used in conjunction with the guide. Language ab initio is available at SL only. There are five assessment objectives for the language ab initio course. Students will be assessed on their ability to : Demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics. Communicate clearly and effectively in a range of situations. Understand and use accurately the basic structures of the language. Understand and use an appropriate range of vocabulary. Use a register and a format that are appropriate to the situation. 21

Social Sciences Social Science Course Chart Grade 9 World History I Grade 10 World History II Grade 11-12 IB Economics HL / SL IB History HL / SL IB Psychology HL / SL Introduction The Social Sciences Department, through its wide range of course offerings, is committed to engaging students in the critical study of human experience and behavior, and the diverse physical, economic and social environments developed by individuals and societies across the globe. Courses in this department have been designed to prepare students for responsible global citizenship through: the investigation of interesting and relevant content (in disciplines such as economics, geography, history, political science, and psychology) and the development of a variety of 21 st century skills. 22

World History I World History II Grade : 9 Grade : 10 World History I is a survey course that focuses on change, revolution, and the development of the modern world. Students will examine the Scientific Revolution and Protestant Reformation; the Enlightenment; the American, French, and Industrial Revolutions; and the Age of Imperialism. Our yearlong goal is to be able to articulate what shapes and alters the status quo. The first semester focuses on teaching students how to think historically - analyzing sources, reconciling conflicting viewpoints, and supporting arguments. In the second semester, students are taught to apply that historical thinking to academic writing. This course will set a strong foundation for success in World History II, IB History, and any of the social sciences. World History II is a survey course that focuses on the major historical events of the 20th century and how they have impacted our world today. Students will investigate the causes, practices and effects of World War I; the interwar years and the formation of the League of Nations; the rise of fascism and dictatorship in the world; the causes, practices and effects of World War II; and the origins and development of the Cold War. Our yearlong goal is to examine how we can use our knowledge of 20th century history to create a peaceful, better world for our future generations. This course stresses the use of critical thinking skills through activities such as discussion, debate, collaboration, evaluative writing and source analysis. Specifically, students will be expected to determine the level to which a source s origins and purpose can affect its values and limitations for historians. Finally, tenth graders are able to apply their knowledge to the real world in a major cross-disciplinary unit with the English Department during which they attempt to promote positive social change. This course will throughly prepare students with the foundational knowledge necessary for the deep dive into 20th century history practiced in the two years of IB History. 23

IB Courses in Group 3: Individuals and Societies IB Economics Higher Level / Standard Level Grade: 11-12 Length: 2 years per year How can a society best meet unlimited wants and needs with finite resources? Who should make the necessary choices and what are the implications of these choices? E c o n o m i c s c o n s i d e r s t h e s e questions. In year one, microeconomics examines the behavior of individuals and firms and Macroeconomics analyses the issues facing whole economies: economic growth, unemployment, inflation and income distribution. I n y e a r t w o, i n t e r n a t i o n a l economics examines issues such as free trade versus protectionism, exchange rates and the impacts of increasing economic integration. This i s f o l l o w e d b y d e v e l o p m e n t economics which considers the barriers to economic development and evaluates strategies designed to promote it. Throughout the course, students develop their ability to analyze theories, to apply them to real world examples and to evaluate economic policy. The Higher Level course is more challenging in terms of breath and depth. It also includes quantitative topics that are examined in the HL Extension paper. IB History Higher Level / Standard Level Grade: 11-12 Length: 2 years per year IB History is course is a course in which students are asked to conduct the work of real world historians. Students dive deep into their investigations of international relations from 1918-36, early 20th century wars and dictator-states; and imperial decline in East Asia, Republic of China and Imperial Japan. Through research, discussion, presentation and written analysis, the skills students work to develop as historians will translate into their overall ability as students and citizens. All assessments are directly aligned with IB examinations to best prepare students. SL / HL are differentiated, as the HL students will go deeper within the content areas IB Psychology Higher Level Standard Level Grade: 11-12 Length: 2 years per year IB Psychology is a fascinating and challenging course that will introduce students to the scientific study of human behavior. The first year emphasizes the core content of Biological, Cognitive and Sociocultural levels of analysis. In addition,students will also study research methods and begin their internal assessment, which is a replication and analysis of a psychological experiment. In the second year, all students will study the option of Abnormal psychology and Developmental psychology (HL only) Throughout the course students will take practice IB exams to become familiar with the final IB exam. Theory of Knowledge Grade: 11 (Sem 2) 12 (Sem 1) Length: 1 semester per year Credit : 0.5 per year Theory of Knowledge (TOK) strives to help students develop the habit of reflective critical thinking. Whereas other courses contribute to what a student knows, TOK teaches students to evaluate how they know it. The class is primarily discussion based with much of the content coming from the students own experiences as learners. The lenses through which students evaluate their acquisition of knowledge include ways of knowing (sense perception, l a n g u a g e, e m o t i o n, r e a s o n, imagination,intuition, faith, and/or m e m o r y ) a n d a r e a s o f knowledge (math, natural science, human science, history, ethics, arts indigenous knowledge systems, and/ or religious knowledge system). Students fine-tune their ability to communicate complex concepts and ideas through informal and formal discussion, writing assignments and presentations. 24

Science Science Course Chart Grade 9 Integrated Science 1 Grade 10 Integrated Science 2 Grade 11 & 12 IB Biology HL / SL IB Chemistry HL / SL IB Physics HL / SL Grade 11 & 12 IB Sports, Exercise and Health Science SL (TENTATIVE) Introduction The goal of science education at the American School of Bombay is to create life-long learners by developing their critical thinking, problem solving and decision making skills in a way that benefits individuals, the community and the environment. Scientific exploration fosters the spirit of wonder, curiosity and collaboration by actively engaging students in investigations using a variety of techniques and technologies to promote scientific literacy. The study of science has a basic core of fundamental concepts, skills and content that provides the framework for students to understand natural phenomena. It is an ongoing process of observing, hypothesizing, control - testing, comparing results, evaluating and drawing conclusions which may form the basis for new hypotheses. It uses the scientific method to engage in authentic, hands-on inquiry. Encourages students to take risks and challenge currently held views and values multiple perspectives on issues and decisions. The study of science acknowledges that scientific progress requires the application of ethical standards. It provides a variety of motivating, developmentallyappropriate, student centered learning experiences that are relevant to students present and future lives. It is most accurately assessed through varied and balanced assessment strategies. 25

Integrated Science 1 Integrated Science 2 Grade: 9 Length: 1 year Grade : 10 The 9th grade Integrated Science class syllabus is a mixture of topics from the fields of biology, physics and chemistry. These topics will be enriched and supplemented by additional related topics that arise from the investigations and interests of the students and teachers. In chemistry, the following topics are covered: nomenclature, reaction types and kinetics. In biology, the topics covered are centered on ecology including energy transformations in ecosystems and human impact on ecosystems and the environment. The physics trimester explores concepts in motion including measurement, kinematics and vectors with an introduction to Newton s laws. These topics allow students the opportunity to develop their critical thinking skills through inquiry, experimentation and problem solving. The content of this course centers on developing proficiency in scientific processes and techniques through the investigation of biology, physics and chemistry. An interrelationship among these three disciplines of science is incorporated and interwoven into our changing world and society. The trimester of biology explores concepts cell theory, cell structure, mitosis, meiosis, Mendelian genetics and biotechnology. Physics will build upon skills obtained in Integrated Science 1 and expand into 2 dimensional vectors, electrostatic forces, types of induction and an introductory look into electrical fields. Chemistry topics include a revision of reaction chemistry an introduction to moles and stoichiometry and acid/base chemistry. This broad mix of topics prepares students for additional coursework in grades 11 and 12, including IB level courses. 26

IB Courses in Group 4 : Experimental Sciences IB Biology Higher Level / Standard Level IB Chemistry Higher Level / Standard Level IB Physics Higher Level / Standard Level Grade: 11-12 Length: 2 years per year Prerequisite: Integrated Science 2 or equivalent Grade: 11-12 Length: 2 years per year Prerequisite: Integrated Science 2 or equivalent Grade: 11-12 Length: 2 years per year Prerequisite: Integrated Science 2 or equivalent The Biology course is a two year course designed for students who are pursuing the IB diploma or the ASB diploma. Students studying Biology have the option of studying Biology at the HL or the SL level. IB SL students and ASB Diploma students cover the following core topics:cell biology, molecular biology, genetics, ecology, evolution and biodiversity and human physiology.. HL students cover the same core topics in greater depth in addition to t h e f o l l o w i n g : n u c l e i c a c i d s, metabolism, cell respiration and photosynthesis, plant biology, genetics and evolution and animal physiology.towards the end of the first year, students work on their Group IV Project. The project is an interdisciplinary set of activities p r o v i d i n g s t u d e n t s w i t h t h e opportunity to work together by sharing information, and analyzing data as it relates to their field of study. IB HL and SL students must also cover any two of the following option topics: neurobiology and behavior, biotechnology and bioinformatics, ecology and conservation and human physiology. Throughout the course, students will be developing their e x p e r i m e n t a l, a n a l y t i c a l a n d communication skills. The Chemistry course is a two year course designed for students who are pursuing the IB diploma or the ASB diploma. Students studying Chemistry have the option of studying Chemistry at the HL, or the SL level. IB SL students and ASB Diploma students cover the following core topics: stoichiometry, atomic theory, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, and organic chemistry. HL students cover the same core topics in greater depth. Towards the end of the first year, students work on their Group IV P r o j e c t. T h i s p r o j e c t i s a n interdisciplinary set of activities p r o v i d i n g s t u d e n t s w i t h t h e opportunity to work together by sharing information, and analyzing data as it relates to their field of study. IB HL and SL students must also cover any one of the following option topics: materials, Biochemistry, Energy or Medicinal Chemistry. Throughout the course, students will be developing their experimental, analytical and communication skills. The Physics course is a two year course designed for students who are pursuing the IB diploma or the ASB diploma. Students studying Physics have the option of studying Physics at the HL, or the SL level. IB SL students and ASB Diploma students cover the following core topics: measurement and uncertainty, mechanics, thermal physics, waves, electricity and magnetism, circular motion and gravitation, atomic, nuclear and particle physics, energy production. HL students cover the same core topics in greater depth, in addition study wave phenomena, fields, electromagnetic induction and quantum and nuclear physics. In addition, one option in either relativity, engineering physics, imaging or astrophysics will also be covered. Towards the end of the first year, students work on their Group IV P r o j e c t. T h e p r o j e c t i s a n interdisciplinary set of activities p r o v i d i n g s t u d e n t s w i t h t h e opportunity to work together by sharing information, and analyzing data as it relates to their field of study. 27

IB Sports, Exercise and Health Science (TENTATIVE) Standard Level Grade : 11-12 Length: 2 years per year Scientific inquiry conducted over many decades has accumulated a vast amount of information across a range of sub- disciplines that contribute to our understanding of health and human performance in relation to sport and exercise. The IB course in sports,exercise and health science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performances. Where relevant, the course will address issues of international dimension and ethics by considering sport, exercise and health relative to the individual and in a global context. The sports, exercise and health science course is offered only at standard level. 28

Mathematics Mathematics Course Chart Grade 8 Algebra 8 Advanced Algebra 8 Grade 9 Geometry with Algebra Geometry with Advance Algebra Grade 10 Intermediate Algebra Algebra 2 with Trigonometry Pre - Calculus Grade 11-12 IB Math Studies IB Math SL IB Math HL ASB offers a differentiated math program in grades 9-12. Allocation to any math class is based on: An integrated data analysis of strength and weaknesses for each student, including performance on classroom assessments. Teacher recommendations And more pragmatically the resource available within the department including the number of teachers, and size of classrooms Movement between classes will continue to be based on student ability and performances in class and on assessments. We are confident that this is the best way to ensure that every student is appropriately challenged and will continue to develop and deepen their mathematical knowledge. The ASB department of Mathematics aims to develop student s mathematical skills and knowledge while providing opportunities for creative thought and problem solving. We recognize the diverse needs, interests and abilities of our students and understand that the majors they will pursue in college will require various degrees of mathematical competence. With this in mind the department offers several paths that satisfy the graduation requirements in the subject while exposing students to different branches of mathematics. In order to provide an appropriately challenging mathematical program, teacher recommendation is required for all courses. 29

Geometry with Algebra Grade: 9 Prerequisite: Algebra 8 or equivalent Geometry is a course that helps students develop a structured mathematical system for exploring relationships in a variety of figures. Students explore plane, spatial, coordinate, and transformational geometry. Algebraic methods are used to solve problems involving geometric relationships. The larger goals of the course are to improve logical reasoning skills, to help students communicate mathematically, and to build a framework for approaching new problem solving situations. Students will also preview selected algebra topics to provide a smooth transition to Algebra 2 and the IB math courses. Geometry covers the following topics: Parallel Lines Triangles Congruency and Similarity Pythagorean Theorem Circles Perimeter, Area and Volume Right Triangle Trigonometry Lines of Best Fit and Correlation Solve and Graph Quadratic functions Coordinate Geometry Students in 9 th grade who successfully complete this course will be eligible for Algebra 2. Students successfully completing this course in 10 th grade will be eligible for IB Math Studies. Placement is dependent on level of performance and teacher recommendation. Geometry with Advanced Algebra Grade: 9 Prerequisite: Advanced Algebra 8 and Teacher Recommendation (or equivalent Advance Algebra 1 course in 8th grade) Geometry with Advanced Algebra is a highly rigorous course. Students will study the material generally encountered in a geometry course and they will also study several topics of a traditional 2nd year Algebra course. Topics from the two mathematical strands will be integrated wherever possible. In addition, a heavy emphasis will be placed on students constructing their own knowledge using graphing software, exploring mathematical questions and making connections on what they have learnt. Geometry topics include: Parallel Lines Triangles Congruency and Similarity Pythagorean Theorem and Right similar triangles Quadrilaterals and Polygons Circles Right Triangle Trigonometry and Bearings Optional if time permits: Sine Rule and Cosine Rule Trigonometric Functions The unit circle and radian measure Algebra 2 topics include: Review of Coordinate geometry Linear and Quadratic Relationships Algebraic expressions including radicals and rational Exponents Functions including Composition and Inverses Transformations Students who successfully complete this course will be eligible for Pre-Calculus in 10th grade. Placement is dependent on level of performance and teacher recommendation. 30

Intermediate Algebra Grade: 10 Intermediate Algebra is designed to strengthen and broaden the concepts studied in Geometry with Algebra 1. Students will approach problems using a range of representations (algebraic, numerical, and graphic) and graphing calculators will be used extensively. In addition, students will be exposed to a wide variety of problems with many real-life examples. Students will use problem solving strategies to analyze problems and formulate appropriate solutions. As they develop their math skills and confidence, students will be expected to develop the ability to construct convincing arguments and to support assertions. In addition, students will be able to communicate their mathematical ideas clearly using appropriate vocabulary. Intermediate Algebra topics include: Linear Equations and Inequalities Quadratic Functions Rational Equations Triangle Trigonometry Exponents and Radicals Coordinate Geometry Linear Systems of Equations Optional topic if time allows: Probability Students who successfully complete this course will be eligible for IB Math Studies. Algebra 2 with Trigonometry Grade: 10 Prerequisite: Geometry with Algebra Algebra 2 with Trigonometry extends the content of Geometry with Algebra and is designed to prepare students for a rigorous math course such as IB Mathematics Standard Level. Graphing calculators will be used throughout, and students will learn to visualize, express, interpret, and graph a variety of functions. Problem solving strategies will be used to analyze problems and formulate appropriate solutions. Algebra with Trigonometry covers the following topics: Systems of Equations Quadratic Functions Exponential Functions Functions Domain and Range Transformation of Functions Exponential and Logarithmic Functions Triangle Trigonometry (including the Unit Circle) Trigonometric Functions Rational Equations and Functions Students who successfully complete this course will be eligible for IB Math Standard Level or IB Math Studies. Pre - Calculus Grade: 10 Prerequisite: Geometry with Advanced Algebra (or equivalent full Algebra 2 course and full Geometry course) Pre-calculus is a rigorous mathematics course designed to prepare students for the demands of pure mathematics courses. The level of the course is tailored to students with a very strong background in Algebra 1 and 2. Precalculus covers the following topics: Exponential Functions Logarithmic Functions Polynomial Functions Rational Functions Sequences and Series Trigonometry Complex Numbers Optional topic if time allows: Vectors Students who successfully complete this course will be eligible for IB Math Higher Level or IB Math Standard Level. 31

IB Course Group 5: Mathematics ASB offers three IB mathematics courses. There are several factors impacting the choice of a course for a student, including successful completion of prerequisite courses and the desired college major. It is also important to note that some university systems in various countries have minimum math requirements. Students and parents are encouraged to research this information and discuss it with the IB Coordinator, the HS Counselor, and the Mathematics department. Please be aware that the decision to place a student in a particular math course is based on having satisfied the prerequisites of the course and teacher recommendations. IB Math Studies Grade: 11-12 Length: 2 years per year Prerequisite: Intermediate Algebra or Geometry IB Math Standard Level Grade: 11-12 Length: 2 years per year Prerequisite: Algebra 2 with Trigonometry and Teacher Recommendation IB Math Higher Level Grade: 11-12 Length: 2 years per year Prerequisite: Pre Calculus and Teacher Recommendation Mathematical Studies is a two-year course that 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 a n t i c i p a t e a n e e d f o r p u r e mathematics in their futures studies. T h e c o u r s e c o n c e n t r a t e s o n mathematics, which can be applied to other curriculum subjects, to common general world occurrences, and to topics that relate to home, work, and leisure situations. The class includes a project based on personal research, guided and supervised by the teacher. It provides an opportunity for the student to undertake an investigation of a mathematical nature in the context of another subject, a hobby, or interest. The syllabus includes 7 compulsory topics: Number and Algebra Descriptive Statistics Sets, Logic and Probability Statistical Application Geometry and Trigonometry Mathematical Models Introduction to Differential Calculus Mathematics Standard Level is a two year course designed for students who will need a strong mathematical background for their future studies. The course focuses on introducing students to important mathematical concepts through the development of mathematical techniques. These concepts are introduced in a deliberate and comprehensible manner and there is a focus on applications. Students will, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internal assessment component of the course requires students to undertake work of an independent nature in the areas of mathematical modeling and investigation and to present their work in the form of an exploration on a topic of their choice. The syllabus includes a core of six topics: Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Mathematics Higher Level caters to students with a strong and broad background in mathematics that are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies. The class requires a portfolio in which students undertake work of an independent nature in the areas of mathematical modeling, research and investigation and closed problem solving. Students will be provided with the means to ask their own questions about math and be given the chance to explore different ways of arriving at a solution using a variety of techniques. The demanding syllabus includes a core of set of topics and one optional topic. Core topics include all of the following: Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus In addition, students will study one of the following topics: Statistics and Probability Sets, Relations and Groups Calculus Discrete Mathematics 32

Physical Education Physical Education/Health Course Chart Grade 9 PE / Health 9 Grade 10 PE / Health 10 Physical Education / Health 9-10 Grade: 9-10 Length: 2 year Credit: Prerequisite: 1 per year None The physical education department mission statement guides this course. I will be equipped with the knowledge and understanding to develop a passion for lifelong participation in physical activity that best enables me to lead a balanced healthy fulfilling lifestyle. Throughout the course students will be given the choice to participate in many different activities. They will choose options from each of these three strands - Fitness, Recreation and / or Athletic. Students are expected to choose one pool based option, one unit from the fitness strand and one health unit. Students will also have the opportunity to choose an introductory to sport science unit as a lead into the IB Sports, Exercise and Health Science course. The activities will build on the fundamental skills learned in middle school and help the students become more familiar with healthy choices both in and out of school. Throughout the course many activities will focus on aerobic exercise, which research acknowledges to improve cognitive functioning of the brain. The choices the students make will provide them with the opportunity to discover a passion for at least one physical activity in which they will continue with in their remaining high school years and young adult lives. 33

The Arts Introduction ASB believes that the arts are an indispensable part of human experience. They provide opportunities for exercising creativity and imaginative participation far beyond the boundaries of traditional subjects, disciplines or occupations. The arts bring joy, enrichment and fulfillment on an immediate and personal level, and they prepare students for success through projects which foster original thinking and fruitful collaboration. Our Fine and Performing Arts Department expose students to technical, historical and multicultural aspects of the arts, with varied opportunities for creative expression. In these ways, the arts not only aid in more fully engaging life but in living life more fully. 34

Visual Arts Visual Arts Electives The Visual Arts Elective course is designed for students of all levels of ability and interests. Developed as a series of modules, each is focused on a particular theme or concept. The overarching goal of the course is for s t u d e n t s t o u n d e r s t a n d a n d demonstrate how art explores, expresses and communicates ideas, feelings, values and beliefs. In each unit within a module students will follow a cycle of investigation, experimentation, creation, reflection and self evaluation. They will inquire into art forms from across times and cultures in order to be informed, knowledgeable and inspired by the work of others. Building on the technical skills taught in the class,the student will experiment with a wide range of media and approaches s i m u l t a n e o u s l y b u i l d i n g t h e i r confidence and expertise. Some of the media explored may include drawing, painting, printmaking, sculpture, digital art, design, photography or other new media. Ultimately students will create, evaluate and exhibit their final studio pieces. An important aspect of the class is the dual focus on the process of art making as well as the final product itself. Students are required to be reflective learners constantly monitoring their own progress and s e t t i n g p e r s o n a l g o a l s f o r improvement. As the course is structured around modules students may take this course across multiple years without repeating the same curriculum. It is recommended that those students who wish to pursue art at the IB level consider taking the class in both grades 9 and 10. IB Courses in Group 6: Grade: Length: 9-12 1 year Visual Arts Higher Level / Standard Level Grade : 11-12 Length: 2 years per year Prerequisite: Teacher consultation to determine level. The study of Visual Arts in grade 9 & 10 is advantageous The aims of Visual Arts course at HL and SL are to enable students to: make artwork that is influenced by personal and cultural context become informed and critical observers and makers of visual cultural and media develop skills, techniques and processes in order to communicate concepts and ideas The IB Visual Arts curriculum provides students with the opportunity to identify, select and explore artists, artworks, cultural contexts and media and forms for study which interest and excite them. They also have freedom to present their studies in a variety of creative ways, including presentation, demonstrations and exhibitions. Through this course students will learn not only about visual arts from a variety of cultural contexts, but also about the importance of making their own practical work with integrity, informed by theory and research. The visual arts course encourages students to research using not only traditional academic methods but also through e x p e r i m e n t a l a n d c o m i n g t o understanding through their own experiences. The visual arts journal is regarded as a central element of the course. The assessment will comprise of: Comparative study:students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artefacts from differing cultural contexts. Process portfolio: Students submit carefully selected materials, which evidence their experimentation and exploration of a variety of visual arts activities. Exhibition: Students submit a selection of resolved artworks from their exhibition. The selected pieces show evidence of their technical accomplishment and an understanding of the use of materials, ideas and practices appropriate to visual communication. Throughout the course the student develops an understanding of the artistic process from the generation of initial ideas through the various stages that lead to the completion of a final studio art work. Students will have the opportunity to work with a diverse range of media from traditional art media such as painting and drawing to new media such as digital art and film. 35

Performing Arts Drama Drama Grade: 9 and/or 10 This year long course introduces students to the fundamentals of drama and theatre. It covers some theatre history and explores styles of performance, through the study of various theatre practitioners, styles and playwrights. Students will practically explore different approaches to the creation of theatre but also engage with contemporary and contrasting ways of bringing texts to life on a variety of different stages. Students will also study a variety of theatre texts. Through exercises based on the methodologies of Stanislavsky, Brook, Boal, Bogart and Meisner, students will learn the building blocks of theatre creation, as an actor, director and designer. Students will acquire and apply performance techniques through some systematic approaches to acting. Students will learn how to use their bodies effectively and strengthen their own capabilities, all the while recording and reflecting on their work. Through action, students will gain practical understanding of forms and genres, which may be used to communicate to an audience. Students will then go on to collaboratively devise and accurately produce theatre. They will have the chance to watch and critique performances during the course IB Courses in Group 6 : Theatre IB Theatre Higher Level / Standard Level Grade: 11-12 Length: 2 years per year This two year course enables students to understand theatre through the three core areas of the syllabus: Theatre in context: understanding the contexts that influence, inform and inspire their work as theatre makers; experience practically and critically theoretical contexts that inform world theatre practices and become informed about many cultural contexts within which theatre is created. Theatre processes: exploring and acquiring skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skills acquisition as they gain practical understanding of the process of creators, designers, directors and performers. Presenting theatre: apply practical theatre skills, individually and collaboratively, through a range of formats; present ideas about theatre and take part in performances and understand how artistic choices can impact an audience. Linked to the core syllabus are the 4 assessment tasks: Theatre Theory in practice (HL only) : HL students research a theatre theorist they have not previously studied. They identify aspects of the theory and present a solo theatre piece (4-8 mins), based on the aspects of the theory. Each student submits for assessment: a report of 3000 word; a continuous unedited video recording of the whole solo performance piece; a bibliography that lists primary and secondary sources used in research. Director s notebook: HL and SL students choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience. Each student submits for assessment: a director s notebook(20 pages maximum) which includes the student s presentation of their final directorial intentions and the intended impact of these on an audience (300 words maximum included in 20 pages); a bibliography which includes any sources used. World theatre traditions research presentation: HL and SL students plan and deliver an individual presentation (15 mins maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Each student submits for assessment: a continuous unedited video recording of the live presentation (15 mins maximum) ; a bibliography which lists any source used and includes any additional resources used by the candidate during the presentation which are not clearly seen with the video recording. Collaborative theatre project: HL and SL students collaboratively create and present an original piece of theatre (lasting 13-15 mins) for and to a specified target audience, created from a starting point of their choice. Each student submits for assessment: a process portfolio (15 pages maximum); a video recording (4 mins maximum) evidencing the student s contribution to the presentation of the collaboratively created piece. The selected footage must be chosen by the student and must demonstrate artistic and theoretical choices made by the student ; a bibliography which lists any sources used. 36

Music Choir Grade: 9-12 (may be repeated for additional credit) Prerequisite: Students enrolling in choir at ASB for the first time must be able to match pitch as determined by the teacher in a brief voice audit. Choir is a performance-based class designed to refine and further develop the singer s individual vocal t e c h n i q u e a n d e n s e m b l e performance abilities. Students will refine and further develop the techniques of breathing and tone production. Music reading skills will be developed using solfege exercises and a variety of musical repertoire. Regular individual assessment will take place using SmartMusic recording technology. Emphasis is placed on participation, both in and out of the classroom. Out-of-class and in-class performances are a required part of these courses. Performances will include, but are not limited to, three community concerts per year. Additionally, singers will have the opportunity to audition for the International Honor Choir. Successful completion of a year s study in High School Choir will prepare the musician for continued musical g r o w t h t h r o u g h c o n t i n u e d involvement in High School Choir or as they anticipate university musical involvement. Wind Ensemble (Band) Grade: 9-12 (may be repeated for additional credit) Prerequisite: Minimum 2 years experience playing a band instrument or permission from the director. This course is designed to be the most advanced instrumental music group at the school. M u s i c t h e o r y a n d m u s i c a l composition will be an integral aspect of the student s musical development in the course. The group will work on challenging music and perform four public concerts throughout the year. One hour per week of at-home practice is expected for each student. Successful completion of a year s study in High School Band will further prepare the musician for continued involvement in High School Band or university musical involvement. Composition and Technology Track (TENTATIVE) Grade: 9-10 Length: 1 semester Credit: 0.5/ semester In this course topics would rotate to accommodate both years of this track. Topics would include an investigation of music technology and would integrate composition (with some performance) into the study. Within this topic, students will compose in popular electronic styles as ambient, trance, techno and try their hand at composing a drop. Students will also integrate prerecorded sound as part of their composition and trace the history of this technique from M u s i q u e Concrete to hip-hop. Other topics will include a history of recorded sound and its effects on music making and the music industry, a history of Western popular music that builds upon and extends the shorter exploration of blues, jazz, latin etc from middle school, but then focuses on pop music from 1960 s to the present. 37

IB Course in Group 6 : Music Higher Level / Standard Level Grade: 11-12 Length: 2 years per year Prerequisite: Prior experience of playing an instrument/vocalist or composing as well as some foundation in music theory The aim of IB Music is to broaden the experiences of students by exposing them to music from around the world and throughout history. The activities designed for this course will expand their perceptual skills, stimulate their creative abilities, and develop their potential as performing musicians. Students who consider themselves educated musicians as well as those who are music lovers can profit immensely from this class. The components of the SL, HL and ASB Diploma course include: Performance Folio: Group and/or solo, instrument and/or voice Listening: Music analysis, including score-reading. A Musical Investigation Task: Research on two contrasting musical cultures (for HL) Creativity: Composition, improvisation or arranging Students will explore a diverse range of music examples, critically examining them within musical, socio-historical and cultural contexts. Students will be expected to have or to quickly develop a foundational knowledge of music theory to be able to complete analysis work. 38

Other Electives MAKEing the future Global Leadership MOOC Online Learning Grade: 9-12 Length: 1 semester Credit: 0.5 / semester Grade: 9-10 Length: 1 semester Credit: 0.5 / semester Grade: 9-12 Length: 1 semester Credit: 0.5 / semester The products of the future are designed today, but how does it all happen? In this class, we will embark on a journey of discovering the how and why products are made. We will l o o k a t i n t e re s t i n g p ro j e c t s, prototypes and concepts, identify the reasons behind their success or failure, and learn how to apply different concepts to make our own products using Arduino. Upon completing this course each student will leave having successfully experienced the design process and prototyped a product Develop an understanding of the design process - why products are made and what goes into their creation. Develop an in-depth knowledge of Arduino and how it can be used to create an interactive prototype. Create a product prototype that may assist in college admissions as a portfolio piece. A collaborative, multi-school blended course taught by school leaders in the US, Asia, and South America. This unique course will explore leadership from global and local perspectives. Taught in a blended environment by principals and heads of school from around the world, it will include students from India, Brazil, and the United States who will e x p l o r e l e a d e r s h i p t h r o u g h developmental, cross-cultural, and theoretical lenses. Students will develop case studies from local leaders and leadership literature highlighting their own leadership milestones, and they will use mentors to help them reflect on their own leadership development. Students should have a formal or strong informal leadership role from which to use as a reflection point for this course. In order to meet individual student needs and to provide flexibility for students to meet their academic and personal goals, students may choose to take an online elective course towards graduation requirements. The American School of Bombay has identified providers and a range of courses with an appropriate level of rigor and to satisfy the passions and interests of a diverse range of learners. Students in grades 9-12 may opt to take up to one (1) elective credit each year of high school through these providers. Online options for the 2015 2016 school year can be found at this link: http://www.asbacademy.org/hs- Courses.htm 39

Creative Coding Grade: 9-12 Length: 1 semester Credit: 0.5/ semester As technology spreads across disciplines, the ways to create and code them becomes easier and more powerful. How do you make using a phone fun? How do you make music visualizations change with the beat? How was Angry Birds made? Join us in exploring the ways other creators develop the ability to interact with technology and use those learnings to produce creative solutions of our own. No prior knowledge is needed but a love of playing helps. Learn key problem solving, design and coding skills. Discover how companies and creators make technology that interacts with people. Make a creative software piece t h a t m a y a s s i s t i n c o l l e g e admissions as a portfolio piece. Grade: Length: Electric Fashion 9-12 (only girls) 1 semester Credit: 0.5/ semester Everything from clothing, to purses, to bracelets are starting to be more and more interactive. Join us as we conceptualize, design and create accessories out of a variety of materials then see how to make them interactive with the help of computer programming. No prior knowledge is needed just a creative mind and a knack for accessorising. Creative product design Plan personal project goals and timelines. Make computer interact with accessories. Film Studies Grade: 9-12 Length: 1 semester Credit: Prerequisite: 0.5/semester None This course is a hands-on production course that provides grounding in the technical and creative aspects of production. Students will conceptualize and develop group film projects and become familiar with digital nonlinear editing techniques. Critical Thinking: Creativity, Life Skills and Ethics Grade: 9-12 Length: 1 semester Credit: Prerequisite: 0.5/semester None This course will focus on developing critical thinking skills by exploring topics related to the creative process, essential life skills and ethical behavior. Class time will be structured to provide students with meaningful, valuable, and practical experiences as they seek to form their own wellr e a s o n e d a n d f a i r m i n d e d judgements about how to think and what to think. Students will be encouraged to look at issues from multiple perspectives, originate ideas and reflect on their own decisionmaking processes. Topics will include values c l a r i fi c a t i o n s, g o a l - s e t t i n g, developmental assets, problem - solving strategies, fixed vs growth mindset, individuality vs conformity, metacognition, love and hate, prosocial behavior and heuristics. Projects will include current event analysis, writing assignments and the Self Box. 40