The Upper School curriculum provides sufficient flexibility so that students may tailor their program to meet their needs and interests with specialized elective courses and advanced courses in each department.Our program is built on developing the essential skills for learning, now and in life beyond ASM. To complement the more academic aspects of our curriculum, we encourage all students to take full advantage of the wide range of curricular and extra-curricular opportunities on offer in the Upper School.

There are three pathways to graduation, which run concurrently in the Upper School:

• The United States (US) High School Diploma - all students must complete this pathway in order to graduate from ASM.

• The Programa Oficial - running concurrently with the US High School Diploma in Grades 9-12

• The International Baccalaureate Diploma Programme (IBDP) - running concurrently with the US High School Diploma in grades 11 & 12

A presentation of these pathways can be found in the Learning Pathways section of the US Learning Program website.

Integrated Mathematics 9 Extended

The focus of Integrated Mathematics 9 Extended is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential functions. The study of geometry, including, triangles and parallelograms, leads to an understanding of right triangle trigonometry. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The ASM Math Standards (Concepts & Procedures, Communication & Reasoning, Problem Solving) apply throughout the course and prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Student assignments in the Extended course will contain more critical thinking and have a higher depth of knowledge and more performance tasks. The content of the Extended course is taught at a faster pace, leaving more time for students to develop deeper problem-solving skills. Both courses will provide a solid foundation for IB math courses at all levels.

Credits: 1

Length of Course: 1 year

Text: Various

Grade Level: Grade 9

Prerequisites: Successful completion of Integrated Math 8 Extended or completion of Integrated Math 8 with the recommended grade of A or B and teacher approval/recommendation.

Integrated Mathematics 9

The focus of Integrated Mathematics 9 is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential functions. The study of geometry, including, triangles and parallelograms, leads to an understanding of right triangle trigonometry. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The ASM Math Standards (Concepts & Procedures, Communication & Reasoning, Problem Solving) apply throughout the course and prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Student assignments in this course will contain some critical thinking and some performance tasks. The content of the course is taught at a slower pace than the Extended course to ensure students develop a strong conceptual understanding to best prepare them for future math courses. Both the courses will provide a solid foundation for IB math courses at all levels.

Credits: 1

Length of Course: 1 year

Text: Various

Grade Level: Grade 9

Prerequisites: Successful completion of Integrated Math 8 or Extended

Integrated Mathematics 10 Extended

The focus of Integrated Mathematics 10 Extended is for students to pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into three critical areas, and organized into units. Students expand their repertoire of functions to include polynomial, rational, and logarithmic functions. They expand their study of right triangle trigonometry to include general triangles. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The ASM Math Standards (Concepts & Procedures, Communication & Reasoning, Problem Solving) apply throughout the course and prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Student assignments in the Extended course will contain more critical thinking and have a higher depth of knowledge and more performance tasks. The content of the Extended course is taught at a faster pace, leaving more time for students to develop deeper problem-solving skills. Both courses will provide a solid foundation for IB math courses at all levels.

Credits: 1

Length of Course: 1 year

Text: Various

Grade Level: Grade 10

Prerequisites: Successful completion of Integrated Math 9 Extended or completion of Integrated Math 9 with the recommended grade of A or B and teacher approval/recommendation.

Integrated Mathematics 10

The focus of Integrated Mathematics 10 is for students to pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into three critical areas, and organized into units. Students expand their repertoire of functions to include polynomial, rational, and logarithmic functions. They expand their study of right triangle trigonometry to include general triangles. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The ASM Math Standards (Concepts & Procedures, Communication & Reasoning, Problem Solving) apply throughout the course and prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Student assignments in this course will contain some critical thinking and some performance tasks. The content of the course is taught at a slower pace than the Extended course to ensure students develop a strong conceptual understanding to best prepare them for future math courses. Both the courses will provide a solid foundation for IB math courses at all levels.

Credits: 1

Length of Course: 1 year

Text: Various

Grade Level: Grade 10

Prerequisites: Successful completion of Integrated Math 9 or Extended

IB Mathematics: Analysis & Approaches

Mathematics: Analysis and Approaches is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of mathematical problem solving and generalization. This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture, and proof, for instance, the study of sequences and series at both SL and HL and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of the choice of course. However, Mathematics: analysis and approaches have a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

The distinction between Higher Level and Standard Level courses

Students who choose Mathematics: Analysis and Approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who wish to take Mathematics: Analysis and Approaches at Higher Level should have strong algebraic skills and a natural curiosity about mathematics. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Credits: 2

Length of Course: 2 years

Texts: Pearson Textbook:

• Mathematics for the IB Diploma - Analysis and Approaches SL

• Mathematics for the IB Diploma - Analysis and Approaches HL

Grade Level: 11/12

Prerequisites: (SL) Completion of Integrated Math 10 or Extended;

(HL) Completion of Integrated Math 10 Extended or completion of Math 10 with recommended grade of A and teacher approval/recommendation.

IB Mathematics: Applications & Interpretations

Mathematics: Applications and Interpretation is for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context. This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Applications and Interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

The distinction between Higher Level and Standard Level courses

Students who choose Mathematics: Applications and Interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Applications and Interpretation at a higher level will have good algebraic skills and experience in solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable undertaking this exploration using technology.

Credits: 2

Length of Course: 2 years

Text: Pearson Textbook

• Mathematics for the IB Diploma - Applications and Interpretation SL

• Mathematics for the IB Diploma - Applications and Interpretation HL

Grade Level: Grade 11/12

Prerequisites: (SL) Completion of Integrated Math 10 or Extended;

(HL) Completion of Integrated Math 10 Extended or Completion of Math 10 with recommended grade of A and teacher approval/recommendation.

ASM Math Explorations

ASM Math Explorations is a course designed for students who need math credit in 11th or 12th grade and who are not enrolled in the IB Diploma Program. It has an emphasis on applications of mathematics and is a versatile class designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics such as Number and Algebra, Functions, Math Modelling, Descriptive Statistics, Hypothesis Testing, Geometry, and Trigonometry, and an Introduction to Differential Calculus. It prepares students to be able to solve problems in a variety of settings, develop more sophisticated mathematical reasoning, and enhance their critical thinking. Students will work on many different types of projects within each unit. Students taking this course are well prepared for a career in social sciences, humanities, languages, or arts.

Credits: 1

Length of Course: 1

Grade Level: 11/12

Prerequisites: There are no prerequisites for this course.

INTEGRATED SCIENCE 9

Integrated Science 9 is designed to be part two of a two-year, pre-IB program that intends to prepare students equally for the IB sciences. It will focus on biology and earth science topics and will be guided by the Next Generation Science Standards. These two domains of science will be held together with a focus on developing science process skills in the lab, such as designing experiments, collecting and analyzing data, and concluding and evaluating results. This course is the first part of a two-year preparation program to enter the IB Diploma program in any of the domains of science.

Credits: 1

Length of Course: 1 year

Texts: Various

Grade Level: Grade 9

Prerequisites: Successful completion of Integrated Science 8

INTEGRATED SCIENCE 10

Integrated Science 10 is designed to be part two of a two-year, pre-IB program that intends to prepare students equally for the IB sciences. This course will focus on physics and chemistry topics and will be guided by the Next Generation Science Standards. These two domains of science will be held together with a focus on developing science process skills in the lab, such as designing experiments, collecting and analyzing data, and concluding and evaluating results. This course is the second part of a two-year preparation program to enter the IB Diploma program in any of the domains of science.

Credits: 1

Length of Course: 1 year

Texts: Various

Grade Level: Grade 10

Prerequisites: Successful completion of Integrated Science 9

IB Biology SL/HL (1 and 2)

This course follows the IB Biology syllabus and is designed for students seeking to take the IB Biology exam at either the Standard Level (SL) or Higher Level (HL). A student decides whether to follow the SL or HL track prior to beginning the two-year course. Year 1 for both levels (SL and HL) combines the rigorous academic study of biology concepts with experimental work designed to teach laboratory techniques and develop scientific research skills. In both SL and HL courses, topics covered over the two years include cells, molecular biology, genetics, ecology, evolution, and human physiology.

Students will use the laboratory techniques and research and writing skills learned in year one to design and complete a mandatory individual investigation of their choice. The HL course also includes advanced studies in DNA, genetics, plant science, and animal physiology.

Year 2 of HL is fast-paced and requires a good recall of year one topics, strong math skills, good independent study skills, and a desire to be challenged.

The IB requires that SL courses have a minimum of 150 student contact hours and that HL courses have a minimum of 240 contact hours over two years.

If this course is taken as part of the IB program, the approval of the IB Coordinator is also required.

Credits: 1 per year

Length of Course: 2 years

Grade Level: Grades 11-12

Prerequisites:

• SL: Completion of Integrated Science 9/10 or equivalent

• HL: Completion of Integrated Science 9/10 or equivalent with a B or higher recommended in IS9

IB Chemistry SL/HL (1 and 2)

Chemistry SL and HL is a course for curious students who wish to study matter and understand more about how scientists use models in order to understand it. Throughout this challenging course, students will study the Core Topics which include: Stoichiometry, atomic structure, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, electrochemistry, and organic chemistry. In addition, students will enjoy multiple opportunities for scientific study and creative inquiry through investigation. Data processing and analysis will be studied in-depth, and students will learn to think critically and communicate their findings like scientists. The first year of the course will include the bulk of the Core Topics. In the second year, students will complete the Core Curriculum, participate in the Group Four Project, design and carry out an individual investigation for the Internal Assessment, and study an option as determined by the class and the teacher from the following topics: Materials, Biochemistry, Energy or Medicinal Chemistry.

Students who wish to enroll in the course should consider their background in math and science regarding placement in the SL or HL Course and discuss their future career goals with their parents, the IB coordinator, the college counselor, and their current science teacher while making this decision. A growth mindset and confidence in mathematics are assets in this course. Students should understand that the HL Course is faster-paced and includes topics that are more challenging and require more background in mathematics than the SL Course.

Credits: 1 per year

Length of Course: 2 years

Grade Level: Grades 11-12

Prerequisites:

• SL: Successful Completion of Integrated Science 10; good standing in mathematics

• HL: Strong Math skills and completion of Integrated Science 10 with a grade of B or better are recommended

IB Physics SL/HL (1 and 2)

This course follows the IB Physics syllabus and is designed for students seeking to take the IB Physics exam at either the Standard Level (SL) or Higher Level (HL). A student decides whether to follow the SL or HL track prior to beginning the two-year course. Year 1 for both levels (SL and HL) combines the rigorous academic study of a wide range of physics concepts with experimental work designed to teach laboratory techniques and to develop scientific research skills and technical writing skills. Topics covered over the 2 years are Measurements and Uncertainties, Mechanics, Thermal Physics, Waves, Electricity and Magnetism, Circular Motion and Gravitation, Atomic and Nuclear Physics, and Energy Production and Astrophysics. Students will use the laboratory techniques and research and writing skills learned in year one to design and complete a mandatory individual investigation of their choice.

Year 2 of HL is fast-paced and requires a good recall of year one topics, strong math skills, good independent study skills, and a desire to be challenged.

The IB requires that SL courses have a minimum of 150 student contact hours and that HL courses have a minimum of 240 contact hours.

If taken as part of the IB program, the approval of the IB Coordinator is also required.

Credits: 1 per year

Length of Course: 2 years

Grade Level: Grades 11-12

Prerequisites:

• SL: Successful Completion of Integrated Science 10; good standing in mathematics

• HL: Strong Math skills and completion of Integrated Science 10 with a grade of B or better are recommended

IB Environmental Systems and Societies SL (1 and 2)

This course is designed for students seeking to take the IB Standard Level Environmental Systems and Societies exam. This course explores the cultural, economic, ethical, political, and social interactions of societies with environmental systems. As a result of this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and laboratory investigations and to participate in philosophical discussion. Topics include Environmental Value Systems, Ecosystems, Biodiversity, Aquatic Systems, Soil Systems, Atmospheric Systems, Climate Change, and Human Resource Use. Students will use the laboratory techniques and research skills learned in year one to design and complete an individual investigation of their choice.

If taken as part of the IB program, the approval of the IB Coordinator is required.

Credits: 1 per year

Length of Course: 2 years

Grade Level: Grades 11-12

Prerequisites: Completion of Integrated Science 9 and 10;

IB Sports, Exercise and Health Science SL/HL (1 and 2)

In both the Standard Level (SL) and Higher Level (HL) SEHS 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 optional 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 analyze human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise, and health relative to the individual in a global context. This course will provide excellent preparation for university courses including those specifically related to Sport, Nutrition, Athletic Training, Exercise, and Health Sciences.

Students will use the laboratory techniques and research and writing skills learned in year one to design and complete a mandatory individual investigation of their choice. The HL course also includes advanced studies in anatomy, physiology, fatigue, friction/drag, skill acquisition/analysis, genetics, athletic performance, and exercise and immunity.

The IB requires that SL courses have a minimum of 150 student contact hours and that HL courses have a minimum of 240 contact hours over two years.

If this course is taken as part of the IB program, the approval of the IB Coordinator is also required.

Credits: 1 per year

Length of Course: 2 years

Grade Level: Grades 11-12

ASM Space and Earth Science (Grade 11/12)

This one-year interdisciplinary course focuses on the study of the universe and the forces that shape our world. Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Students develop models and explanations for the ways that interactions between the geosphere, hydrosphere, and atmosphere control the appearance of Earth’s surface. Students explore the complex and significant interdependencies between humans and Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities.

Credits: 1

Length of Course: 1 year

Grade Level: Grade 11 or 12

Prerequisites: Completion of Integrated Science 9 and 10

ENGLISH 9: Literature

This course will:

• Empower students to use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis, and social interaction.

• Challenge students to develop critical, creative, and personal approaches to studying and analyzing literary and non-literary texts while exploring examples of writing drawn from a range of different genres, time periods, and cultures.

Students will:

• Create a number of different texts; from essays to poems, short stories for Grade 2 students, a portfolio of their photography, and an advertising campaign to promote their Shakespearean performance, amongst other activities.

• Care for the opinions of others while working, debating, and collaborating in groups, and developing a lifelong interest in reading and writing.

Assignments are based on three different skill-sets; analytical, creative, and performance. Each assessment will give students the opportunity to develop their proficiency in understanding, analysis, organization, and language. All summative tasks are assessed by the department and not the classroom teacher.

Credits: 1

Length of Course 1 year

Grade Level: Grade 9

ENGLISH 10: American Literature

The course will:

• Empower students to use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction through the analysis and evaluation of literature from various regions in the United States.

• Challenge, refine and expand students’ general understanding of what American literature might mean in its different forms, and apply linguistic and literary concepts and skills in a variety of authentic contexts.

Students will:

• Create a number of different types of texts; from academic essays to music videos, documentaries, websites, and opinion columns.

• Care about and respect the opinions of others while working, debating, and collaborating in different contexts. This is a course that promotes a lifelong interest in reading and writing through open-minded engagement with a range of opinions and interpretations.

Assignments are based on three different skill-sets; analytical, creative, and performance. Each assessment will give students the opportunity to develop their proficiency in understanding, analysis, organization, and language. All summative tasks are assessed by the department and not the classroom teacher.

Credits:1

Length of Course: 1 year

Grade Level: Grade 10

IB ENGLISH A LITERATURE SL and HL 1 (Grade 11)

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world. This is categorized into the following components: ‘Readers, writers and texts’, ‘Time and Space’, and ‘Intertextuality’. This course is especially useful to students who love to read and/or intend to go to university to study for what is classified as an art degree, such as literature, law, or history.

SL students will explore a total of 9 texts and HL students will explore 12 texts drawn from a range of genres (non-fiction, poetry, drama, and prose), cultures, and time periods. They will complete a range of internal assessments, but they will also be externally assessed during their second year in the following areas:

• Paper 1: Guided literary analysis

• Paper 2 Comparative essay

• Individual oral (15 minutes): in response to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)

And HL students will also complete:

• Higher level (HL) essay

IB ENGLISH A LITERATURE SL and HL 2 (Grade 12)

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world. This is categorized in the following components: ‘Readers, writers and texts’, ‘Time and Space’, and ‘Intertextuality’. This course is especially useful to students who love to read or intend to go to university to study for a BA degree or law degree; such as literature, law, or history.

SL students will explore a total of 9 texts and HL students will explore 12 texts drawn from a range of genres (non-fiction, poetry, drama, and prose), cultures, and time periods. They will complete a range of internal assessments, but they will also be externally assessed in their second year in the following areas:

• Paper 1: Guided literary analysis (exam in May)

• Paper 2 Comparative essay (exam in May)

• Individual oral (15 minutes): in response to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (January)

And HL students will also complete:

• Higher level (HL) essay (December)

Credits: 1 per year

Length of Course: 2 years of which this is the second

Grade Level: Grade 12

IB ENGLISH A LANGUAGE AND LITERATURE SL (Grade 11)

In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to studying in the course are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies, and critical discourse analysis among others. This course is especially useful to students who wish to explore language on a practical level, language in context, and explore the way language influences our perspective of the world. It is also useful for students who intend to study linguistics, social studies, journalism, or law at university.

SL students will explore a total of 4 texts drawn from a range of genres (non-fiction, poetry, drama, and prose), cultures, and time periods. They will complete a range of internal assessments, but they will also be externally assessed in their second year in the following areas:

• Paper 1: Guided textual analysis

• Paper 2 Comparative essay

• Individual oral (15 minutes): in response to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.

Credits: 1 per year

Length of Course: 2 years, of which this is the first

Grade Level: Grade 11

IB ENGLISH A LANGUAGE AND LITERATURE HL 1 (Grade 11)

In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to studying in the course are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies, and critical discourse analysis among others. This course is especially useful to students who wish to explore language on a practical level, language in context, and explore the way language influences our perspective of the world. It is also useful for students who intend to study linguistics, social studies, journalism, or law at university.

HL students will explore 6 texts drawn from a range of genres (non-fiction, poetry, drama, and prose), cultures and time periods. They will complete a range of internal assessments, but they will also be externally assessed in their second year in the following areas:

• Paper 1: Guided textual analysis

• Paper 2 Comparative essay

• Individual oral (15 minutes): in response to the following prompt: ‘Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied’.

• Higher level (HL) essay

IB ENGLISH A LANGUAGE AND LITERATURE SL and HL 2 (Grade 12)

In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to studying in the course are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies, and critical discourse analysis among others. This course is especially useful to students who wish to explore language on a practical level, language in context, and explore the way language influences our perspective of the world. It is also useful for students who intend to study linguistics, social studies, journalism, or law at university.

SL students will explore a total of 4 texts and HL students will explore 6 texts drawn from a range of genres (non-fiction, poetry, drama, and prose), cultures, and time periods. They will complete a range of internal assessments, but they will also be externally assessed in their second year in the following areas:

• Paper 1: Guided textual analysis (exam in May)

• Paper 2 Comparative essay (exam in May)

• Individual oral (15 minutes): in response to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (January)

• Higher level (HL) essay (December)

Credits:1 per year

Length of Course: 2 years, of which this is the second

Grade Level: Grade 12

IB ENGLISH A LITERATURE AND PERFORMANCE SL 1 (Grade 11)

Literature and performance is an interdisciplinary synthesis of literature and theatre. It brings together literary analysis, based on close reading, critical writing, and discussion, with practical and aesthetic elements of theatre. In this course, students engage with a range of literary works, perform dramatic texts, and transform texts into realized performances. The course is grounded in knowledge, skills and processes associated with the individual disciplines while developing interdisciplinary understandings generated from the interactions between literature and performance. This course is especially useful to students who love to perform and/or intend to go to university to study for a BA degree or a creative/practical degree; such as literature, creative writing, drama, or art.

Literature and performance candidates must study at least five works, one of which must be in translation. Works must be selected to cover drama, and at least two other literary forms. They will complete a range of internal assessments, but they will also be externally assessed in their second year in the following areas:

• Paper 1: Comparative essay

• Written assignment: In an essay of no more than 2,000 words, students critically examine an extract from a dramatic work that they have explored through performance.

• Transformative performance (10 minutes): students transform an extract from a non-dramatic literary work into a piece of theatre. This piece of theatre is then performed to a live audience.

• Individual oral (15 minutes): students complete an individual oral in which they explain their process of transforming the extract into performance. Both parts are internally assessed by the teacher and externally moderated by the IB at the end of the course. (32 marks)

Credits:1 per year

Length of Course: 2 years, of which this is the first

Grade Level: Grade 11

ELECTIVES

Narrative and Performance (One Year)

Narrative and Performance will explore the craft of various forms of storytelling both on the page and the stage.

The course will:

• Empower students to explore their potential as they both analyze as well as produce texts and performances.

• Challenge students to take risks both in their criticism of other works and the development of their own material.

• Explore the creative process, the ways in which helpful critical feedback can improve that process, and the relationship between creative and critical thinking.

Students will:

• Create a number of different types of texts and performances.

• Care about how their words and actions affect the work of their classmates.

• Develop their skill in self-expression and communication both in their work, and in the class’s critical discussions of work produced for the class.

Credits: 1

Length of Course: 1 year

Grade Level: 9-10

INTEGRATED SOCIAL STUDIES 9 and 10

Integrated Social Studies 9 and 10 (ISS9 and ISS10) are the foundational social science courses in the Upper School curriculum. This is a revisioned program, which carries with it a focus on inquiry-based learning, 21st Century Skills (including communication, collaboration, critical thinking, and creativity), and taxonomic thinking scaffolding. The student is at the center of the exploration.

The Grade 9 and 10 Social Studies program encourages students to respect and understand the world around them and equips them with the necessary investigative skills to inquire into disciplines such as human geography, political science, economics, and history with an emphasis on the United States. It encourages dynamic learners, both students, and teachers, to consider local and global concepts such as sustainability and technology.

Students will learn to collect, describe, analyze and evaluate data from the lens of a social scientist and learn how to interpret increasingly complex information, including original source material. The course aims to foster and nourish critical thinkers who will carry with them the foundations to be agents of change within their communities and societies.

 

Credits: 1 credit per year

Length of Course: 2 years

Grade level: Grade 9 & 10

Requirements: None

IB BUSINESS AND MANAGEMENT SL OR HL (1 AND 2)

The IB Business Management is a rewarding course that allows you to take an inside look into the real business world. Business management studies business functions, management processes, and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by internal and external factors. The course also explores how individuals and groups interact within an organization, how they may be successfully managed, and how they can ethically optimize the use of resources sustainably. The business management course utilizes three major focuses to create the rigorous program: Content (tool, theories, and techniques from within the syllabus), Case Studies, and the overarching Concepts (change, creativity, sustainability, and ethics), students will develop the relevant skills to ensure each focus connect with one another. Students are required to sit for the SL and HL examination in May of the second year and complete an Internal Assessment for SL or HL. The course topics are divided between the 2 years, each topic includes some content only required for HL students. The content topics include Business organization and environment; Human resources; Accounts and finance; Marketing; and Operations management. In addition, students will be required to utilize a Business Tool Kit composed of decision-making tools.

Credits: 1 per year

Length of course: 2 years

Grade levels: Grades 11 and 12

Prerequisite: none

IB ECONOMICS SL (YR 1 AND 2)

Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation, and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The DP economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms, and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments, and societies. These economic theories are not studied in a vacuum— rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development, and environmental sustainability. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. By focusing on six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence, and intervention), students of the DP economics course will develop the knowledge, skills, values, and attitudes that will encourage them to act responsibly as global citizens.

Credit: 2 (1 per year)

Length of Course: 2 years

Grade Levels: 11 and 12

Textbook: Kognity IB Economics

Prerequisites: none

IB ECONOMICS HL (YR 1 AND 2)

Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation, and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The DP economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms, and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments, and societies. These economic theories are not studied in a vacuum— rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development, and environmental sustainability. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. By focusing on six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence, and intervention), students of the DP economics course will develop the knowledge, skills, values, and attitudes that will encourage them to act responsibly as global citizens. Both SL and HL students develop quantitative skills, but HL students will need to further develop these as appropriate, in analyzing and evaluating economic relationships in order to provide informed policy advice. These skills are specifically assessed in HL paper 3.

Credit: 2 (1 per year)

Length of Course: 2 years

Grade Levels: 11 and 12

Textbook: Kognity IB Economics

Prerequisites: none

IB DIGITAL SOCIETIES SL/HL (Year 1 and 2) *NEW ITGS*

Digital society is an interdisciplinary course designed for young people interested in exploring the impact and importance of digital systems and technologies in the contemporary world.

The course integrates concepts, content, and contexts through inquiry.

• Concepts such as expression, space, and identity highlight powerful, pervasive, and debatable perspectives that provide insight for inquiry.

• Content informs inquiry with details about digital systems including areas related to data, algorithms, media, AI, robotics, and more.

• Contexts situate inquiry into areas significant to life in digital society including social, cultural, and environmental contexts.

In addition, HL students consider important contemporary challenges and digital interventions.

The course aims to support standard level (SL) and higher level (HL) students on their inquiry journey as they:

• Focus inquiry using course concepts, content, and contexts as well as real-world examples

• Explore diverse sources relevant to digital society

• Investigate the impacts and implications of digital systems for people and communities

• Reflect on emerging trends, future developments, and further insights

• Share discoveries about digital society with others

No particular background or prior knowledge of DS is necessary for students to undertake this course; however, a familiarity with IT terminology, concepts, and tools would be an advantage. As this course is completely digital, students are highly encouraged to bring their own laptops to class.

Credits: 1 per year

Length of course: 2 years

Grade levels: Grades 11 and 12

Prerequisite: none

IB HISTORY SL (YR 1 AND 2)

IB SL History is a contemporary history course focusing on the 20th Century. It is a topics-based course focusing on war and conflict resolution as well as the Cold War. It will cover the years 1890 to 1991. One of the topics covered will be a source-based diplomatic analysis of the "Move to Global War" with two case studies, one of Japanese expansionism and the other on the development and reaction to Fascism and National Socialism. Another major topic will be the Cold War, viewed from an international perspective, looking at crises all over the world such as the Berlin Crisis, the Cuban Missile Crisis, and the Soviet invasion of Afghanistan. We will also look at a series of conflicts such as both World Wars, the Spanish Civil War, the Chinese Civil War, and the Second Indochina War (Vietnam War). All students are required to complete a Historical Investigation on a topic chosen by students during the first year.

Credits:1 per year

Length of course: 2 years

Grade level: Grade 11 and 12

Prerequisites: none

IB HISTORY HL (YR 1 AND 2)

IB HL History is a contemporary history course focusing on the 20th Century. It is a topics-based course focusing on war and conflict resolution as well as the Cold War. Many of the same topics will be covered as the SL course but we will go into more detail concerning European affairs. It will cover the years 1871 to 1991. One of the topics covered will be a source-based diplomatic analysis of the "Move to Global War" with two case studies, one of Japanese expansionism and the other on the development and reaction to Fascism and National Socialism. Another major topic will be the Cold War, viewed from an international perspective, looking at crises all over the world such as the Berlin Crisis, the Cuban Missile Crisis, and the Soviet invasion of Afghanistan. We will also look at a series of conflicts such as both World Wars, the Spanish Civil War, the Chinese Civil War, and the Second Indochina War (Vietnam War). As part of the HL extensions, will also examine: European diplomacy from 1871 – 1918; an analysis of Germany, Italy, and Spain during the interwar years; an evaluation of the successes and failures of European diplomacy from 1919 - 1945, looking at the development of the League of Nations, Nazi and Fascist foreign policies, appeasement, the development of the “Grand Alliance” during the Second World War, and the origins of the Cold War in Europe. There is also a Historical Investigation on a topic chosen by the student during the first year.

Credits:1 per year

Length of course: 2 years

Grade level: Grade 11 and 12

Prerequisites: none

IB GLOBAL POLITICS SL (YR 1 AND 2) NEW

The DP SL global politics course explores fundamental political concepts such as power, equality, sustainability, and peace in a range of contexts. It allows students to develop an understanding of the local, national, international, and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparisons between such examples and case studies to ensure a wider and transnational perspective.

The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups, and individuals. The concept of “power” is also emphasized as being particularly crucial to understanding the dynamics, tensions, and outcomes of global politics. Throughout the course, issues such as conflict, migration, or climate change are explored through an explicitly political lens: “politics” provides a uniquely rich context in which to explore the relationship between people and power.

These four common core compulsory units under the central unifying theme of “people, power, and politics” will require students to undertake a comprehensive engagement activity.

Credits:1 per year

Length of course: 2 years

Grade level: Grade 11 and 12

Prerequisites: none

IB GLOBAL POLITICS HL (YR 1 AND 2) NEW

The DP HL global politics course explores fundamental political concepts such as power, equality, sustainability, and peace in a range of contexts. It allows students to develop an understanding of the local, national, international, and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparisons between such examples and case studies to ensure a wider and transnational perspective.

The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens.

These four common core compulsory units under the central unifying theme of “people, power and politics” will require students to undertake a comprehensive engagement activity.

HL Extension: Political issues in two of the following six global political challenges are researched and presented through a case study approach.

1. Environment 2. Poverty 3. Health 4. Identity 5. Borders 6.Security

Credits:1 per year

Length of course: 2 years

Grade level: Grade 11 and 12

Prerequisites: none

INTRODUCTION TO SOCIOLOGY

The Introduction to Sociology is a project-based class whose curriculum is divided into two main semesters, as described below.:

Semester 1 - Sociology I: Identity. Culture. Examining Our Social World. Socialization.

Sociology sees identity through the lens of role behavior. This notion will be explored as a way for the students to dig into who they are before they can delve into their role in society. We will learn about social roles through personal experience, exploring the way in which social life is organized, what social norms and expectations are, and why they vary across cultures. Cultural variation and cultural similarities will be highlighted, with a strong focus on the three principal sociological perspectives on Society: Functionalism, Conflict Theory, and Interactionism.

In the “Examining your social world” chapter, students will engage in collecting data and research, highlighting the limits and virtues of data collection, the scientific method, and research analysis in a social science vis a vis a natural science - all with the purpose of finding a correlation between two variable of society and exploring a research question of their choosing (eg How do parenting styles impact on political inclinations?).

Lastly, We will explore the socialization process through the study of Primary and Secondary socialization agents, the three principal theories on how we become socialized (Looking-glass, Role-taking, and Impression Management)including the notion of resocialization and the impact of the media on social life.

Semester 2 - Sociology II: Socialization. Social Interaction. Groups, Organizations, and Institutions. Social Movements

Status and Role will be key concepts in understanding how society is structured and how we interact with each other, with a look into three principal social interaction theories: Dramaturgical Analysis, Social Exchange, and Ethnomethodology. Nonverbal communication and Online Interaction will round off this concept chapter.

Students will consistently be encouraged to develop a Sociological Imagination, enabling them to make links between the goings-on of everyday life and the concepts they study in class. The class is highly interactive, and students are encouraged to step outside of their comfort zones, take risks, and participate actively in class.

Organizing Society. Deviance and Social Control. Social Change and Movements. Groups form the kernel of societal organization, which in turn inform our formal organizations. We will explore the different social institutions – family, religion, education, government and politics, economy, health/environment. Deviance and Social control will be viewed from the aforementioned three sociological perspectives. In addition, we will look at collective behavior and how social change occurs, as well as learn methods to establish plans of action for any social issue within the scope of the areas they've learned. The final project of the year is the creation of a Social Movement of students’ choice.

The class is highly interactive, and students are encouraged to step outside of their comfort zones, take risks, and participate actively in class.

Credits: 1

Length of Course: 1 Year

Grade levels: Grades 9 through 12

Textbook: Benokraitis (2019). SOC6: Introduction to Sociology. Cengage Learning Inc. ISBN: 978-1-337-40516-4

Prerequisites: None

EXPLORING COMPUTER SCIENCE

This course is a survey of several aspects of Computer Science. It is designed for students who are looking to obtain an understanding of several different sections of Computer Science, to be selected from Human-Computer Interaction (HCI), Networking, HTML & CSS Webpage Coding, Logic/Circuit Design, Databases & Data Control, Python Programming. Students will work hands-on daily with technologies, learning through project-based units, and creating programs/presentations of their understanding. No previous computer science experience is necessary, but students should be familiar with general computer and internet use.

Credits: 1

Length of Course: 1 year

Resources: Personal Laptop

Grade Levels: 9-12

Prerequisites: None

ROBOTICS (Grades 9-12)

Students will use VEX Cortex, Arduino, 3D printers, Laser Cutters, CNC machines, Fusion 360, and Cura as tools to explore robotics, mechanical systems, electronics, and programming. Students will program robots using the software bundled with each robot CPU, or using the RobotC programming language. This course is primarily a lab experience that relies heavily on team participation and provides students with resources to design, build, program and debug functional robots. This course is designed as a continuation of MS Robotics and is open to students new to the subject. A student taking Robotics for the first time will complete a series of projects that will lead the student to an understanding of the basics of Robotics. A student repeating the course will be able to continue their learning where they left off by completing more and more complex robotics projects.

Credits: 1

Length: 1 year

Grade Levels: 9-12

Prerequisites: None

APPLIED COMPUTER SCIENCE

This course applies practical use cases of Computer Science. It is designed for students who are looking to obtain a more in-depth understanding of Computer Science, to be selected from Human-Computer Interaction (HCI), Networking, Logic/Circuit Design, Databases & Data Control. Students will work hands-on daily with technologies, learning through project-based units, and creating programs that both broaden the scope of understanding and use in practical applications. Smart systems, User experience, Energy management, Machine Learning, and Systems monitoring are a few of the topics students will examine in depth. Students should be familiar with general computer and internet use.

Credits: 1

Length of Course: 1 year

Resources: Personal Laptop

Grade Levels: 9-12

Prerequisites: Either Exploring Computer Science or Robotics

PERFORMING ARTS

The ASM music department believes that music is a fundamental part of the human experience and an essential part of holistic education. Students who enroll in music courses can expect to learn not only the fundamentals of music theory, history, and performance practice but how these elements are combined to create aesthetic experiences that cannot be duplicated in any other class. Students will also participate in regular active music-making experiences during which critical thinking and creativity are explored and developed. The ASM Music Department has designed a curriculum that focuses not only on music fundamentals but the importance of music in one’s life. We believe that connection is key and that expression through music is essential to life.

UPPER SCHOOL CHOIR

The Upper School Choir is designed to give students the tools they need to become knowledgeable and well-rounded musicians. Music of various time periods, styles, genres, and ethnicities will be performed, analyzed, and evaluated throughout the course of the year. Students will have the opportunity to create their own arrangements and compositions based on music fundamentals taught in the choir. Students are encouraged to become more independent musicians using their knowledge to make musical decisions on their own. Students will perform selected works at various concerts at ASM and in the greater Madrid community. Participation in international festivals is encouraged.

Credits: 1

Length: 1 year

Text: Sheet music and method books, use of MusicFirst online platform

Grade Level: 9-12

Prerequisites: None

WIND ENSEMBLE

The Upper School Wind Ensemble is a performance-based class in which students work to become musically literate, comprehensive musicians. Students perform and evaluate music from different time periods, of varying styles and genres. Rehearsals are regularly recorded and evaluated. Students also complete homework assignments using Flipgrid and other software. The Wind Ensemble works throughout the year to perform selected concerts at various venues including the ASM community and the greater Madrid community. Other possible performances might include a trip to a music festival in or outside of Spain. Students are encouraged to participate in international music festivals.

Credits: 1

Length: 1 year

Text: Sheet music, method books, Flipgrid

Grade Level: 9-12

Prerequisites: At least one year of formal instrumental music instruction

ORCHESTRA

The Upper School Orchestra is designed to give students the tools they need to become well-rounded, competent musicians. Students perform and evaluate music from different time periods, styles, genres, and ethnicities. Rehearsals are regularly recorded and evaluated by students. Students also complete homework assignments and quizzes using SmartMusic and other music software. Students are encouraged to create their own arrangements and compositions based on the fundamentals taught in class. The curriculum of the Upper School Orchestra focuses on performance repertoire as well as string technique, music theory, and music history. Selected works will be performed for school concerts as well as festivals in other countries. Participation in international music festivals is encouraged.

Credits: 1

Length: 1 year

Text: Sheet music, method books, compositional software, online research tools

Grade Level: 9-12

Prerequisites: At least one year of formal instrumental music instruction on a string instrument (violin, viola, cello, bass) and director approval.

JAZZ ENSEMBLE

The Upper School Jazz Ensemble is comprised of traditional big band instrumentation: saxophones, trumpets, trombones, guitar, piano, bass, and drum set. Students will study jazz, rock, Latin, swing and blues charts as well as will learn basic improvisation. Rehearsals are regularly recorded and evaluated. In addition to practicing at home, some homework assignments will need to be completed using Flipgrid. Students will perform several concerts throughout the year for the ASM community and for the greater Madrid community. Other possible performances might include a trip to a music festival in or outside of Spain.

Credits: 1

Length:1 year

Text: Sheet music, method books and Flipgrid

Grade Level: 9-12

Prerequisites: At least one year of formal instrumental music instruction and director approval.

IB MUSIC SL and HL (Grades 11 and 12) blended

International Baccalaureate Music is for students with a strong interest in music. Students will be empowered to recognize how technical training and creative competencies combine to inform practical work and contribute to the formation of a well-rounded modern musician. With this in mind, the study of music is embodied by three roles: the researcher, the creator, and the performer. In these roles, students inquire, create, perform and reflect on the course’s three musical processes: Exploring music in context, Experimenting with music, and Presenting music. Students are encouraged to personalize their musical studies through the exploration of diverse musical material through four Areas of Inquiry (AOLs). Additionally, the engagement of the AOLS takes place across three contexts:

• Personal context -music that has significance to the student.

• Local context -music that has local significance but may be unfamiliar to the student.

• Global context - unfamiliar music from a variety of places, societies, and cultures.

Assessment of student achievement will be based on exploring music in context, experimenting with music, and presenting music. HL students have an additional component called the contemporary music-maker, which is a multimedia presentation documenting their real-life project.

Credits: 2

Length of course: 2 years

Text: The Enjoyment of Music, Basics of Music: opus one and World Sound Matters

Prerequisites: Teacher approval

IB MUSIC SL and HL (Grade 11) year 1 only

International Baccalaureate Music is for students with a strong interest in music. Students will be empowered to recognize how technical training and creative competencies combine to inform practical work and contribute to the formation of a well-rounded modern musician. With this in mind, the study of music is embodied by three roles: the researcher, the creator, and the performer. In these roles, students inquire, create, perform and reflect on the course’s three musical processes: Exploring music in context, Experimenting with music, and Presenting music. Students are encouraged to personalize their musical studies through the exploration of diverse musical material through four Areas of Inquiry (AOIs). Additionally, the engagement of the AOIs takes place across three contexts:

• Personal context -music that has significance to the student.

• Local context -music that has local significance but may be unfamiliar to the student.

• Global context - unfamiliar music from a variety of places, societies, and cultures.

 

Year 1 students will learn more about composition, music history, and music theory as it relates to analysis and performance practice. Coursework will be focused on skill development and opportunities to create and explore diverse types of music.

Credits: 1

Length of course: 1 year

Text: The Enjoyment of Music, Basics of Music: opus one and World Sound Matters

Prerequisites: Teacher approval

IB MUSIC SL and HL (Grade 12) year 2 only

Year 2 IB Music students will build off of skills and concepts learned in the 1st year course. Students will complete their required Internal and External assessments based on the course’s three musical processes: Exploring music in context, Experimenting with music, and Presenting music. HL students have an additional component called the contemporary music-maker, which is a multimedia presentation documenting their real-life project.

Credits: 1

Length of course: 1 year

Text: The Enjoyment of Music, Basics of Music: opus one and World Sound Matters

Prerequisites: Teacher approval

THEATRE PRODUCTION (Trimesters 2 and 3)

In this class, we will explore the various aspects involved in producing a play. We will begin with script analysis, acting, and interpretation, but then move on to more technical aspects. These may include staging, lighting, and sound; the exact course will evolve largely due to the ASM theatrical season. This class will work closely with the director and assist in the production of the school's plays. In this way, the course is largely one part introduction to drama, and one part technical theater. Through both of these elements, students will be able to explore their personal strengths, interact constructively with their peers, and, hopefully, take pride in a job well done. More specifically, students will strive to:

• develop skills in analysis and interpretation

• develop vocal projection

• learn the processes involved in a theatrical production

• learn to criticize self and others in a positive, constructive manner

• assist in the production of ASM's plays

Credits: 2/3 credit

Length of Course: Two trimesters

Text: "The Stage and the School" plus teacher prepared materials

Grade Level: 9-12

Prerequisites: None

VISUAL ARTS DEPARTMENT AT ASM

The Visual Arts Curriculum provides students with both the foundation to become active and effective members of their community and with the foundation for continued artistic success. To this end, the curriculum is designed as an integrated approach to creating two-dimensional and three-dimensional art, art criticism, and art appreciation. Course offerings include both traditional and digital art mediums. The Visual Arts program stresses the development of critical thinking skills, the cultivation of an aesthetic sensibility, exposure to diverse ideas, and awareness through the art of the relationship between oneself and others, and society. ASM offers a variety of traditional and digital arts courses.

DRAWING AND PAINTING

Drawing and Painting is a year-long course that provides the students with a foundation in traditional and non-traditional two-dimensional drawing and painting skills. It has been modeled around the five art department standards. A range of drawing and painting skills will be explored. In addition, students will be exposed to some art history and art criticism. This course is designed for students who think they cannot draw or paint and for those who think they have some skill and wish to learn more. Each student will have an opportunity during the last trimester to create independent projects that will be coached by the instructor. The student will present a plan for independent work for the last third of the course that reflects the art department standards.

Credits: 1

Length of course: 1 year

Text: None

Grade Level: Grades 9 - 12

Prerequisites: None

VISUAL ARTS

Visual Arts is a year-long course that has been modeled around the five art department standards. Students will have hands-on practice and learn key concepts that are essential to the visual arts. Students will use a wide variety of media in the course. They will have opportunities to practice photography, drawing, painting, collage, video, and 3D media. Students will acquire a greater understanding and improved practice of the elements of art and the principles of design. These building blocks of visual art support creativity and are key to being expressive and understanding the visual language of aesthetics. Students will engage in them through art production, critiques, investigations, and art appreciation. Students will engage in multidisciplinary art production, critiques, investigations, and art appreciation. There will be a focus on building skills, techniques, art materials, idea development, and creativity. Each student will have an opportunity during the last trimester to create independent projects that will be coached by the instructor. The student will present a plan for independent work for the last third of the course that reflects the art department standards.

Credits:1

Length of course: 1 year

Text: None

Grade Level: Grades 9-12

Prerequisites: None

DIGITAL PHOTOGRAPHY

Digital Photography is modeled around the five art department standards. Students will use their own cameras and ASM´s digital single-lens reflex cameras (DSLR). Edited, non-edited, and manipulated photographs will be explored and worked on using Industry-standard software where necessary. A wide variety of technical and conceptual information will be explored in this course. Each student will have an opportunity during the last trimester to create independent projects that will be coached by the instructor. The student will present a plan for independent work for the last third of the course that reflects the art department standards.

Credits: 1 credit

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: None.

DIGITAL ARTS

Upper School Digital Arts explores the major Commercial Art areas of Digital Photography and Manipulation, Digital Compositing and Illustration/ Graphic Design, 3D Modeling and Animation, Virtual Reality, and Video Production/Post-Production. This year-long technology-based course provides the student with a solid base and exposure to contemporary Digital Arts in all its forms. By blending traditional approaches with a thorough grounding in the elements of art and principles of design, the course provides the student with a wide range of both artistic and technical tools in order to prepare them for a variety of Digital Arts -related careers. Students are encouraged to have a portable, external hard drive/ pen-drive for extra backup and saving of their work on a daily basis.

Credit: 1 credit

Length of course: 1 year

Grade level: 9-12

Prerequisites: None

Resources: Digital Art Masters – 3D total.com

3D DIGITAL ANIMATION

The class is designed to give students introductory skills in the field of 3D computer animation and short film production. The three general topic areas to be covered during the first two trimesters are:

Classical principles of animation timing, acceleration/deceleration, anticipation, follow-through, arcs, squash and stretch, exaggeration, secondary actions, staging, and personality.

Animation and film production work pipeline, pre-production, modeling, rigging, shading and texturing, animating, lighting, rendering, and post-production.

Technical training in 3D software and 2D digital manipulation

The final section will be spent designing and developing a major project, using the concepts and skills developed during the initial part of the course, coupled with post-production involving editing and compositing software.

Credits: 1

Length of Course: 1 year

Grade Levels: 9-12

Pre-requisites: None

VIDEO ART

This year-long technology-based art course provides the student with a solid base in and exposure to artistic video processes. The class is designed to expose the student to concepts involved in filming pre-production, scene blocking, staging, lighting, camera moves, green-screening, editing, compositing, and post-production. It provides students with a thorough introduction to digital video production including the use of video cameras, projectors, and video editing software. Students will gain the technical and conceptual understanding to produce resolved video artworks that can be presented in a gallery/ installation and public-viewing contexts. It will also allow students to gain an understanding of the genre of video art within contemporary fine art practice.

Credits: 1

Length of Course: 1 year

Resources: Video Art: A Guided Tour by Catherine Elwes, University of the Arts London

Grade Level: 9 – 12

Prerequisites: None

UPPER SCHOOL FILMMAKING

This yearlong technology-based art course provides the student with a solid base in contemporary filmmaking and cinematography. In this class, students will produce a short film after first being exposed to the principal concepts of filmmaking. These include: screenwriting (from concept creation to finished script), pre-production (economics of film, planning, casting), production (directing, sound recording, acting, scene blocking, lighting, cinematography, green-screening), post-production (editing, music, sound mix), as well as entry of the film in film festivals and screenings around the world. This project-based class provides students with a thorough introduction to screenwriting, digital film, and cinema production techniques, pipelines, and processes, including the use of digital video cameras, production equipment, and video-editing software. Students will gain the technical, theoretical, practical, and conceptual skills and understanding necessary to produce their own short films.

Credits: 1

Length of Course: 1 year

Resources: The Filmmaker’s Handbook: A Comprehensive Guide for the Digital Age (2013 Edition) by Steven Ascher and Edward Pincus; On Directing Film (1992) by David Mamet

Directing: Film Techniques & Aesthetics (Fifth Edition, 2013) by Michael Rabinger and Mick Hurbis-Cherrier; How to Shoot a Feature Film for Under $10,000 (And Not Go to Jail) by Bret Stern (2002); On Film-making: An Introduction to the Craft of the Director (2005) by Alexander Mackendrick, edited by Paul Cronin; In the Blink of an Eye (2ndEdition, 2001) by Walter Murch

Grade Level: 9-12

Prerequisites: None

IB VISUAL ART 1 (SL AND HL)

IB Visual Art 1 is the first-year course of a two-year course of study. The first year of IB Art focuses on the artistic process, exploring mediums, understanding other artists' works, and working towards what will be a coherent body of work. Students learn how to study artists’ works, make their own artworks, and work in a visual arts journal. Students complete a comparative study of other artists' works by the end of IB Art 1. Self-reliance and the ability to work independently are essential. The general aims of the IB Visual Art curricula are to:

• provide opportunities to develop the aesthetic, imaginative, and creative faculties.

• stimulate and train visual awareness, perception, and criticism of the arts of various cultures.

• enable students to discover, develop and enjoy means of creative visual expression.

• encourage the pursuit of quality through training and individual experiment.

• exemplify and encourage inquiry and informed attitudes toward all art and design forms, both in history and today.

 

Credits: 1 per year

Length of Course: 2 years (for IB 1 and IB 2)

Text: None

Grade Level: 11

Prerequisites: None

IB VISUAL ART 2 (SL AND HL)

IB Visual Art 2 is the second year course of a two-year course of study. The second year of IB Art focuses on refining their art practice in order to have a coherent body of work. In September the students will submit a selection of work from each of the three components that will help the instructor gauge a predicted score. Students will also refine the completed comparative study. They will submit process portfolio pages, artworks, exhibition material, and a comparative study for examination in IB Art 2 for their final score for this course.

Self-reliance and the ability to work independently are essential. The general aims of the IB Visual Art curricula are to:

• provide opportunities to develop the aesthetic, imaginative, and creative faculties.

• stimulate and train visual awareness, perception, and criticism of the arts of various cultures.

• enable students to discover, develop and enjoy means of creative visual expression.

• encourage the pursuit of quality through training and individual experiment.

• exemplify and encourage inquiry and informed attitudes toward all art and design forms, both in history and today.

Credits: 1 per year

Length of Course: 2 years (for IB 1 and IB 2)

Text: None

Grade Level: 12

Prerequisites: IB Art 1

INTRODUCTION TO SPANISH

This is an elementary course for real beginners in Spanish who enroll at ASM in the second half of the year. It introduces basic Spanish vocabulary and provides practice in using it for the duration of the second and third trimesters.

Credits: 2/3 credit

Length of Course: January to June

Grade Level: 9-12

Prerequisites: None

IB SPANISH ab initio 1/Spanish 1

Spanish 1 presents a communicative approach to language. Students will use the language in meaningful situations, such as meeting people, shopping, asking for directions, etc. The basic grammatical structure of the language is taken from these situations. Emphasis is given to pronunciation, listening comprehension, and appropriate reaction to common situations. The correctness of spelling, and the writing of simple messages, dialogues, and paragraphs will also be considered.

Credits:1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: None.

IB SPANISH ab initio 1 or 2/Spanish 2

This course maintains and develops the comprehension and speaking skills acquired in Spanish 1. More emphasis is placed on reading and writing skills during the second half of the year but the main emphasis of this course is to reinforce oral skills to be used in meaningful situations. There will be a review of structures learned in Spanish 1, but new verb tenses will be introduced (conditional, past, etc.). Students will be required to write for the correction of grammar and usage, and to read a selection of articles and stories at an appropriate level in addition to holding discussions based on general themes and current events. Upon completion of this course, students will be able to hold a simple conversation in Spanish, write paragraphs about any topic, and understand directions in Spanish in any context.

Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated proficiency in at least 4 of the 5 Foreign Language Standards for their level; students coming from other schools will be required to take a placement test to assess their command of oral and written Spanish; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB SPANISH ab Initio 2/ IB Spanish B SL 1/Spanish 3

At the end of this level, students will have mastered all the tenses of the Spanish language. Special emphasis will be given to the subjunctive mood, prepositions, and idiomatic expressions and sayings. More emphasis will be rendered on reading and writing but oral skills will also be stressed.

Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated proficiency in at least 4 of the 5 Foreign Language Standards for their level; students coming from other schools will be required to take a placement test to assess their command of oral and written Spanish; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB SPANISH B SL 1 or 2/IB Spanish B HL 1/Spanish 4

In this course, students will master all the grammatical aspects of the language. The course will focus on reading and writing a number of texts including literary ones. Cultural aspects such as media, literature, and art, and the growing importance of the Spanish language in the world will be emphasized. The curriculum for Spanish 4 follows the standards established by the European Framework of Languages for level B2.

Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated proficiency in at least 4 of the 5 Foreign Language Standards for their level and; students coming from other schools will be required to take a placement test to assess their command of oral and written Spanish; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB SPANISH B SL 2/ IB Spanish B HL 1 or 2/Spanish 5

This course is designed for students with prior proficiency in Spanish. The main focus of the course is on improving language skills. These language skills will be improved through the study and use of a variety of written and spoken material. Such material will range from everyday oral exchanges to literary texts and will be related to Spanish culture. The material will be selected to enable students to develop mastery of language skills and intercultural understanding. It will not be intended solely for the study of specific matters or content. The curriculum for Spanish 5 follows the standards established by the European Framework of Languages for levels B2-C1.

Credits: 1

Length of Course: 1 year

Grade Level: 10-12

Prerequisites: ASM Students need to have demonstrated proficiency in at least 4 of the 5 Foreign Language Standards for their level; students coming from other schools will be required to take a placement test to assess their command of oral and written Spanish; all students (IB and non-IB) will need teacher approval to progress to the next level.

SPANISH B HL 2/Spanish 6

This course is designed for Grade 12 students who want to take the Spanish B exam. It is a continuation of the preceding course. Spanish 6 is a proficiency course where students will be able to understand with ease virtually everything heard or read, will be able to summarize information from different spoken and written sources, reconstruct arguments and accounts in a coherent presentation, and will be able to express themselves spontaneously, very fluently, and precisely, differentiating subtle shades of meaning even in the most complex situations. The curriculum for Spanish 6 follows the standards established by the European Framework of Languages for level C1.

Credits: 1

Length of Course: 1 year

Grade Level: 12

Prerequisites: ASM Students need to have demonstrated proficiency in at least 4 of the 5 Foreign Language Standards for their level; students coming from other schools will be required to take a placement test to assess their command of oral and written Spanish; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB Spanish A Language and Literature SL/HL (11 & 12)

Spanish A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. The Spanish A: language and literature course aims to develop students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible. Teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. In view of the international nature of the IB and its commitment to intercultural understanding, the Spanish A: language and literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and an understanding of the different ways in which cultures influence and shape the experiences of life common to all humanity.

At the conclusion of the second year, students may take the IB Spanish A: Language and Literature examination at either Standard or Higher Level.

The distinction between SL and HL

The model for language A: language and literature are the same at SL and HL but there are significant quantitative and qualitative differences between the levels.

SL students are required to study four literary works and a number of non-literary texts, whereas HL students are required to study six literary works and a number of nonliterary texts.

In addition, HL students will have a fourth assessment component, the higher-level essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied non-literary text or texts, or a literary text or work. The outcome of this exploration is a 1200-1500 word essay in which HL students are expected to demonstrate a deeper understanding of the nature of the linguistic or literary study.

Credits: 1 each year

Length of Course: 2 years

Grade Level: 11 and 12

Prerequisites: Successful completion of Español Gr. 10 (Programa Oficial) with teacher recommendation or placement test for new students.

SPANISH LANGUAGE PROGRAM (PROGRAMA OFICIAL) OVERVIEW

The following courses include the areas of language, literature, geography, art history, and philosophy, and also follow the requirements set forth by the Spanish Ministry of Education for Spanish nationals or students requiring convalidation of the ASM diploma by the Spanish Ministry of Education. For 2021-2022 the Spanish equivalents for the grade levels offered in the Upper School at ASM are the following:

Grade 9 Español Grado 9 (3º ESO)

Grade 10 Español Grado 10 (4º ESO)

Grade 11 Español Grado 11 (1º Bachillerato)

Grade 12 Español Grado 12 (2º Bachillerato)

After meeting certain requirements, all ASM students may request from the Spanish Ministry of Education the recognition of their studies at ASM for the equivalent studies in the Spanish system. In Grades 7 to 10, students must take and pass the following courses at ASM: “Español Grado 7”, “Español Grado 8”, “Español Grado 9”, and “Español Grado 10”. If ASM students do not take and pass these courses while in Grades 7 to 10, they may not:

• Have their studies of Grades 7 to 10 at ASM recognized by the Spanish equivalent of “Título de Graduado/a en Educación Secundaria Obligatoria” (ESO),

• Have their studies of Grades 11 and 12 at ASM recognized by the Spanish equivalent of “Título de Bachiller”

As a result, such students may not:

• Apply for admission to Spanish universities (the possibility of applying with the International Baccalaureate Diploma would still be available),

• Transfer to a Spanish school to complete the equivalent Spanish grade levels of Middle School and High School.

• This applies to all ASM students, regardless of nationality.

ESPAÑOL GRADO 9 (3º E.S.O.)

This is a course focused on the study of the Spanish language and literature in its historical and social contexts (Middle Ages to the 18th century). We will also focus on enhancing students’ oral and written expression and comprehension. For reading and writing (included in the literary works that we read), we cover text structure, advertisements, journalism, narrative, descriptive, expository, and argumentative texts. The course follows the guidelines set forth by the Spanish Ministry of Education.

Credits: 1

Length of Course: 1 year

Grade Level: 9

Prerequisites: Successful completion of Español Grado 8 (2º ESO).

ESPAÑOL GRADO 10 (4º E.S.O.)

This is a course focused on the study of Spanish literature and history (18th-20th centuries), aspects of general linguistics, the evolution of the Spanish language, and its current situation. Critical analysis of some literary works will be required. Another field we will be focusing on will be oral and written expression and comprehension. The course follows the guidelines set forth by the Spanish Ministry of Education.

Credits: 1

Length of Course: 1 year

Grade Level: 10

Prerequisites: Successful completion of Español Grado 9 (3º ESO).

ESPAÑOL GRADO 11 (1º DE BACHILLERATO)

This course deals with many aspects of Spanish linguistics: history and dialectology of the Spanish language, usage, grammar (morphology and syntax), and semantics. Critical analysis of some literary works (from the Middle Ages to the 18th century) is required. The course follows the guidelines set by the Spanish Ministry of Education and serves as preparation for the Spanish universities¨ entrance exam(s).

NOTE: Students should follow both native Spanish courses in grades 11 and 12 in order to sit for the admissions exam(s).

Credits: 1

Length of Course: 1 year

Grade Level: 11

Prerequisites: Successful completion of Español Grado 10 (4º ESO)

ESPAÑOL GRADO 12 (2º DE BACHILLERATO)

This course deals with many aspects of the Spanish language and literature: history and dialectology of the Spanish language, usage, grammar (morphology and syntax), semantics, as well as critical analysis of different kinds of texts. Critical analysis of some literary works (19th-20th centuries) is required. We will also be focusing on the literary history of Spain and Latin America during the 19th and 20th centuries. The course follows the guidelines set forth by the Spanish Ministry of Education and prepares students for the Spanish universities' entrance exam(s).

NOTE: Students should follow both native Spanish courses in grades 11 and 12 in order to sit for the admissions exam(s).

Credits: 1

Length of Course: 1 year

Grade Level: 12

Prerequisites: Successful completion of Español Grado 11 (1º Bachillerato)

Additional Courses in Spanish

FILOSOFÍA - Grade 12

This course is a study of the main philosophers in our western history and an introduction to philosophical inquiry. Reflection and critical thinking are keywords to the course. As the history of philosophy is very ample, in this course students will attempt to become well acquainted with the following philosophers: Plato, Aristotle, Saint Augustine of Hippo, Saint Thomas Aquinas, Descartes, Hume, Kant, Marx, Nietzsche, and Ortega y Gasset. The course follows the guidelines set forth by the Spanish Ministry of Education and prepares students for the Spanish university entrance exam(s).

Credits: 1

Length of Course: 1 year

Grade Level: 12

Prerequisites: Open only to students in Grade 12.

HISTORIA DE ESPAÑA Y DE LOS PAÍSES HISPÁNICOS

The aim of this course is to give students a general introduction to the history of Spain and Latin America. It starts with the onset of civilization in both the Iberian Peninsula and the Americas and ends with the situation of these countries at the beginning of the 21st century. It is intended to be a “hands-on” course in which students will be investigating and presenting themes they choose. The course follows guidelines set forth by the Spanish Ministry of Education and prepares students for the Spanish university entrance exam(s).

Credits: 1

Length of Course: 1 year

Grade Level(s): 11-12

Prerequisites: Open to students in grades 11 and 12 with a good level of Spanish.

CULTURA Y CIVILIZACIÓN

This course provides a comprehensive perspective of Spanish culture, combining the language with the socio-cultural context in which it arose and evolved, through the study of art, literature, and history.

This program offers students the to continue to approach the world of Spanish from different perspectives. Students will update and improve their lexical and cultural knowledge by dealing with topics from history, traditions, literature, etc., in different types of texts.

It is directed to students in Grades 9 through 12, who would like to expand their cultural knowledge while developing expression, understanding, and debating skills, both oral and written. The content will promote tolerance, diversity, and respect.

Credits: 1

Length of Course: 1 year

Grade Level(s): 9-12

Prerequisites: Students must be a native Spanish speaker or bilingual.

FRENCH

IB FRENCH ab initio 1 /French 1

This course, open to upper school students (GR 9-12), is designed for Grade 8 students in French 1 MS, beginners, and any “false beginners” who do not meet the requirements to enter French 2. This course is designed to initiate or extend students' ability in the four skills - listening, speaking, reading, and writing. Major emphasis is placed upon the development of the ability to speak fluently with accurate pronunciation and intonation. This course is also the first year of IB French ab initio for grade 11 students. Authentic documents, as well as teacher-supplied materials, will be used in conjunction with online resources. Homework and assessment of the four skills are given in this course. Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: Due to its pace, this course is challenging for IB students with difficulties in their native language.

IB FRENCH ab initio 1 or 2/French 2

This course is designed for students who have successfully completed French 1 or MS French 2. It is a continuation of the preceding course and is intended to increase students' proficiency in the four skills. A number of basic reading selections may be used as the basis for the development of this proficiency. Authentic documents will be used in conjunction with specific FFL material as well as online resources. Emphasis upon fluency with accurate pronunciation continues. The literature will be introduced by reading a novel in French.

Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all standards but especially in the productive standards (writing, grammar, speaking); students coming from other schools will be required to take a placement test to assess their command of oral and written French.

IB FRENCH ab initio 2 / IB French B SL 1/French 3

This course is designed for students who have successfully completed French 2 or MS French 3. It is a continuation of the preceding course and is intended to increase students' ability to communicate in a foreign language. Authentic documents and online resources will be the core of the learning experience. Novels will be read and studied.

Credits: 1

Length of Course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all standards but especially in the productive standards (writing, grammar, speaking) students coming from other schools will be required to take a placement test to assess their command of oral and written French.

IB FRENCH B SL 1 or 2 / IB French B HL 1/French 4

This course is designed for students who have successfully completed French 3. It is a continuation of the preceding course with a complete review of grammar. Authentic documents and online resources will allow students to not only work on the four skills but also to know in-depth French society and current events. There will be special emphasis on productive and receptive skills to fulfill IB requirements. Novels will be read and studied. Emphasis is placed on careful reading of literary texts, newspapers, magazine articles with text handlings, written productions, and oral presentations to fulfill IB requirements. Credits: 1

Length of Course: 1 year

Grade Level: 10-12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all standards but especially in the productive standards (writing, grammar, speaking); students coming from other schools will be required to take a placement test to assess their command of oral and written French.

IB FRENCH B SL 2 / IB French B HL 1 or 2/French 5

This course is designed for students who have successfully completed French 4. It is a continuation of the preceding course. Material includes a representative body of all kinds of texts in French including literature, movies, and online resources. Emphasis is placed on careful reading of literary texts, newspapers, magazine articles with text handlings, written productions, and oral presentations to fulfill IB requirements. Special emphasis is placed on current social events as well as global issues. At the end of this course, students are able to achieve the B2 level (CEFRL).

Credits: 1

Length of Course: 1 year

Grade Level: 10-12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all standards but especially in the productive standards (writing, grammar, speaking); students coming from other schools will be required to take a placement test to assess their command of oral and written French.

IB FRENCH B HL 2/French 6

This course is designed for students who have successfully completed French 5. It is a continuation of the preceding course. French VI is an advanced course where all skills, both written and oral comprehension, and expression, are improved and a C1 level (CEFRL) is reached. A wide variety of texts are studied with special emphasis on literary texts and those dealing with social topics and global issues, with a French-speaking country perspective.

Credits: 1

Length of Course: 1 year

Grade Level: 12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all standards but especially in the productive standards (writing, grammar, speaking); students coming from other schools will be required to take a placement test to assess their command of oral and written French.

ACTUALITÉ DU MONDE FRANCOPHONE

This course is designed for students who have successfully completed French 4, 5, or 6 and/or who are native French speakers. The goal of the course is to learn about geography, history, and culture in the French-speaking world through current affairs; to better understand the French-speaking world and its origins, to better understand the interconnections that exist in our globalized world; and to look at the challenges that French-speaking parts of the world are faced with. The course will also prepare the students to present the examination for the European official certification of their level: B2 or C1 in the Institut Français de Madrid.

Credits: 1

Length of Course: 1 year

Grade Level: 10-12

Prerequisites: Successful completion of French 4, 5, or 6 and/ or being a native French speaker.

MANDARIN

MANDARIN 1

In Mandarin 1, students are going to start with pronunciation in Mandarin, tones, and how to pronounce each sound. The four language skills, speaking, listening, reading, and writing are included in the first year of Mandarin although writing is less demanding. Knowledge of Chinese culture will also be introduced in class, to provide students with a superficial understanding of Chinese people and culture. After one year of studies, students are expected to be able to read around 150-200 characters. They are required to be able to write about 100 basic Chinese characters, depending on the ability and effort of each student. Those who are interested in taking Mandarin as one of the IB subjects are recommended to begin in 9th grade at the latest. The following are the topics which will be covered during the course:

Topics in Mandarin 1:

Pronunciation (Hanyu pinyin: initials/finals/tones), structures, basic radicals and writing order of Chinese characters, knowledge of the evolution of some Chinese characters, numbers and dates, greetings and family members, occupations, self-introduction, time and time adverbs, the verbs of daily routines, typing Chinese characters on the computer, means of transportation, colors, body parts, describing people with some adjectives.

Project: Family introduction, daily routines (written and oral), interview with a native Chinese speaker (written and oral), describing the looks of two famous people.

Credits: 1

Length of course: 1 year

Grade Level: 9-10

Prerequisites: Approved by Spanish and English teachers

Resources: Textbook and workbook as well as teacher-produced worksheets

IB MANDARIN ab initio Y1/Mandarin 2

Students will begin reviewing what they learned in Mandarin 1. Pronunciation in Mandarin, meaning the tones and the way to pronounce each sound will continue to be emphasized. The four language skills, speaking, listening, reading, and writing, are all included. Writing is less demanding but will gain importance as the course advances. After Mandarin 2, students are expected to be able to read around 300-350 characters and write around 200 Chinese characters. The following are the topics which will be covered during the course.

Topics in Mandarin 2:

Countries and languages, school subjects, making a phone call, weather, seasons, sickness, hobbies (music, sports, and dance), food, and house.

Projects: weather reports and seasons description, comparison of Western and Chinese food, which will usually be followed by a field trip to a nearby Chinese restaurant

Credits: 1

Length of course: 1 year

Grade Level: 9-12

Prerequisites: ASM Students need to have demonstrated proficiency in the following standards for their level (pronunciation, listening, and comprehension); students coming from other schools will be required to take a placement test to assess their command of oral, read, and written Mandarin; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB MANDARIN ab initio Y1/Mandarin 3

Students will begin by reviewing what they learned in Mandarin 2. Pronunciation in Mandarin, the tones, and the way to pronounce each sound will continue to be emphasized. The four language skills, speaking, listening, reading, and writing, are all included. Writing is gaining importance. Students will be required to write Chinese characters in most of their assignments. At the end of the Mandarin 3 course, students will be expected to read around 450-500 characters and write around 450 Chinese characters. The following are the topics which will be covered during the course.

Topics in Mandarin 3:

Some topics from Mandarin 2 will be repeated but dealt with in greater depth. These topics include describing a person, weather, seasons, seeing doctors, hobbies, food, and house. Some new topics such as Chinese family titles, shopping, eating out, school facilities, and neighborhood will be added.

Project: Chinese New Year, Chinese food, family titles, describing your school. More comparisons of cultures will be emphasized in their projects.

Credits: 1

Length of course: 1 year

Grade Level: 10-12

Prerequisites: ASM Students need to have demonstrated proficiency in the following standards for their level (pronunciation, listening, comprehension, short-essay writing); students coming from other schools will be required to take a placement test to assess their command of oral, read, and written Mandarin; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB MANDARIN ab initio Y2/ IB Mandarin B SL Y1/ Mandarin 4

Mandarin 4 is the beginning of the IB course. This course lasts two years. Only the Upper School students may join this course. The main language of instruction is Mandarin. The students will be exposed to a range of text linked to one or more of the topics prescribed in the syllabus. Authentic materials will be used in the classroom as well. There will be a variety of writing formats included in the course such as diary, email, poster, advertisement, invitation, blog, notice, a letter, speech draft, etc. There are constant oral descriptions of pictures and answering questions orally during this 2-year course. Through the course, the students get a deeper understanding of the culture too. The students are required to write Chinese characters in most of their assignments. At the end of the Mandarin 4 course, students are expected to be able to read around 800-1000 characters. The following are some examples of the topics which will be covered during the course.

Topics in Mandarin 4: The rotation of the five themes (experiences, identities, human ingenuity, social organization, sharing the planet) is the syllabus content of Mandarin 4. Through the study of the different themes, students will develop the four language skills necessary to fulfill the assessment objectives of the language ab initio course. The following are some examples of the prescribed topics for the Ab initio course: Daily routines, employment, environmental concerns, education, entertainment, food, and drink, holidays, neighborhood, personal details, appearance and character, weather, shopping, transport, etc.

Credits:1

Length of course: 1 year

Grade Level: 10-12

Prerequisites: ASM Students need to have demonstrated proficiency in the following standards for their level (Chinese characters, pronunciation, listening and reading comprehension, one-to-one oral interaction, oral picture description, and short-essay writing); students coming from other schools will be required to take a placement test to assess their command of oral, read and written Mandarin; all students (IB and non-IB) will need teacher approval to progress to the next level.

IB MANDARIN B SL Y2/Mandarin 5

Mandarin 5 is the IB language B Standard level course. It is designed for students with some previous solid learning of Mandarin. In addition, it is also for those who the teacher thinks are ready to take the challenge because of their effort and performance in the previous courses. The course involves a large quantity of reading and oral discussion. The materials will extend from everyday oral exchanges to current issues. Many are related to the cultures concerned. The language of instruction is Mandarin. Students are required to write Chinese characters in all of their assignments. It is essential that teachers give a minimum of 150 teaching hours to meet the requirements of the language B standard level course. It takes two years to reach the required level. At the end of the Mandarin 5 course, students are expected to be able to read more than 1500 characters and write an essay of about 300-480 Chinese characters. The following are some examples of the topics which will be covered during the course.

Topics in Mandarin 5: The rotation of the five themes (experiences, identities, human ingenuity, social organization, sharing the planet) is the syllabus content of Mandarin 5. The resources are widely selected from the textbooks of different publishers. Some videos of the Foreign YouTubers who speak Mandarin are used in class.

Credits: 1

Length of course: 1 year

Grade Level: 11-12

Prerequisites: ASM Students need to have demonstrated satisfactory proficiency in all of the standards for their level; students coming from other schools will be required to take a placement test to assess their command of oral, read, and written Mandarin; all students (IB and non-IB) will need teacher approval to progress to the next level.

PHYSICAL EDUCATION/HEALTH INTRODUCTION
The ASM Physical Education/Health Program is designed to reinforce the importance of achieving and maintaining a healthy productive lifestyle.  A major emphasis in the Upper School Program will be focusing on life skills that are needed for lifelong fitness and staying fit for life.

PHYSICAL EDUCATION AND HEALTH – YEAR 1
In 9th-grade Physical Education and Health, students will participate in team and individual sports, lifetime activities, and the wellness program. Activities students will be involved in can include flag football, rhythms and dance, soccer, tchoukball, field hockey, floor hockey, bocce ball, ultimate Frisbee, speedball, softball, pickleball, table tennis, volleyball, acro sport, track & field, and fitness. Topics studied in health include first aid, alcohol education, healthy lifestyles, and fitness throughout life.
Credits: 1
Length of course: 1 year
Grade Level: 9
Prerequisites: None

PHYSICAL EDUCATION AND HEALTH – YEAR 2
This course is a continuation of the 9th-grade program, but the major emphasis is on the development of long-term habits that lead to a healthy and fit adult lifestyle. Activities students will be involved in can include flag football, rhythms and dance, soccer, tchoukball, basketball, ultimate Frisbee, speedball, badminton, yoga & table tennis, volleyball, acro sport, track & field, and fitness. Topics studied in health class include illegal drugs, CPR, stress management, relationships education, and, health and fitness throughout life. In 10th grade, students select either ‘Option A: Competitive-sport-based curriculum’ or ‘Option B: Non-competitive and cooperative activities’. Some sports and activities are included that best suit each option. Student surveys are used to inform others' choices. Health workshops are as above for all students. Students are encouraged to choose the strand (Option A or B) that best suits their individual interests or abilities.
Credits: 1
Length of course: 1 year
Grade Level: 10-12
Prerequisites: PE/Health Year 1