The Upper School Learning Program provides for a diversity of student interests and passions. Our U.S. High School Diploma which runs concurrently with an International Baccalaureate Diploma, and the requirements for entrance into Spanish universities, ensures that students have a wide range of global options for their next steps after ASM.
The Upper School Program at ASM is composed of a four-year sequence of courses designed to meet the requirements for entrance to American colleges and universities and other institutions of higher learning in Spain, Europe and around the world. In Grades 9 and 10, we provide an intellectually stimulating curriculum that prepares students to enter the IB Diploma Program. The IB organization describes its program as a comprehensive and rigorous two-year curriculum for students between sixteen and nineteen years of age. The general objectives of the IB program are to provide students with a balanced education; to facilitate geographic and cultural mobility; and to promote international understanding through shared academic experience.
As a college-preparatory school, we focus on helping students master the analytical and critical thinking skills that will benefit them at the university level and beyond; we also aim to expose students to a breadth of opportunities for engagement in their own personal growth outside of the classroom. Ultimately, we want each and every student enrolled in the Upper School to be able to make powerful connections across disciplines, and meaningful contributions within the community and across society as a whole.
The American School of Madrid offers the Experience Spain program to students in Grades 11 and 12 who are interested in spending a semester or, possibly, an academic year in Madrid. The goal of the program is to provide high school students with experience in a country rich in culture and history, a lifestyle very different from that of other countries, and a language that is increasingly viewed as the world’s second language while they follow a standard American college-preparatory curriculum.
Host families are carefully selected for their suitability to house Experience Spain students. Screening procedures for host families include personal interviews and home visits. Once selected, a host family understands that the Experience Spain student in their charge is another son or daughter and so must receive both care and supervision.
- Social Studies
- Performing Arts
- Visual Arts
- Spanish Native and Second Language
- French and Mandarin
- Physical Education
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.The Upper School of the American School of Madrid comprises Grades 9 through 12 and follows an American curriculum through which students may obtain a standard American high school diploma. In addition, students in Grades 11 and 12 may pursue the International Baccalaureate (IB) program (diploma or certificates). Both the standard and IB programs are designed to meet the requirements for entrance to American and international colleges and universities. In addition to completion of the School’s graduation requirements, students seeking entrance to Spanish universities will enroll either in the IB diploma program or in a series of classes established by the Spanish Ministry of Education that will prepare them for the Spanish university admissions exams.
The study of mathematics contributes to the development of logical, critical, and creative thinkers who have the ability to communicate analytically and to problem-solve effectively. Math students are taught to appreciate the beauty and practicality of mathematics and to recognize the connections between, and applications of, mathematics in all areas of their lives and studies.
The focus of Math 2 is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Math 1 as organized into 6 critical areas, or units. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. Circles, with their quadratic algebraic representations, round out the course. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
INTEGRATED GEOMETRY AND ALGEBRA
This course is for students who completed Algebra 1 in the 9th grade but who need to reinforce their core algebra and geometry skills prior to taking other upper school math courses in grades 11 and 12. The key topics covered are number sense (integers, fractions, and decimals), the order of operations, properties of exponents, linear equations, polynomials, Pythagorean Theorem, similar & congruent triangles, length, area, volume, right angle trigonometry, quadratic equations (solve using factoring), simple exponential equations, systems of equations, and the geometric properties of lines, angles, triangles, and quadrilaterals. An increased focus is placed on problem-solving requiring the application of multiple mathematical concepts in real world contexts.
ALGEBRA 2 AND TRIGONOMETRY
This course reviews and extends the concept of function, equations, inequalities, and graphs. Students will study a large family of relations, including radical, exponential, polynomial, rational, and logarithmic functions and equations. Trigonometry will be introduced through right triangles and extended to include trigonometric functions. Students will use a graphing calculator to further understand mathematical concepts. This is the course that is recommended for IB Mathematics SL and HL.
PRE-CALCULUS AND STATISTICS
This course is designed to fill the gap for students who completed the ASM mathematics pathway that includes Alg1, Geo, Alg2 and Trig, but is not yet in 11th Grade and cannot begin the IB Mathematics program. The purpose of this class is to give students the opportunity to improve their math skills beyond Algebra 2 in many areas while maintaining skills learned in previous classes, as to not create a ‘gap year’ in math that would make starting the IB Math classes more difficult.
The class will borrow from many Pre-Calculus topics and AP Statistics topics to be selected from the following: High Degree Functions (graphing & solving) Rational Functions (graphing & solving), Trig Identities, Proofs (non-geometric, possibly including Mathematical Induction or Contradiction), Number Theory, An Introduction to Limits, Normal Distribution, Sampling Distributions, Confidence Intervals, T-Test, Z-Test, Chi2-Test, Correlation and Regression (linear & exponential), Probability.
IB MATH ANALYSIS AND APPROACHES
A class 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.
INTEGRATED SCIENCE 9
Integrated Science is designed to be part two of a two-year, pre-IB program that intends to prepare students equally for the three IB Diploma courses of Biology, Chemistry and Physics. This course will be split into two science content areas of Physics and Biology.Over the course of the year, students will complete two trimesters of Biology and the first of two trimesters of Physics. 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.
INTEGRATED SCIENCE 10
Integrated Science is designed to be part two of a two-year, pre-IB program that intends to prepare students equally for the three IB Diploma courses of Biology, Chemistry and Physics. This course will be split into the remaining two science content areas of Physics and Chemistry. Over the course of the year, students will complete two trimesters of Chemistry and their second trimester of Physics. 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.
IB BIOLOGY SL OR 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) and 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 rigorous academic study of biology concepts with experimental work designed to teach laboratory techniques and to develop scientific research skills. In both SL and HL course, 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 course also includes advanced studies in DNA, genetics, plant science and animal physiology. Year 2 of HL is fast paced and requires good recall of year one topics, strong math skills, good independent study skills, and a desire to be challenged.
IB CHEMISTRY SL or HL 1 AND 2
This course follows the IB Chemistry syllabus and is designed for students seeking to take the IB Chemistry exam at either the Standard Level (SL) and 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 rigorous academic study of chemistry concepts with experimental work designed to teach laboratory techniques and to develop scientific research skills. 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 good recall of year one topics, strong math skills, good independent study skills, and a desire to be challenged.
IB PHYSICS OR 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) and 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 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 good recall of year one topics, strong math skills, good independent study skills, and a desire to be challenged.
IB ENVIRONMENTAL SYSTEM AND SOCIETIES
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.
IB COMPUTER SCIENCE
This course follows the IB Computer Science syllabus and is designed for students seeking to take the IB Computer Science exam at either the Standard Level (SL) and Higher Level (HL).
The IB Computer science course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved.
Students work through core topics of the course in the first year, working to identify problems, design, prototype and test a proposed computational solution, and liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments. Prior to the start of year 2 students will be able to select into HL or SL based on their achievement and their teacher’s recommendation. In addition to course content, students will complete an IA paper which includes the development of a computational solution.
GRADE 11/12 EARTH AND SPACE SCIENCE
This is a one-year NGSS Earth and Space Science Course. This is an interdisciplinary course that 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.
English 9 emphasizes genre studies and literary analysis. Readings include a selection of short stories and poems, which may include The House on Mango Street, Romeo and Juliet, and Animal Farm. Assignments include guided and free reading of texts. Students learn to write clear, well-constructed essays on topics discussed in literature, as well as narrative, descriptive, and expository paragraphs. They will learn how to evaluate the validity of sources as well as how to avoid plagiarism when presenting the materials they have found. Personal writing forms an integral part of this writing program. Students are expected to use knowledge of correct grammar usage and writing conventions to proofread their own work and to provide feedback in the writing process for other students. Vocabulary is taught in the context of literary pieces.
ENGLISH 10 AMERICAN LITERATURE
English 10 focuses on the study of classic American literature. Some texts include: Of Mice and Men, To Kill a Mockingbird, The Catcher in the Rye, The Great Gatsby, and The Crucible. In addition to the classic texts, students will have the opportunity to choose contemporary texts for their book club books. Students will learn how to deepen their thinking around a text by discussing its impact on our human experience. Students will learn how to write literary analysis essays in which they analyze the writer’s choices and how they shape the meaning of the text. The majority of oral and written assessments will focus on student performance in the following four criteria: A) Knowledge, Understanding, and Interpretation, B) Analysis and Evaluation, C) Focus and Organization, and D) Language.
IB ENGLISH A LITERATURE SL OR HL1 GRADE 11
This two-year English Course is offered both at Higher Level and Standard Level. This course introduces students to the analysis of literary texts through a comprehensive exploration of literature from a variety of cultures, literary forms, and periods. Students learn to appreciate the artistry of literature and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. The diverse curriculum includes both classic and contemporary English texts, as well as works in translation. Some texts include The Things They Carried, poetry by Wislawa Szymborska, The Reader, Persepolis, and The Bell Jar. Student performance will be assessed in the following four criteria: A) Knowledge, Understanding, and Interpretation, B) Analysis and Evaluation, C) Focus and Organization, and D) Language. Overall, this course allows students to dive deeper into literature and its impact on our human experience. Students earn grades for their ASM transcript which are independent of the external IB mark.
IB ENGLISH LITERATURE SL OR HL 2 GRADE 12
The second year of the IB English A: Literature Course is offered both at Higher Level and Standard Level. This course introduces students to the analysis of literary texts through a comprehensive exploration of literature from a variety of cultures, literary forms, and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. The diverse curriculum includes both classic and contemporary English texts, as well as works in translation. Some texts include The Vegetarian, poetry by Langston Hughes, A Streetcar Named Desire, Death of a Salesman, and A Doll’s House. Student performance will be assessed in the following four criteria: A) Knowledge, Understanding, and Interpretation, B) Analysis and Evaluation, C) Focus and Organization, and D) Language. Overall, this course allows students to dive deeper into literature and its impact on our human experience. Students earn grades for their ASM transcript which are independent of the external IB mark.
IB ENGLISH A LITERATURE SL OR HL GRADE 11
The Language A: Language and Literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms, and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.
The diverse curriculum includes both classic and contemporary English texts, as well as works in translation. Some texts include The Things They Carried, poetry by Wislawa Szymborska, The Reader, Maus, and TopDog/UnderDog. Student performance will be assessed in the following four criteria: A) Knowledge, Understanding, and Interpretation, B) Analysis and Evaluation, C) Focus and Organization, and D) Language. Overall, this course allows students to dive deeper into language and literature and its impact on our human experience. Students earn grades for their ASM transcript which are independent of the external IB mark.
IB ENGLISH A LITERATURE SL OR HL 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.
The grade 12 curriculum will focus on the concept of intertextuality and how this topic can be approached in a number of different methods. This area of exploration focuses on the concerns of the connections between and among media, text and audience involving diverse traditions and ideas. It focuses on the comparative study of texts so that students may gain a deeper appreciation of both unique characteristics of individual texts and complex systems of connection. This area allows for book-clubs to focus on a specific genre or archetype; such as crime, heroines, fairy tales, epic, or romance. Students will study a trunk text associated with their genre or archetype, and book clubs will self-select further texts to determine the direction and nature of their exploration in relation to the trunk text. Higher Level students will also choose an aspect of the course to form the focus for their essay which will account for 20% of their final grade. After January, classes will be focused on the exam practice for paper 1 and 2 for both standard level and higher-level students.
Creative Writing and Public Speaking are offered on alternative years. Public Speaking will be offered in the 2020-2021 school year.
Oral commentary and presentations are a key part of the International Baccalaureate program. Public Speaking prepares students to excel in these assessments by developing the skills necessary to excel at oral presentation. During the course of the trimester, we will touch briefly on several of the key elements of forensics. We will begin, as the title of the course implies, with the fundamentals of public speaking. We will focus not only on the structure and nature of a well-developed speech, but also on such technical concerns as voice production, presentation, and style. Our investigation of speech will also help build our vocabulary, usage, and research skills. Speech formats will range from brief impromptu addresses to researched positions and culminate in the Lincoln-Douglas debate.
Journalism is more important than ever for both consumers and producers of news. This course will teach students the basics of journalism and empower them by developing several key skills. They will learn to determine what is newsworthy and true, to write in a concise and powerful way, to explore and understand the ethics of researching and reporting the news, to write and edit on a deadline, and to work together on reporting, writing, and editing in order to produce a student newspaper.
WORLD HISTORY 9
he 9th Grade World History class is a one year survey course which presents a broad overview of the emergence of European and other major civilizations since the Age of Absolutism and brings the student up to the twentieth century. Emphasis is placed upon major developments which have contributed to western heritage. The course focuses on social, cultural, economic and political development and stresses elements such as religion, philosophy, politics, art, trade, architecture and literature. A variety of primary and secondary sources are used to supplement the basic text. Skills addressed include particularly note-taking, essay writing and the use of primary sources.
UNITED STATES HISTORY
This year's course will survey the history of the United States from the Roaring Twenties up until the Bush II Presidency. However, the first trimester will deal with the 'founding' documents such as the Declaration of Independence, the US Constitution and the Gettysburg Address. It is intended as a more in-depth approach to U.S. history for those students who have some background previous to the course, as well as to introduce U.S. history to some students for whom it is new.
Students are taught to evaluate major political issues, patterns of social change and economic factors through readings in the text, selected primary and secondary sources, audiovisual materials and independent research. Although this is primarily a content course, skills appropriate to students who will continue into college are emphasized, including note-taking from reading and from listening; test-taking strategies; reading of graphs, charts, maps; interpretation of literature, essays, journals as sources of history; speaking in class, as part of a class discussion and as an individual presenter; developing good, solid essay answers for both test answers and longer papers; and the use and interpretation of primary and secondary historical documents. Information Technology skills are integrated into the program through the development of internet research skills, presentation skills and webpage production.
Each of the broad subject topics is covered in approximately two weeks. Class discussion of ideas does not cover all details, but investigation and challenging of theories in class is encouraged and expected. Occasional group work, independent research, and creative writing or creative presentations are required in addition to daily reading. Reading or projects independent of the required course work are encouraged. Wherever possible, as in a U.S. presidential election year or a Spanish presidential election year, current events will determine a comparative curriculum unit.
IB HISTORY SL OR HL (1 AND 2)
IB SL and HL history examines themes and formative events and individuals within the topics considered for study. Both SL and HL will examine: a source-based analysis of the "Move to Global War" with two case studies, one of Japan and the other of Italy and Germany; the causes, practices and effects of World War 1, the Spanish Civil War, World War 2, and the Chinese Civil War; as well as an in-depth look at the Cold War from an international perspective. HL will also examine: European diplomacy from 1871 – 18; European states in the inter-war years focusing on Weimar Germany, Hitler’s Germany, Italy, and Spain; Interwar diplomacy from Versailles to Berlin including, peace settlements, the League of Nations, German and Italian foreign policy; collective security and appeasement; the impact of the Second World War on the USSR and Germany.
The course lasts for two years for both SL and HL students. All students are required to complete a Historical Investigation on a selected topic during the first year. SL students will be given a good deal of class time to devote to the investigation. HL students will attend some after-school classes during Year 1 to provide support for the Historical Investigation.
IB BUSINESS AND MANAGEMENT SL OR HL (1 AND 2)
The IB Business Management is a rewarding course that allows you take an inside looking 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, techniques from within the syllabus), Case Studies and the overarching Concepts (Culture, Change, Ethics, Innovation, Globalisation and Strategy). 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 organisation and environment; Human resources; Accounts and finance; Marketing; and Operations management.
IB ECONOMICS SL/HL (1 AND 2)
Interested in exploring the underlying assumptions of human behavior and how they drive firms’ and households’ decisions? Interested in why governments feel they have a duty to provide education on the one hand and a right to tax what are referred to as “sin goods?” Want to know how and why falling oil prices affect the United Arab Emirates and Venezuela differently, despite both having large oil reserves? In HL Economics, you will examine the economic theories at the heart of rational decision making and evaluate the practicality of such an approach in the often less rational world. More specifically, you will explore both the general and the mathematical principles of microeconomic theory, including the price mechanism in supply and demand analysis, efficiencies found in competitive markets, the various ways that markets fail, the justifications and means by which governments intervene, and how firms behave in varying degrees of competitive markets. You will also examine economic models of the macroeconomy and the implications that different assumptions have on policy decisions to achieve the macroeconomic goals of growth, stable price levels, low rates of unemployment, and equity. You will learn not only what the goals are, but how economists and statisticians calculate their indicators. In the second year of the course, you will more deeply explore the role of international trade as it pertains to the same macroeconomic goals with two lenses, that of a more economically developed versus less economically developed country. And finally, you will look more closely at the aims, measurements, obstacles, and factors of economic development, what local governments and international organizations are doing to achieve it, and the ethical implications for all of us involved. Ultimately, students complete the course able to read and comprehend from cover to cover publications like The Economist and form educated and substantiated opinions about human behavior and how it relates to the concept of economic performance.
IB ITGS SL OR HL - Information Technology in a Global Society Year 1
This is the first year of a two year IB course in which students will study and evaluate the impact of Information Technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. The ITGS course enables students to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level. Students will develop an understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders. By applying their knowledge of existing IT systems, students will consider various scenarios and make informed judgments about the effects of IT developments on them. Students will develop their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.
IB ITGS SL OR HL - Information Technology in a Global Society Year 2
This is the second year of a two year IB course in which students will study and evaluate the impact of Information Technology (IT) on individuals and society. The second year of the course builds on and extends the foundational knowledge of ITGS triangle developed during the first year. Students will continue to learn about new IT systems and real-world applications of emerging technologies, and evaluate the social and ethical issues related to those developments. Following the creation of their internal assessment projects in the first year, students will finalize their internal assessment submissions based on the IT solutions they created for their clients.
IB PSYCHOLOGY SL OR HL (through PAMOJA)
This course is offered through the Pamoja Education online platform: www.Pamojaeducation.com :
“Psychology as the systematic study of behavior and mental processes. Psychology has a variety of research designs and applications, and provides a unique approach to understanding modern society.” In DP psychology has three different approaches to understanding behavior: the biological, cognitive and sociocultural approaches are investigated (IB Subject Briefs).
IB PHILOSOPHY SL (through PAMOJA)
This course is offered through the Pamoja Education online platform: www.Pamojaeducation.com :
“Philosophy SL as a course that tackles questions important to humanity. For example, what is it to be a human being and how do I know what is the right thing to do? Students learn how to think systematically, analyze arguments, and study philosophical themes. They also look at problems facing contemporary society, including those resulting from increased international interaction.” The emphasis of the DP philosophy course is on “doing philosophy”, that is, on actively engaging students in philosophical activity. The course is focused on stimulating students’ intellectual curiosity and encouraging them to examine both their own perspectives and those of others (IB Subject Briefs).
INTRODUCTION OT SOCIOLOGY
The Introduction to Sociology class can be taken as a single trimester elective, or as a series of complementary electives throughout the year. The curriculum is divided into three main sections, described below, and each section will include an introduction of basic concepts at the beginning of the trimester in order to ensure that all students have the same background understandings. Students must complete Trimester 1 in order to enrol in subsequent trimesters of this course.
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.
Students will use digital tools to publish ASM’s Yearbook. The yearbook is the focus of the class from September
to the middle of March and then the class shifts its focus to the publication of the Spring Yearbook Supplement.
This course is primarily a lab experience that relies heavily on design, organization, and collaboration to meet
publication deadlines. This course is designed to be as close to real-world working experience as possible.
ROBOTICS Grades 9-12
Students will use LEGO® Mindstorms, VEX, and Arduino robots as a fun tool to explore robotics, mechanical
systems, electronics, and programming. Students will program the 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 using parts, motors, and sensors. This course is designed to be repeated as few or as many
times as a student wishes through Middle and Upper School. 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.
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 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 various festivals is
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 SmartMusic software. The Wind Ensemble works throughout the year perform selected
concerts at various venues including 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.
The Upper School Orchestra is designed to give students the tools they need to be 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 software. The class 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.
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 SmartMusic software.
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.
IB MUSIC SL and HL Grades 11 and 12)
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
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
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
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.
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 of analysis and interpretation
- Develop vocal projection
- Learn the processes involved in theatrical production
- Learn to criticize self and others in a positive, constructive manner
- Assist in the production of ASM's plays
This is a year-long course. Students will have hands-on practice and learn key concepts that are essential to the visual arts. The course provides a foundation for taking other art courses at ASM and for IB Art class. Students are not limited to any particular media in the course however 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 multidiscipline 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 their own work and be individually guided by the instructor. The student will present a plan for independent work and investigation that reflects the art department standards.
DRAWING AND PAINTING
This is a course that provides the students with a foundation in traditional two-dimensional drawing and painting skills. 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. This class is highly recommended for sophomores interested in pursuing the IB Art program and to those students considering art as a career.
IB VISUAL ART 1 AND 2 SL AND HL
IB Visual Art is a two-year course of study. An expressive written and visual journal demonstrating the interrelationship between the student's personal investigations and studio work is necessary for the Standard Level and the Higher Level IB Visual Art 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.
This course of study is modeled around the Elements of Art and Principles of Design. Students learn how to use the functions on digital cameras; manual settings on a Digital SLR, and the internal settings on point and shoot cameras. Manipulated and non-manipulated photographs will be explored and worked with using Industry-standard software. A wide variety of technical and conceptual information will be covered in this course. Upon completing the course’s initial seven digital units, the student-designed concept-works will target thematic subjects, art elements, design principles, functions/domains, and aesthetics of the students´ choice.
Upper School Digital Arts explores the four major Commercial Art areas of Digital Photography and Manipulation, Digital Compositing and Graphic Design, 3D Modeling and Animation, 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 required to have a portable, external hard-drive/ pen-drive for back-up and saving of their work on a daily basis.
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:
1) Classical principles of animation
Timing, Acceleration/Deceleration, Anticipation, Follow-through, Arcs, Squash and Stretch, Exaggeration, Secondary Actions, Staging and Personality.
2)Animation and film production work pipeline,Pre-production, Modeling, Rigging, Shading and Texturing, Animating, Lighting, Rendering, Post-production.
3) Technical training in 3D software and 2D digital manipulation
The third trimester will be spent designing and developing a short film, using the concepts and skills
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 preproduction, 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.
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.
IB FILM PAMOJA
This course is offered through the Pamoja Education online platform: www.Pamojaeducation.com
The course is divided into 3 components: (IB Subject Guides)
Reading film: Examine film as an art form, studying a broad range of film texts from a variety of cultural contexts and analyzing how film elements combine to create meaning
Contextualizing film: Explore the evolution of film across time and culture. Examine various areas of film focus in order to recognize the similarities and differences that exist between films from contrasting cultural contexts.
Exploring film production roles: Explore various film production roles through engagement with all phases of the filmmaking process. Acquire, develop and apply skills through filmmaking exercises, experiments and completed film.
Spanish as a Second Language Program
The Spanish as a Second Language Program consists of nine courses. Introduction to Spanish, Spanish 1, Spanish 2, Spanish 3, Spanish 4, Spanish 5, and Spanish 6 focus on the development of language skills. The next two courses focus on the literature, language, and culture of the Hispanic world and are called, sequentially: IB Español A Lengua y Literatura (Grade 11), and IB Español A Lengua y Literatura (Grade 12). Descriptions of each level are provided below as well as a short description stating how the course content relates to the IB.
Spanish 1 and Spanish 2 courses will follow the IB Spanish ab initio curriculum.
Spanish 3, 4, 5, and 6 follow the IB Spanish B curriculum.
The IB Spanish A Lengua y Literatura (Grades 11 and 12) courses will follow the IB Spanish A curriculum. Students in grade 12 will be allowed to take the IB Spanish A Language and Literature examination, at any of the two levels, after completing the IB Spanish A Lengua y Literatura (Grade 12) course. Students should follow both IB Spanish A Lengua y Literatura courses in order to sit for the IB examinations at the end of grade 12.
INTRODUCTION TO SPANISH
This is an elementary course for real beginners in Spanish who enroll at ASM in the second or third trimester. It introduces basic Spanish vocabulary and provides practice in using it for the duration of the second and third trimesters.
SPANISH 1 IB SPANISH AB INITIO
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, the writing of simple messages, dialogues, and paragraphs will also be considered.
SPANISH 2 IB SPANISH AB INITIO
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 semester 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 corrections 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.
- Understands directions in Spanish in any context.
SPANISH 3 IB SPANISH AB INITIO
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 to reading and writing but oral skills will also be stressed.
SPANISH 4 IB SPANISH AB INITIO
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 IV follows the standards established by the European Framework of Languages for level B2.
SPANISH 5 IB SPANISH AB INITIO
This course is designed for students with a proficiency level of 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 matter or content.
SPANISH 6 IB SPANISH AB INITIO
This course is designed for 12th-grade students who want to take the Spanish B HL exam. It is a continuation of the preceding course. Spanish VI 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, reconstructing 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.
IB ESPAÑOL A: LENGUA Y LITERATURA 11 and 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 in 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.
SPANISH NATIVE LANGUAGE PROGRAM
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.
ESPAÑOL GRADO 9 3º E.S.O.
This is a language course focused on the study of Spanish grammar and Spanish literature (through 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.
ESPAÑOL GRADO 10 4º E.S.O.
This is a language course focused on the study of phonology, syntax, semantics, morphology, Spanish literature (18th-20th centuries), and aspects of general linguistics and history 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.
ESPAÑOL GRADO 11 2º DE BACHILLERATO
This course deals with many aspects of Spanish linguistics: history and dialectology of the Spanish language, usage, grammar (morphology and syntax), semantics, and phonology.Critical analysis of some literary works (18th-20th centuries) is required. The course follows the guidelines set by the Spanish Ministry of Education and serves as preparation for the Spanish university entrance exam(s).
ESPAÑOL GRADO 12 2º DE BACHILLERATO
This course deals with many aspects of Spanish language and literature: history and dialectology of the Spanish
language, usage, grammar (morphology and syntax), semantics and phonology as well as critical analysis of
different types of texts. Critical analysis of some literary works (18th-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
university entrance exam(s).
This course is a study of the main philosophers in our western history and an introduction to the 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).
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 of Latin America
seen as a whole. It starts with the onset of civilization in both the Iberian Peninsula and the Americas and ends
with the situation of these countries in 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).
CULTURA Y CIVILIZACIÓN ASPECTOS DEL MUNDO HISPANO
This course/workshop develops fundamental concepts of general culture which every student must master, as
well as reading and writing skills – all done in a serious yet entertaining manner.
We will endeavor to stay up-to-date on current events, recognize facts and players key to our history, be
cognizant of our cultural baggage in the arts (painting, architecture, music…) philosophy, history, literature,
religion, politics, the humanities, in addition to reading for pleasure (not obligation) and learning to write and
express ourselves correctly in different contexts.
The course is an interactive workshop, a place to learn and recognize our culture without pressure, through
lectures, Socratic seminars, interesting readings, movies, and multimedia content toward a common theme.
This class is directed to students in Grades 9 through 12 so they may expand their general cultural knowledge,
while developing expression, understanding and debating skills, both oral and written, and promoting
tolerance, diversity and respect.
IB FRENCH 1 AB INITIO
This course, open to Upper School students (Grades 9-12), is designed for 8th-grade 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' abilities 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. First-year of IB French ab initio. Authentic documents as well as teaching materials will be used in conjunction with online resources. Homework and assessment of the four skills are given in this course. The course may prove challenging for students with difficulties in their native language.
IB FRENCH 2 AB INITIO
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. French 2 prepares 11th and 12th graders to take the IB French ab initio examination with teacher approval at the beginning of the school year.
IB FRENCH 3 AB INITIO
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 the foreign language. Authentic documents and online resources will be the core of the learning experience. Novels will be read and studied.
French 3 also prepares 12th graders to take the IB French ab initio examination and is the first year for IB French B SL candidates.
IB FRENCH 4 B SL OR HL
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 a 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.
IB FRENCH 5 B HL
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).
IB FRENCH 6 B HL
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. French 6 prepares students for the IB French B HL exam.
ACTUALITE DU MONDE FRNCOPHONE
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.
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 all 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.
IB MANDARIN 2 AB INITIO
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.
IB MANDARIN 3 AB INITIO
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 that will be covered during the course.
IB MANDARIN 4 AB INITIO
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 texts linked to one or more of the topics prescribed in the syllabus. Authentic materials will be used in the classroom as well. The seniors will be required to complete a 360-420 characters written assignment, which includes three subtitles: description, comparison, and reflection. There will be a variety of writing formats included in the course such as diary, email, poster, advertisement, invitation, blog, notice, a letter, a speech draft, etc. There are constant oral descriptions of pictures and answering questions orally during this 2-year course. The students are required to write Chinese characters in most of their assignments.
IB MANDARIN 5 AB INITIO
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 newspaper texts and should be related to the cultures concerned. The language of instruction is Mandarin. Students are required to write Chinese characters in all of their assignments.
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.
PHYSICAL EDUCATION AND HEALTH YEAR 2
This course is a continuation of the 9th-grade program, but 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: Noncompetitive
and cooperative activities’. Some sports and activities are included that best suit each option.