High School Division
Students in grades 9 through 12 will select courses during the Spring prior to the upcoming academic year. Parents, teachers and the Secondary Principal will all have input into yearly course selections and the development of student four-year plans. It is critical that each student schedule has been developed with careful thought and consideration since there is no student initiated “drop and add” in the secondary school.
Social Studies 9
The Social Studies course for ninth grade students will consist of a historical study of the Renaissance and the Reformation era, followed by the first Global Age and Exploration, then continue with the Age of the Enlightenment and the growing of Absolutism as a form of government in Europe. The course will examine the development of nation states in France and England as well as the birth of the American republic. Students will study the economic, technological, political, social, philosophical and religious developments in Europe and the influence on the rest of the world. This course relies on active student involvement in daily activities and cooperative pair and group work. Students are expected to complete assigned readings, take class notes, respond to primary sources, and contribute to class and group discussions regularly.
World History 10
This course begins with the study of Ideologies and Revolutions of the early 1800s, the spread of Industrialism, and the growth of Nationalism and Imperialism. This is followed by an intensive study of World War I, the Russian Revolution, revolutions around the world, the making of peace, and finally, political and ideological upheaval in the late1900s and early 20th century. Daily activities focus on gaining factual knowledge and developing analytical skills. Critical reading and writing skills are developed through research assignments, oral presentations and essay writing and research reports.
Art Through the Ages
Art can tell stories about people, places, and objects. Some stories are based on historical fact, while others spring from the artist’s imagination. Whether based on reality or invention, artwork is a vehicle for storytelling through the elements of painting, sculpture and architecture – colour, contrast, line shape, and space. “Art through the Ages” will take Pinewood students on a long cultural trip through time, from the Pyramids of Pharaonic Egypt, to Watteau’s Arcadian landscapes in France.
History IB 1
The aim of the history in the Diploma Programme is to explain trends and developments, continuity and change through time and through individual events. The course is concerned with individuals and societies in the widest context; political, social, economic, religious, technological and cultural. “There is a strong intercultural understanding, open- mindedness, and the attitudes necessary for students to respect and evaluate a range of points of view.” (History Guide pg. 2)
Year one, of the course covers 19th century Europe though and including 20th century Europe of WWI and WWII. The major developments that will be covered include: revolutions; the decline of empires and the establishment of nation states; political, social and economic reforms; and the emergence of dictatorships and the re-emergence of democracy .
History IB 2
The second year of the IB course covers the Cold War topic and document options of the IB syllabus. Students will study world history from 1945-2000, with particular reference to China, Cuba, Vietnam, Korea, the Middle East and US—USSR relations. As with IB1, students are required to read extensively, write essays and research papers and analyze documents. Prerequisite: History IB 1
Psychology IB 1
Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.
IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.
IB psychology takes a holistic approach that fosters intercultural understanding and respect. In the core of the IB psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behaviour and mental processes. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding
Psychology IB 2
In the second year of the IB psychology program, students examine abnormal behavior and ethical considerations. Key issues include: what is normal, hypothesis formation, definition of abnormality and dysfunctional behavior, concepts of mental illness, functions of diagnosis, treatment and therapies. High level students will also examine the developmental area of analysis as to what extend biological, cognitive and sociocultural factors influence human development. Students will evaluate psychological research (that is theories/and or studies) relevant to developmental psychology.
All students will study situational variables as well as design decisions, carry out observations, experiments, collating data and graphic designs. Both HL and SL students are to carry out an experimental study and replicate a simple experiment. Prerequisite: Psychology IB 1
Business IB 1
The first year of Business and Management IB course is designed to develop an understanding of business theory, as well as the ability to apply business principles, practices and skills on real world situations. Topics studied are business organization and management such as organizational planning, objectives, internal and external growth. Later on, the course concentrates on human resource management and organizational structure, employer and employee relations and motivation theory then it concludes with the study of marketing planning, marketing mix and international marketing. Emphasis is placed on strategic decision-making through the study of real world business examples. Prerequisites: Algebra II
Business IB 2
The second year IB Business and Management course is concerned with the study of finance, investment appraisal, budgeting and account management. Furthermore the course studies the production methods available, costs and revenues, quality assurance, innovation and production planning. Students work on case studies and prepare their internal assessment research project based on real business issues. Students are taught how to make day to- day business decisions based on strategic analysis and practice on past IB Businessand Management Exams in order to prepare for the forthcoming IB Exams. Prerequisite: Business and Management IB 1
Economics IB 1
The purpose of this course is to introduce students to basic economic concepts, make them aware of the role of economics in real-world situations and to explain the importance of markets and the role played by consumers, producers and government. The course also covers macroeconomic issues such as economic growth, unemployment, inflation and income distribution. Economic policies available to governments are introduced and evaluated and economic phenomena are studied through the use of diagrams, data analysis and evaluation of economic material. Students are assessed according to IB criteria. Students must show evidence of familiarity with economic principles, ability to apply theory and to analyse and evaluate real-world examples. Prerequisites: Algebra II
Economics IB 2
The second year Economics IB course deals with issues in International and Development Economics. It examines why countries trade, the role of exchange rates, the problems involved and how these problems are addressed. The distinction between economic growth and economic development will be emphasized and students will have the opportunity to understand the problems faced by developing countries, understand how globalization affects our lives and how governments deal with these problems on a multinational level. Students must complete a portfolio of three commentaries based on current articles from a newspaper, a magazine or the World Wide Web. Students are assessed according to IB criteria. Past IB exams are used to prepare students for the IB Economic exam. Prerequisite: Economics IB1
In English 9, students read English language literature by contemporary and classic writers from Europe and North America, with a focus on diversity of social, cultural and ethnic identities. Students are encouraged to read literary texts critically and to formulate literary interpretations according to basic principles of modern literary theory. The process model of writing is used as students are guided to develop their own written analyses of particular literary works. As students continue to write analytical essays and give formal oral presentations on literary themes, they are taught the structure and function of various modes of presentation, including comparison / contrast and persuasion. All written assignments must be submitted as printed copy – electronic copies send as e-mail attachments, shared documents, etc. are not accepted.
In English 10, students survey a variety of literary traditions and cultural perspectives as they read English language literature as a means to better understand both themselves and the world around them. Students also read selected critical essays on the literary works studied in order to better understand the intellectual climate and historical context within which major literary works are written. Students continue to use the process model of writing as they complete a number of comparative literary analyses, and they are also required to deliver formal oral presentations regularly. In preparation for IB English A1 / English 11, students are taught how to perform a close reading of a literary text and to justify their own original interpretations in a formal written essay.
Grade 11/12 English students will carry out a critical analysis of language as a construct of human society, culture and actions. Students will take a contemporary look at literature in order to investigate how it has evolved to mirror, react and influence the world around us. Award winning contemporary literature will form the foundation for mature conversations, research projects, vocabulary analysis, introspection and constructive deliberation. The contemporary theme will continue into the writing curriculum of the class, where students will complete multiple projects including a critical investigation into the current and future forms on language use and entertainment including chat, texting, Facebook, YouTube, Twitter and gaming. Again, these will be discussed in relation to their impact on society, literature and language evolution. Students will complete the course with a greater perception of language in today's world and a greater capacity for understanding and composition.
English A Literature and Literature IB
IB English A Language and Literature is designed to develop students’ skills in critical reading and critical literacy through in-depth study of a variety of texts. Students explore linguistic as well as visual and aural texts; these include literary forms, such as novels and autobiographies, popular media, such as public speeches, song lyrics, newspaper articles and editorials, as well as visual displays, drawn from advertising, film and video. All students write creative responses to required texts by recreating one or more text-types studied in class, such as news articles, advertisements, diary entries, and personal memoirs. Higher level students also write two full length critical analyses of one or more texts studied in class. Additionally, all students design and deliver regular oral presentations as part of the course requirements. IB English A is divided into four main parts which are taught over a period of two years and which may be presented in any order. Each part of the course has an associated set of required readings and assessments which students complete as they work on that particular part of the course.
Students wishing to earn the American High School Diploma as well as those completing either the International Baccalaureate Diploma or select IB Certificates may select to enroll into the English IB B course. Using a wide range of materials, including periodicals, video, visual art, and literature, students will work to acquire and mature a linguistic understanding that not only furthers their ability to communicate in the multicultural world around them, but will contribute to a wider appreciation for the use, application, and function of the English language in everyday life. The use of current world issues, both social and academic, will provide students with the opportunity to use and develop their language skills through a wide variety of activities and assignments. Finally, it is the overall goal of the class to allow for the facilitation of creative expression, intellectual stimulation, and the simple enjoyment of the English language in all of its forms, expressions, and morphologies. All students who complete the course will be prepared to pass the IB English B examination in the second year of the course.
Algebra I is a traditional one-year course in modern Algebra and it is the first course in the college preparatory sequence. It is intended to stress the modern concepts and structure of first year Algebra and encourage the student to use precise language and deductive reasoning. The goal of this course is to teach the basic concepts and skills in Algebra, which are fundamental to future understanding in Math and Science. Areas of study include: properties, problem solving, polynomials, factoring polynomials, algebraic fractions, linear equations and systems and inequalities.
This course provides the necessary tools for success in Geometry and Algebra II.
This is a 2nd course will continue with work in solving equations and inequalities, graphing, quadratics, systems of equations and inequalities, and rational expressions. Students will be introduced to trigonometry and also cover in detail topics such as functions, irrational and complex numbers, polynomial equations, logarithms, exponents and regression. Emphasis is placed on problem solving, real life applications and implementing technology. The course provides a solid background for students who plan to take higher-level mathematics courses year algebra course, which reviews and extends concepts covered in Algebra I and Geometry.
This course is the standard high school Geometry course and is designed to introduce students to various components of Euclidian geometry as well as logic and methods of inductive and deductive reasoning. Emphasis is on the theory of proofs and its application relating to the properties of geometric figures.
Integrated Math I
Integrated Mathematics is a two years course. The first year course aims to introduce the students to basic concepts of Algebra, based on the knowledge of Algebra I. It begins with a review of simple rules of calculation and related properties and goes on with linear equations and inequalities on one and two variables, systems of linear equations, graphs, polynomials, factoring and roots. The solving of applied problems related to science, economics and everyday life proves that mathematics is a useful tool.
Mathematical Studies IB 1
Mathematical Studies is a demanding subsidiary level IB course designed to provide a sound mathematical basis for those students planning to pursue mathematically related subjects. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way. The internal assessment component of this course is the project. This work is internally assessed by the IB teacher and externally moderated by the IB Office.
Mathematical Studies IB2
This is the continuation of Math Studies IB 1. Mathematical Studies is a demanding subsidiary level IB course designed to provide a sound mathematical basis for those students planning to pursue mathematically related subjects. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way. The internal assessment component of this course is the project. This work is internally assessed by the IB teacher and externally moderated by the IB Office.
Mathematics HL IB2
Mathematics HL caters for students with a strong background in mathematics who are competent in a range of analytical and technical skills. The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas.
Mathematics SL IB1
Mathematics SL is a two-year course in the IB Diploma program. This is a demanding subsidiary level IB course designed to provide a sound mathematical basis for those students planning to pursue mathematically related subjects. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to those concepts in a comprehensible and coherent way. The first year course consists of the study of four core topics: algebra; functions and equations, circular functions and trigonometry; and vectors. The internal assessment component of this course is the exploration. The exploration offers students the opportunity for developing independence in their mathematical learning. It allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas
Mathematics SL IB2
Designed as the continuation of Mathematics (SL) IB 1, this course completes the material in the Standard Level Mathematics syllabus as well as the AP Calculus syllabus. It continues with all work in Statistics and Probability and provides an in depth study of differential calculus and its applications, followed by a study of integral calculus and its applications. The course emphasizes a multi-representational approach to calculus, with concepts, results and problems being expressed geometrically, numerically, analytically and verbally.
Biology is a course designed to give students a background in biological concepts as well as hands-on experience in using the methods of scientific inquiry. The course investigates in depth the structure and function of the cell including the life processes that occur within the cell such as, photosynthesis, cellular respiration, and transport of substances. Furthermore, other topics studied include: heredity and how genetic information is passed on to offspring, plant structure, and human organ systems. Students become proficient in a laboratory setting and develop their critical thinking skills. In addition, students conduct a science fair project in order to further develop their scientific research skills. The course offers fundamental preparation for enrolment in IB science courses in 11th and 12th grades.
The main aim of this course is for students to develop an understanding of the importance of chemistry in the modern world. Concepts and principles of chemistry are built upon in a logical manner and math and critical thinking skills are an integral part of each lesson in order to challenge students and enable them to apply new concepts. Emphasis is placed on the development of a working knowledge of the laws and theories in chemistry through board work, student research and virtual experiments. The role of technology in science and safe practical laboratory work are also extremely important parts of this course. Students will improve their understanding of the scientific method and be introduced to a variety of skills necessary to conduct practical investigations. Laboratory experiments also give students the opportunity to learn how to interpret results while judging the use and limitations of laboratory equipment and also to understand the importance of evaluation in scientific research.
Integrated Science I
This two year course aims to familiarize students with the ways in which the natural world works. Emphasis is placed on understanding scientific ways of thinking and approaching scientific phenomena and technical issues. Therefore, the themes and topics developed throughout the year are directly related to everyday life. For greater familiarization with the way things work, experimentation is a major teaching methodology of the course. The material is divided in three sections: Physics, Chemistry and Biology. Each section is taught during one quarter and in the final quarter; students work on an individual project that combines their knowledge of these three disciplines and continue with new concepts on Biology.
Integrated Science II
Integrated Science II is the second year of a two year sequence. Students follow the sections of Physics, Chemistry and Biology. Each section is taught during one quarter. At the fourth quarter, students will work on the Science Fair Project that is an individual research work on a field of each student’s interest and also will go on with new fields of Physics and Chemistry. The course includes a number of laboratory investigations and demonstrations in all fields.
Physics go through the concepts of sound and light. Students will be introduced to the nature of the very common but complex phenomena of mechanical and electromagnetic waves. Chemistry goes through Acids and Bases and Electrochemistry. Students will learn some categories of chemical reactions (neutralization, titration, oxidation, reduction), they will find out that mathematics are useful in chemistry (pH) and will see the relation between physics and chemistry (voltaic cells, batteries). In Biology, the students will come in contact to the microscopic world with an introduction to Bacteria and Viruses and to the world of Invertebrates. The course investigates the morphology, the life cycle and the importance of microbes to human diseases, manufacturing, and biotechnology and the classification, life styles and variety of morphology of the invertebrates. The fourth quarter includes the Science Fair Project and the concepts of Subatomic Physics and Nuclear Chemistry. Physics at fourth quarter is an introduction to the structure of the nucleus and the types of radiation, the mechanisms of fission and fusion and the fundamental forces in nature. At Chemistry, students will learn more about radioactivity and radioactive elements and so they will further see the relation between the two fields of Physics and Chemistry and they will be introduced to applications of radioactivity.
Biology IB 1
This course is designed for students who intend to take the IB exam in Biology or plan to study a science program in college. The course emphasizes the exper imental nature of biology with many laboratory investigations. Topics are studied in depth and include: statistical analysis, the study of cells, the chemistry of life, genetics and ecology and evolution. Plant science and some human physiology are also covered by HL students. A Group 4 major science project is conducted.
Biology IB 2
This course is a continuation of the Biology I / IB1 course and is designed for students who intend to take the IB exam in Biology or plan to study a science program in college. A full program of laboratory investigations is completed. Topics are studied in depth and include: Human health and physiology; genetics and neurobiology and behaviour. Finally the most challenging topics of the two year course will be reviewed in preparation for the final IB exam.
Chemistry IB 2
This course is a follow-up to the Chemistry IB 1 course designed for students who intend to take the IB exam in chemistry and covers the second year of the IB program. The experimental nature of chemistry through laboratory investigation is still emphasized. Students are introduced to acid-base reactions (HL), electrochemistry (HL), organic chemistry, food chemistry and human biochemistry concepts.
Environmental Systems IB1
Environmental Systems and Societies is a transdisciplinary course that includes topics both in the experimental sciences such as ecology as well as topics in the social sciences such as human population growth. The course studies the nature of environmental issues using a systems approach in which the complexities of an environmental issue are studied in a holistic way based on the IB standard level syllabus. Students study the following topics at standard level: ecosystem structure and function, biomes, measuring changes in an ecosystem, human populations, carrying capacity and resource use, biodiversity. The course includes a number of laboratory investigations as well as other class activities. Prerequisite: Biology and Chemistry.
Environmental Systems IB2
This course is designed for students who intend to take the IB exam in Environmental Systems and Societies, covering the remaining standard level topics of the Environmental Systems and Societies IB program. The topics covered include: conservation, pollution monitoring, pollution management, eutrophication, solid domestic waste, urban air pollution, depletion of stratospheric ozone, acid deposition, global warming, environmental value systems and philosophies. The course includes a number of laboratory investigations as well as other class activities. Prerequisite: Environmental Systems and Societies IB 1.
French I corresponds to the Level A1 (Breakthrough) of the Common Reference Levels established by the Common European Framework of Reference for Languages (Council of Europe, 2001). It is in fact the lowest level of flanguage learning at the end of which students should be able to interact in a simple way, ask and answer simple questions, produce brief everyday expressions in areas of immediate practical need or on very familiar topics. To this aim, students will practise using basic sentence patterns and a limited repertoire of memorized phrases, groups of a few words and expressions sufficient for coping with simple survival needs. Emphasis is placed on acquisition of basic speaking and listening efficiency and high-frequency vocabulary structures of daily communicative situations.
French II corresponds to the Level A2 of the Common Reference Levels established by the Common European Framework of Reference for Languages (Council of Europe, 2001). It is the level at which emphasis is placed on social functions of language use. There is more active participation in conversation given some assistance and certain limitations, plus students train to sustain longer monologues. At the end of French II, students should have a repertoire of basic language enabling them to deal with specific everyday situations, involving familiar situations and topics. Pronunciation will be generally clear enough to be understood, possibly through repetitions, and despite a noticeable foreign accent.
French III corresponds to a first step towards reaching the Level B1 (Threshold Level) of the Common Reference Levels established by the Common European Framework of Reference for Languages (Council of Europe, 2001). The course itself focuses on the ability to maintain interaction and to achieve communicative goals in a range of contexts as well as on the ability to cope flexibly with problems in everyday life. To this aim, the students will need to develop the necessary language skills to get by, a sufficient breadth of vocabulary to express themselves flexibly and a reasonable degree of accuracy on most topics pertinent to their everyday life. Pronunciation will be clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.
French IV corresponds to a step beyond the Level B1 (Threshold Level) of the Com-mon Reference Levels established by the Common European Framework of Reference for Languages (Council of Europe, 2001) moving towards an independent user model, as such is described by the IB French B Guide.
At this level, the main focus is placed on :
• enhancing language accuracy, especially in terms of grammatical precision and cohesion,
• developing their ability to cope with original French literary readings,
• explaining the main points in an idea, a situation or problem during interaction, monologues or essay writings,
• giving clear descriptions and expressing clear viewpoints during interaction, monologues or essay writings,
• expressing thought on cultural topics with reasonable precision during interaction, monologues or essay writings,
• improving conversational techniques and oral / aural self-efficiency and confidence.
This course is an introduction to the study of the modern Greek language and its culture. It allows students to perform the most basic functions of the language and to become familiar with some elements of its culture. The emphasis is placed on the development of the four skills of listening, speaking, reading and writing within the given context extending outside of the classroom setting when possible. The context focuses on the students’ lives and experiences and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language needs. A general introduction to the culture, its products (literature, laws, food, games), perspectives (attitudes, values, beliefs) and practices (patterns of social interaction) is integrated into the course. Students acquire some insight into how languages and cultures work by comparing the Greek language and culture to their own. Integration of other disciplines in on-going during the course.
Students following this course have successfully completed Modern Greek 1a or a similar course. This course provides students with opportunities to continue the development of their listening, speaking, reading and writing skills. Students will participate in simple conversational situations both orally and in writing. They are able to satisfy basic survival needs and interact on issues of everyday life in the present and past tenses, inside and outside of the classroom setting. They will compose related sentences, which narrate, describe, compare and summarize familiar topics from the Greek culture. Focus is placed on understanding main ideas. Students will develop a better understanding of the similarities and differences of languages and will examine the influence of the beliefs and values on Greek culture.
The final compulsory course broadens and deepens students’ Greek proficiency, introducing a greater variety of texts and topics as well as covering more complex grammar and expression. This course is the continuation of Modern Greek 2a and aims to develop students’ spoken expression particularly in debates and arguments, to introduce them to semi-specialized language (i.e., banking), to cover more challenging themes and to introduce non-native speakers to Greek literature. Degrees of comparison, the future perfect, comparatives and reflexive verbs are taught in detail along with texts on the history of Greek literature, Byzantine history, Greek life and food. Extracts, articles and sayings complete the range of subjects offered. This course is offered to students in Grade 7 who have attended 4-6 years of Greek in the primary school. Students can take the A2 level exams.
This program is offered to students whose mother tongue is Greek or are bilingual in Greek and English and follow closely the Modern Greek program, but isspecifically adapted to the needs of Pinewood students. Students are taught the Greek Language with the objective of improving their spoken and written language skills. Students engage in the reading and analysis of short literature extracts as well as the study of complete books. At the same time in order to further understanding of Greek culture, emphasis is also placed on elements of Greek history, geography and culture as well as participation in national celebrations.
This program is offered to students whose mother tongue is Greek or are bilingual in Greek and English and follow closely the Modern Greek program, but is specifically adapted to the needs of Pinewood students. Students are taught the Greek Language with the objective of improving their spoken and written language skills. Students engage in the reading and analysis of short literature extracts as well as the study of complete books. At the same time in order to further understanding of Greek culture, emphasis is also placed on elements of Greek history, geography and culture as well as participation in national celebrations.
This program is a prerequisite for the students in grade 10 who wish to follow the IB Greek A1 L&L (SL) course.
The Modern Greek A1 L&L course is a vigorous pre-university course leading to examinations that meet the needs of highly motivated secondary students. The IB course is a two-year program and includes a variety of Greek literature works on different issues based on the prescribed book list issued by the IBO. During the first year, language studies are based on literary works such as Xenopoulos’s ‘Στέλλα Βιολάντη’, Ibsen’s ‘Νόρα’ and Kazantzakis’s ‘Ζορμπάς’. Students are also required to research and present work on social and media issues, which give them the opportunity and ability to be well-informed. Prerequisite: Greek 6
In the second year, students work on literature and poetry as a continuation of IB Modern Greek AI L&L I. They are given the opportunity to do more advanced work following the general framework of the IBO. In poetry, they study Kavafy’s poetry, Hatzis’s ‘Διπλό βιβλίο’and Theotokas’s ‘Leonis’. Issues on media and global problems are given for research. During the second year, students must prepare an externally assessed assignment as part of the IB requirement. Discussions and debates on the issues are graded and considered to be an important part of exploring the problems. Prerequisite: Modern Greek A2 IB1
The language B program is part of the Group 2 - Second language area of the IB Hexagon. The main focus of this foreign language course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and will be closely related to the French culture. The purpose of the material is to enable students to develop mastery of language skills and intercultural understanding, encouraging an awareness and appreciation of the different perspectives of people from other cultures. The programme is designed for study over 2 years at both higher (for 240 hours minimum) and standard level (for 150 hours) by students with previous experience of learning the language. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.
French ab initio
The French ab initio course is part of the Group 2 - Second language area of the IB Hexagon. It consists of a foreign language programme designed to be studied over a period of 2 years for 150 hours minimum at standard level by students who have no previous experience of learning the target language and are taught outside the country,-ies where the language is spoken. The course is organized into three themes: Individual & Society, Leisure & Work, Urban & Rural Environment, providing students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive,
productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
The Spanish B IB course is a two-year course aimed at students with some previous experience in the Spanish language. Students acquire and apply the listening, speaking, reading and writing skills necessary for correct and effective communication within a variety of contexts. During the two years of the course, students engage in original and spontaneous oral and written communications, expressing their own opinions in level-appropriate vocabulary and structures. Listening, speaking, reading and writing skills are developed through the use of a variety of written and spoken materials ranging from everyday oral communication to literary texts. Prerequisite: Prior experience with Spanish.
Spanish ab initio
The Spanish ab initio course is a two-year language learning course for beginners with no previous experience with the language. Students start learning through everyday situations and gradually improve their speaking, listening, reading and writing skills. Emphasis is placed on interacting in a simple way in areas of immediate practical need using basic sentence patterns and limited vocabulary. In addition to learning the basic grammar and vocabulary structures of everyday communication, students are exposed to various aspects of Hispanic culture, enabling them to interact within that culture and gain an understanding of its distinct characteristics.
Physical Education at Pinewood is a course, which runs throughout a student’s career at the school. A variety of activities are presented and each student is provided a wide range of games, play, exercise and modified sports. It is structured to improve student’s motor fitness (agility, co ordination, flexibility, reaction time, speed and strength), to improve physical fitness (cardiovascular) and to improve skill level.
Cross-references to other core content in the High School Physical Education objectives clearly demonstrate that students must be able to apply and use skills to be successful in their lives. Thinking critically about the importance of physical activity and the role it plays in individual, family and community health provides challenging, meaningful problem solving that goes beyond content-specific learning.
High School ICT (9-12)
The purpose of the course is to provide students with an integrated understanding of ICT. Students explore how digital technology impacts on the lives of individuals, organizations and society. They learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and wellbeing and on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.
In the practical unit, students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. They learn to reflect critically on their won and others’ use of ICT and adopt safe, secure and responsible practice.
Additionally, students are introduced to SCRATCH a programming environment and online community developed by M.I.T and the Lifelong Kindergarten group. By using Scratch students can program and share interactive media such as stories, games, and animation with people from all over the world. As students create with Scratch, they learn to think creatively, work collaboratively, and reason systematically. Scratch is designed and maintained by the Lifelong Kindergarten group at the MIT Media Lab.
*The High School IT courses are project based depending on the students’ prior IT knowledge and also self-paced, allowing students to progress at their own speed.
Visual Arts IB 1 & 2
Option A (SL/HL)
Option A is designed for students who wish to concentrate on studio practice in visual arts. Students will produce investigation workbooks to support, inform, develop and refine studio work through sustained contextual, visual and critical investigation.
Option B (SL/HL)
Option B is designed for students who wish to concentrate on contextual, visual and critical investigation in visual arts. In their investigation workbooks students will explore fully an integrated range of ideas within a contextual, visual and critical framework and produce studio work based on their visual and written investigation.
Dance IB 1
This course is designed to build dance knowledge and skills in technique, improvisation, choreography, artistic expression, performance, history and culture. In IB Dance course students learn how to use technique, all the elements of dance, choreography process and meaning by creating, performing and responding to dance.
Dance IB 2
This course emphasizes the development of students' technical proficiency, fluency in the language of movement in dance genres from around the world, and understanding of dance science. Students will explain the social, cultural and historical contexts of dance, apply the creative process through the art of dance in a variety of ways, and exhibit an understanding of the purpose and possibilities of continuing engagement in the arts as a lifelong learner.
This course is designed to help students develop English language skills for academic purposes as well as for basic interpersonal communication. Students will develop a range of reading, writing, and speaking skills which will facilitate their performance in an English-language academic program. As part of the course requirements, students will read and respond to one or two full-length English language novels as a way to improve their general fluency in English, and they will also read and discuss several shorter texts in order to build up specific reading skills. Another major focus of the class is formal writing. Students will learn how to write formal paragraphs and essays, and they will also write creative and personal texts. As the need arises, students will review aspects of English grammar, sentence patterns, and word choice. Finally, students will complete many speaking activities in order to improve their overall fluency in English. These include planning and delivering
regular oral presentations on a variety of topics, and participating in discussions, debates, role plays, and other kinds of communicative interactions. All written assignments must be turned in as a printed paper copy; I do not accept electronic copies of homework sent as e-mail attachments, common or shared documents, etc.
Academic honesty is fundamental to the integrity and operation of our school. Acts of academic dishonesty, including plagiarism (the act of presenting others’ words and ideas as one’s own without crediting the source), stealing in quizzes and tests, copying work from other students or allowing their own work to be copied, or using notes during a test, are considered serious offenses. The consequences of academic dishonesty will be a zero grade on the specific test/assignment, and additional disciplinary action. The said student will be ineligible or removed from the National Honor Society.