High School
Changemakers like you belong here.
When students pursue the well-rounded and rigorous International Baccalaureate or French Baccalaureate diploma, they push their personal boundaries, excel in collaboration, and develop real confidence. The IB and French Bac curriculum gives students the experience and mobility to learn and thrive anywhere in the world.
Curriculum
Grades 9 & 10 Curriculum
Discover our global curriculum and create your own unique learning experience.
Our core pre-baccalaureate classes provide foundational skills and ensure that you explore widely, keeping your mind and options open. You will discover new talents outside your comfort zone, and you will consolidate further those areas where you already excel as you pursue one of two internationally-recognized programs, preparing you for your baccalaureate journey and for college, career, and civic life.
There is vibrant mingling between students in our International and French tracks. Together, you will attend the Freshman Retreat, try out for sports, travel across the world, audition for plays, organize clubs, and collaborate in student leadership roles. In the International Track, you will attend advisory, English Literature, Research and Design, Arts, and PE options alongside your friends in the French Track. In addition, if you are a bilingual student in the International Track, you can take some academic subjects in French.
The International Track is the gateway to the IB Diploma for non-French speakers. More than half the students entering the International High School do not speak a word of French. Many of these students enter with intermediate or advanced competence in Chinese, Spanish or Italian. Others did not benefit from a language requirement at their Middle School and jump into our beginners classes in Chinese or French. The International Track is also the gateway for students who are fluent in French but prefer to progress directly towards the IB.
Our French Track leads to the French Bac. Students entering the High School from our own 8th grade, or another a French school experience, can opt to remain in the French Track, moving through the same exams and expectations as their peers in France.
International Curriculum Highlights
International Track courses are designed to help students become active learners with global citizen education. Our foundation classes have conventional titles but are not conventional in the ways you will learn. Our approach transcends rote learning and busy work. You will undertake and master nothing less than the essential skills and attitudes of a real experimental scientist, a historian or geographer, a literary scholar, a mathematician, a economist, and a working artist, musician, actor, or filmmaker. Uniquely, because of our school’s bilingual identity, some courses in the International Track can be taken in French.
English
The English Department contributes to our school’s mission of fostering the development of thoughtful global citizens through the examination of literary works from the classics through contemporary world masterpieces. We carefully select texts from a range of time periods, cultures, genres, and styles in the belief that literature’s vast variety of human voices best expresses human unity.
We believe that the study of literature illuminates the complexities of human behavior and the power of both oral and written self-expression. It is important to us that our students understand that great literature thrives on ambiguity, contradiction, nuance, and beauty.
All students take four years of English. Our Grade 9 and 10 students practice close reading of texts in preparation for the oral and written commentaries and comparative essays required in the Grade 11 and 12 IB English program. The course descriptions below describe the specific aims and texts for each year.
We endeavor to teach students the thinking and writing skills they will need in college and beyond. Along the way, we hope to instill a lifelong love of reading.
Literary Analysis and Composition
- Grade 9 course (5 periods per week)
Who am I? What sort of person do I wish to become? What are the factors that shape the formation of the individual? In Grade 9 English, questions of identity and self provide the thematic starting point for our explorations into literature. As we proceed, the horizon widens to include such topics as conformity and rebellion, the power of belief systems, love and sexuality, and the nature of evil.
Texts studied have included:
- Lord of the Flies, William Golding
- Macbeth, William Shakespeare
- Oedipus the King, Sophocles
- Annie John, Jamaica Kincaid
- Selected short stories and poetry
Literary Analysis and Literary Essay
- Grade 10 course (5 periods per week)
Extending the analytic focus of the previous years' work, Grade 10 English considers the power of literature to challenge beliefs by revealing other experiences, perspectives, and realities. In this context, we look at the way literary works have addressed, and continue to illuminate, questions of gender, race/ethnicity, and social class. We also examine in greater depth the role narrative point-of-view plays in influencing our reading of a text. Close reading skills are emphasized and students gain initial practice in producing oral and written commentary.
Texts studied have included:
- The Great Gatsby, F. Scott Fitzgerald
- Pride and Prejudice, Jane Austen
- Song of Solomon, Toni Morrison
- As You Like It or Twelfth Night, William Shakespeare
- The Odyssey, Homer
- Selected poetry and short stories
In the second semester of English 10, students write the Comparative Literature Essay, a project designed as preparation for two key assignments required for the IB: the Comparative Literature Essay of English A1 and the Extended Essay. The Grade 10 Comparative Literature Essay is a 1,000 - 1,200 word piece of analytic writing in which students compare and contrast a literary aspect of two of the works studied in class.
Modern Languages
At International High School we believe that learning a modern language enables a student to better understand the world, to develop a sensitivity to different perspectives and cultures, and to embrace diversity. All teachers in the Modern Language Department are qualified native speakers, who through an interactive approach encourage students to develop all linguistic skills by engaging them in a wide range of activities such as films, music, games, skits, and role playing. Additionally, our students have the opportunity to live the language of their choice on an international trip.
Students in the International Track take at least one language in addition to English. We offer beginner-level classes in Chinese and French to fulfill this second language requirement. Some students come to International with some exposure to a non-English language, and we are proud to be able to offer them the opportunity to continue learning French, Spanish, Chinese, Italian or Arabic. Note that courses that meet only 3 periods per week can only be taken as third language study, not to satisfy the second-language requirement.
Arabic
Arabic Intermediate I
- Grade 9 course (3 periods per week)
Students at this course level will already have a solid foundation in Standard Arabic grammar and writing including nominal and verbal sentence types, the iDaafa construction (construct phrase), conjugation of the perfect and imperfect tenses and verbal awzaan (word shapes). This course employs a communicative, interactive approach involving role play and dramatization. Steady doses of vocabulary are introduced in a fun and engaging way. At the end of this course, students will be able to introduce themselves, order at a restaurant, interview an Arabic-speaking person, schedule appointments, describe events, discuss their feelings, barter at the souq and give directions.
Arabic Intermediate II
Modern Standard Arabic (MSA)
- Grade 10 course (3 hours per week)
This course focuses on improving the student’s level of comprehension and practice in the language, with emphasis on fluency and the acquisition of sophisticated and expressive vocabulary. Students broaden and improve their comprehension and practice of the Arabic language. They acquire a more sophisticated approach to grammatical structure and a wider vocabulary in order to move towards fluent oral and written communication. Students also acquire the ability to express feelings and abstract ideas, and the study of culture and civilization broadens and deepens. The course aims to encourage the student to develop a respect for and understanding of other languages and cultures and is equally designed to equip the student with a skills base to facilitate further language learning.
Students in this course will continue to learn strategies and techniques to put their pre-existing knowledge of the language towards maximizing expression. For instance, they will learn how to use the vocabulary they already know to express new experiences, thoughts, opinions, and feelings and to navigate in the language comfortably and in the most effective way.
Chinese
- Chinese Beginner I
- Chinese Beginner II
- Chinese Intermediate I
- Chinese Intermediate II
- Chinese Language and Literature I
- Chinese Language and Literature II
Chinese Beginner I
- Grade 9 course (5 periods per week)
This course is for students who have little or no previous exposure to the Chinese language. At this beginning level, students are introduced to pinyin, the Chinese phonetic system, as well as the simplified writing system. Students are expected to master the pronunciation and the four basic tones with accuracy. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery for the reading, listening, written and spoken skills. By the end of the year, students should be able to carry on a basic conversation in Chinese, including introducing themselves and their family members, asking for and telling dates, days of the week and time, talking about their hobbies, making appointments with friends, describing a day in school, and expressing how they feel about learning Chinese.
Chinese Beginner II
- Grade 10 course (4 periods per week)
This course is a continuation for students who took the Beginning Chinese course in 9th grade or have an equivalent of one year of studying the language. At this level, students continue to expand and build on the foundation and skills they have acquired in the beginning level and are expected to broaden their vocabulary, sentence structure and the cultural context in Chinese communication. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery for the reading, listening, written and spoken skills. By the end of the year, students will cover the following topics: school life, shopping, talking about weather, transportation, dining, using the library, asking directions, birthday parties and seeing a doctor.
Chinese Intermediate I
- Grade 9 course (3 periods per week)
This course is for students who have had an equivalent of 3 years of Chinese. At this intermediate level, students are expected to have a certain level of mastery of the language to be able to carry on a conversation, write a 4 – 5 paragraph essay on a given topic and further expand on their vocabulary and sentence patterns. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery in reading, listening, written and spoken skills. By the end of the year, students should be able to carry on a conversation in Chinese on the following topics: dating, apartment rental, sports, and travel.
Chinese Intermediate II
- Grade 10 course (3 periods per week)
This course is for students who have had an equivalent of 4 years of Chinese. At this intermediate level, students are expected to have a certain level of mastery of the language to be able to carry on a conversation, write a 4 – 5 paragraph essay on a given topic and further expand on their vocabulary and sentence patterns. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery in reading, listening, written and spoken skills. By the end of the year, students should be able to carry on a conversation in Chinese on the following topics: describing the physical location and its surrounding environment, ordering at a restaurant, making appointments and asking for help, talking about their interests, and possible future career choices.
Chinese Language and Literature I
- Grade 9 course (5 periods per week)
Students at this level are native Chinese speakers. The curriculum is designed to teach students to read and discuss ancient, medieval, and modern texts in a variety of styles. Students are introduced to essays by modern authors. Assignments provide students with experience analyzing selected works as well as opportunities to develop oral and writing skills.
Chinese Language and Literature II
- Grade 10 course (5 periods per week)
This course encompasses modern Chinese short stories and novels (from the mainland, Taiwan, and overseas), literature in translation, as well a substantial unit on Tang and Song poetry and Yuan verse. Students are immersed in the creative world of famous Tang, Song, and Yuan works through critical studies of the literary styles of the period, the backgrounds of the authors, and the historical context. Students also learn how to discern literary types and forms and how to interpret literary symbolism while developing critical expository writing skills.
French
The French Department at International High School offers all levels of instruction of the French language, from the beginner to the most advanced level for native speakers, from basic vocabulary and grammar to sophisticated analysis of literary texts of past centuries, from conversational French to detailed study of poetic metaphors. Discovery of a culture rich with centuries of history and knowledge of literature and European artistic movements will be the two main focuses of the different tracks. The trips offered by our exchange program (Paris, Montreal, Tahiti) are wonderful opportunities to discover diverse francophone "styles de vie".
- Language and Literature I
- French Beginner I
- French Beginner II
- Language and Literature II
- French Literature I
- French Literature II
Language and Literature I
- Grade 9 course (5 periods per week)
This course is designed for students who have a fairly strong background in the French language but who may not have had a bilingual immersion education. In addition to the linguistic skills consolidation, students are taught to write and speak with precision and efficiency. Through the vehicle of both accessible literary texts and non-literary media, students develop their appreciation of the French-speaking world and their understanding of current global issues.
Works have included:
- Nouvelles contemporaines XXe-XXIe s
- Matin brun de Franck Pavloff
- Sophie Scholl, Jean-Claude Mourlevat
- Les Sacrifiées, Laurent Gaudé
- Les migrants : textes, documentaires, dessins de presse
French Beginner I
- Grade 9 course (5 periods per week)
This course is designed for students with little or no previous experience with the French language. Students will acquire basic vocabulary and grammatical skills via a communicative approach, and they will very soon be able to express themselves orally and in writing in French, as the course is completely conducted in the target language. Students will practice conversation daily and they will regularly practice their listening, reading, and writing skills. They will be exposed to the various French speaking cultures and develop their communicative and cross-cultural skills.
French Beginner II
- Grade 10 course (4 periods per week)
this course is designed for students in their second year of learning French. It consists of an expansion of their reading, writing, listening and speaking skills, and the development of their linguistic proficiency. The competencies will be regularly worked through (1) performance (discussions, dramatizations, oral presentations); (2) written activities, which are expected to follow the French writing formats; (3) the use of appropriate authentic documents (posters, advertisements, songs, films). Students will also read their first literary texts (short novels, short poems). They will be exposed to the various French speaking cultures and develop their communicative and cross-cultural skills.
Language and Literature II
- Grade 10 course (4 periods per week)
This course is designed for students who have a fairly strong background in the French language. Through the vehicle of accessible literary texts, students are taught to write and speak with increasing precision and expression. Students study theater, poetry, narration, and argumentation. Argumentation is studied both in writing, through essays, and as an oral performance, via debates and speech competitions. Throughout the course there is constant and thorough review of grammar. Additionally, students become more familiar with French literature, life in France and in francophone countries. This course is specifically designed to prepare students for Grade 11 IB French Language and Literature.
Texts have included:
- Petit Pays, Gaël Faye
- Sang négrier, Laurent Gaudé
- L'ami retrouvé, Fred Uhlman
- L’Or, Blaise Cendrars
- Extraits d'auteurs francophones: Maryse Condé, Simone Schwarz-Bart
- Theater : Le Dieu du carnage, Yasmina Réza; Rhinocéros, Ionesco
- Poetry : Slams - Gaël Faye et Grand Corps malade
- Argumentation : the documentary A Voix haute about a debate competition in an underprivileged university in a multiracial suburb of Paris.
French Literature I
- Grade 9 course (5 periods per week)
Bilingual International Section students who are able to study French literature at the native speaker level join students in the French Section literature class.
This course is designed for students who have followed the French national curriculum since Kindergarten or Grade 1. Students will strengthen their grammar and their understanding of the mechanics of language. They will study vocabulary and written expression to learn clear and efficient ways to express themselves. They will develop their responses to literary texts of different genres in an articulated manner. Writing assignments will either develop their creativity or their ability to debate ideas in a convincing way. Students will be exposed to a wide range of literary genres to deepen their appreciation of Literature.The curriculum prepares the students for the National French diploma of the “Brevet” in June.
The curriculum is articulated around 4 main themes:
1) Se chercher, se construire : se raconter, se représenter
2) Vivre en société, participer à la société : dénoncer les travers de la société
3) Regarder le monde, inventer des mondes : visions poétiques du monde
4) Agir sur le monde : agir dans la cité, individu et pouvoir
Works studied have included:
- Lettres de poilus
- Le Grand Meaulnes, A. Fournier
- Petit pays, Gaël Faye
- Les Sacrifiées, Laurent Gaudé
- Un Secret, Grimberg
- Le Dieu du Carnage, Yasmina Réza
- Le Baron perché, Italo Calvino
Bilingual International Section students who are able to study French literature at the native speaker level join students in the French Section literature class.
French Literature II
- Grade 10 course (4 periods per week)
As in Grade 9, Bilingual International Section students who are able to study French literature at the native speaker level join students in the French Section literature class.
This course is for students who have followed the French Brevet class and are able to study French literature at the most rigorous level. The curriculum continues with the main objectives of the previous year, but deepens reflective and analytical aptitudes. Analytical vocabulary and methodology are introduced in order to prepare students for the rigorous written and oral exigencies of the French Baccalaureate at the end of Grade 11. Students study canonical texts including theater, novels, philosophical works, and literary critiques from various periods. There is an emphasis on historical, intellectual, and artistic context.
Texts have included:
- La Peste, Albert Camus
- Le Rouge et le Noir, Stendhal
- Andromaque, Jean Racine
- Dom Juan, Molière
- Poetry from the Middle Ages to the Renaissance
- Littérature d’idées
Students are also required to complement their understanding of a genre with texts ranging from different time periods such as:
- Antigone, Sophocles & Jean Anouilh
- Huis-Clos, Jean-Paul Sartre
- Un barrage contre le Pacifique, Marguerite Duras
- Le Sabotage Amoureux, Amélie Nothomb
Italian
Italian Intermediate I
- Grade 9 course (3 periods per week)
The primary objective of this course is to increase and consolidate the speaking, listening, reading and writing skills necessary to master the language. Oral participation in class is emphasized. Students gain the confidence to voice their ideas and opinions in Italian, with the goal of being able to converse with a fluent speaker. To improve oral skills, students act out dialogues, role-play, present reports, and describe pictures in front of the class. Listening skills are honed by encouraging students to listen to each other, correct mistakes if possible, and answer each other’s questions. Students are also exposed to stories, songs, radio shows or movies. In writing, the focus is on the grammatical structures and tenses that are needed to communicate efficiently in Italian. In addition, writing skills are developed through a wide range of written formats such as dialogues, poems, songs, letters, short plays or skits, resumés, commentaries, and essays.
Italian Intermediate II
Spanish
Spanish Intermediate I
- Grade 9 course (5 periods per week for 2nd language; 3 periods per week for 3rd language)
This class is available to students as either a second or third language. Students broaden and improve their comprehension and practice of the Spanish language. They acquire a more sophisticated approach to grammatical structure and a wider vocabulary in order to move towards fluent oral and written communication. Students also acquire the ability to express feelings and abstract ideas, and they begin the study of the culture and civilization of Spanish-speaking countries.
Spanish Intermediate II
- Grade 10 course (5 periods per week for 2nd language; 3 periods per week for 3rd language)
This course focuses on improving the student’s level of comprehension and practice in the language, with emphasis on fluency and the acquisition of a sophisticated and expressive vocabulary. Students read accessible Spanish literature and develop their capacity to analyze and comment on a literary text. The study of culture and civilization broadens and deepens.
Mathematics
For more than two thousand years, mathematics has been a part of the human search for understanding. From the initial desire to describe the natural world and form inescapable truths by careful reasoning, it has evolved to be used in all walks of modern life. From trends in politics to the stresses on the Bay Bridge, from bus schedules to recipes, from software engineering to weather patterns, math is all around us!
At International we endeavor to instill in all our students the belief that learning to think in mathematical terms is an essential part of being a liberated thinker. Through critical thinking, problem solving, proof, and modeling, we strive to fuel a passion for the magic and poetry of mathematics, and to foster an understanding that mathematics is less about the answer than it is about the process.
In the words of the famous Russian novelist and philosopher, Leo Nikolaevich Tolstoy:
“Some mathematician has said pleasure lies not in discovering truth, but in seeking it.”
Integrated Mathematics I
- Grade 9 course (5 periods per week)
This core course is approved as a UC a-g requirement. Integrated Math consolidates algebra and contains elements of trigonometry, geometry and statistics (including probability). Integrated Math is based on the final two years of the internationally acclaimed MYP program. Our teachers of Integrated Math differentiate their approach according to the aptitudes, levels of attainment and individual learning modalities of each student.
Integrated Mathematics II
- Grade 10 course (5 periods per week)
This course is recommended for students entering Grade 10 who have taken the Integrated Mathematics I course in 9th grade. Instructional time will focus upon a continued in-depth study of algebraic and geometric concepts including logarithms, complex numbers, trigonometry, circle theorems, functions, and similarity. Students will continue to develop their problem solving skills by recognizing the need for accuracy and the valid presentation of their reasoning.
Algebra II/Geometry
- Grade 9 course (5 periods per week)
We also have a more advanced Integrated Math class described formally for the UC a-g requirement as Algebra II/Geometry. This fast paced course is for students who have proven high math attainment from middle school, and who are on the fast track to our advanced integrated math class in Grade 10, formally labeled Pre-Calculus (again for the UC requirement). Instructional time in this fast-paced course will focus upon an extension of the Integrated Mathematics course with an additional Geometry component.
Pre-calculus
- Grade 10 course (5 periods per week)
This advanced and fast paced mathematics class is suitable for those students entering tenth grade who have demonstrated a high ability and an enthusiasm in all areas of mathematics. In addition to reinforcing the previously learned topics and concepts covered in ninth grade, students will be introduced to more complex mathematical topics including analysis of functions, matrices, transformations, analytic geometry, and loci.
Experimental Sciences
The Science department is committed to delivering a rich, modern and exciting curriculum based on a strong theoretical content systematically introduced and complemented by experimentation. We believe that it is extremely important that our students understand the connections between Biology, Chemistry and Physics and this is why the three subjects are taught simultaneously in grades 9 and 10. From traditional methods to cutting edge biotechnology and computer assisted experiments, students are exposed to a broad range of techniques that prepare them perfectly for the best science programs in the best universities. From preserving our environment to finding efficient and clean ways of producing energy or promoting the research for new drugs, the place of science in our societies has never been more important. We believe it is our mission to foster a desire to learn science and to create vocations.
The following courses focus on bringing International Track students of varying science backgrounds to a common level of scientific literacy in Biology, Chemistry, and Physics. Students will be introduced to the scientific method and basic laboratory techniques through regular lab investigations, including standard data analysis and graphing techniques. Connections between the three sciences will be made as often as possible. By the end of Grade 10, students will have a strong foundation in Physics, Chemistry, and Biology, essential to understanding the world we live in.
Biology I
- Grade 9 course (2 periods per week)
The Biology course in Grade 9 aims to help students understand the "living world" and how the interactions of living organisms occur at both macro and micro levels. We start by exploring the characteristics and the chemicals that make up living organisms at a cellular level and how this links to more complex systems and mechanisms in the human body. Students develop their understanding of cellular structure and functions, the synthesis and break down of macromolecules such as proteins, lipids, carbohydrates and nucleic acids as well as enzymatic functions and how these relate to systems such as the digestive system and circulatory system. These topics are taught and explored through various experimental activities and investigations which provide students with an understanding of the important underlying biological themes through real world applications.
Biology II
- Grade 10 course (1.5 periods per week)
In this course, we continue exploring complex systems and mechanisms in the human body as well as other important processes in plants. The Biology course in Grade 10 aims to help students build upon the concepts covered in grade 9 from a micro to macro level. Students have the opportunity to learn about both plant Biology and human physiology. This course explores, in depth, how cellular processes such as cell division, photosynthesis and cellular respiration impact the overall systems they are part of. Through examining these processes students gain a greater understanding of the functions of cells and organs within the body and their integration to maintain life. The course structure in grade 10 is more heavily focused on experimental skills and each topic is taught and explored through various laboratory investigations.
Physics/Chemistry I
- Grade 9 course (2 periods per week)
In Physics, students will be introduced to the kinematics and the notions of speed, velocity, and acceleration. Forces will be introduced through the concept of gravitation and weight. They will finish the curriculum with a study of kinetic and potential energy. In Chemistry, they will explore concepts such as density, the mole, atomic structure, elements, chemical reactions and formulas. Students will develop their understanding of the scientific method through practical lab work and written reports. A large variety of experimental techniques, including the use of computer software and probes, will be introduced to the students during this first year of high school science.
In Chemistry, students will begin by working through the fundamentals, such as the atomic theory and how atoms combine to create different chemical substances. Students will gain an understanding of how atoms are organized and use the Periodic Table as a tool for understanding patterns instead of a tool for memorization. They will explore chemical reactions and properties of matter through hands-on laboratory experiments that focus on building important manipulative skills and how to use appropriate lab equipment and technology. They will practice the precision required in a science lab and analyze data they’ve collected to be able to draw conclusions that connect with the areas of study and use their mistakes to evaluate their methods. Once they’ve mastered the basics, students will start to learn how to piece these concepts in order to understand the “recipes” of the chemical world. They will explore stoichiometry and different chemical reactions, while at the same time, connect these concepts to the world around them to make chemistry visible in everyday life.
Chemistry II
- Grade 10 course (1.5 periods per week)
This course will delve deeper into the structure of the atom, its relationship to the chemical properties of elements and their periodic trends, and chemical bonding. In addition, the course studies the stoichiometric relationships for chemical reactions and allows for students to investigate experimentally the different types of reactions in order to achieve a better understanding of topics including acid base chemistry, oxidation reduction, and chemical kinetics.
Physics II
- Grade 10 course (1.5 periods per week)
Grade 10 Physics builds upon the foundations laid in grade 9 Physics. Students will study vectors, waves, forces, and electricity in depth. The course also develops students' practical skills with more challenging lab work as preparation for group four sciences in the IB.
Design Technology
- Grade 9 course (2 periods per week)
This Design Tech course is designed to introduce students to the design process from concept to realization. The students who pursue this course are asked to use creative tools to address a variety of challenges and to learn about the design thinking process as a means to solve problems and generate creative ideas and solutions to those problems. Through studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.
Humanities
The Humanities Department occupies a central role in fulfilling the school's mission of fostering critical understanding across cultures and supporting an international perspective on the world by providing students with the skills and knowledge to understand the world that they will soon inherit.
We offer courses in History, Geography, Social Sciences, Economics, Current Affairs, Global Politics, Psychology and Philosophy, in both French and English. Students develop the important skills of critical analysis of sources of information, academic honesty, analytical writing, and research.
U.S. History
- Grade 9 course (4 periods per week)
This course is an introduction to United States History and Government, from the colonial period to 9/11. The course content includes, though is not limited to, the following major topics as well as periodic relevant current events and issues: (1) History: The Gold Rush, Manifest Destiny, Westward expansion, Native Americans, growth of a nation, involvement in international affairs as the new superpower; (2) Minority Rights in a Democracy and Institutional Reform, with a particular focus on women’s rights, the abolition of slavery, Native American rights, Japanese Internment, the Civil Rights Movement and the Chinese Exclusion Act. The first semester focuses on a chronological approach highlighting major turning points in the time period. The second semester takes a thematic approach, focusing on the history of different communities in the U.S. culminating in an end-of-year research project.
Current Affairs I
- Grade 9 course (2 periods per week)
This course develops an understanding of current events through the lens of politics, geography, economics and psychology. As a result, the content taught in the course will be dictated by local, national and global events dominating the news cycle. In grade 9 we will study cases through the lens of economics (semester 1) and politics (semester 2).
The course also develops research skills and digital literacy. Students examine events at the local, national and global level from different perspectives and cultivate empathy for others’ viewpoints.
Current Affairs II
- Grade 10 course (2 periods per week)
This course develops an understanding of current events through the lens of politics, geography, economics and psychology. As a result, the content taught in the course will be dictated by local, national and global events dominating the news cycle. In grade 9 we will study cases through the lens of economics (semester 1) and politics (semester 2).
The course also develops research skills and digital literacy. Students examine events at the local, national and global level from different perspectives and cultivate empathy for others’ viewpoints.
History-Geography
- Grade 10 course (4 periods per week)
The history curriculum is centered on two main concepts: revolution and imperialism. To build a complex understanding of causes, key features and consequences of revolutions, students study extensively the case of the French Revolution (1789-1799). They then use the skills and knowledge developed during the case study to analyze a revolution of their choice. The imperialism unit starts with the case of European imperialism in Africa. The Boxer rebellion is also studied as an example of western colonization in Asia. Students work on the Mau-Mau rebellion in Kenya as a case study. Decolonization is studied through the example of the Indian independence movement.
The geography curriculum is composed of 4 units: employment, industry, development, and human impact on the environment. This course is an introduction to geography and aims to foster a better and more complex understanding of the impact of production, purchasing power and employment on cultures, traditions, living conditions, wealth gap and the environment. The course considers several scales, from local to global, and several actors, from individuals to nations, private companies to governments and intergovernmental organizations.
Arts
Our curricular Arts program forms an integral part of our school’s mission of promoting critical, creative thinking in an international framework. Through the Arts, students expand their perspectives, engage world culture, take on challenging material and express their own creativity.
Arts are a required part of the curriculum in 9th and 10th grade. In 9th grade, students sample two artistic disciplines over the course of the year. In 10th grade, they focus on a single discipline for a full year. In 11th and 12th grade, students can make intensive study of film, theater, music or visual arts a central part of their IB Diploma. Students in the French Baccalaureate track can take option classes in theater or visual arts.
Please contact the Head of the Department for any questions about our curricular programs or extracurricular opportunities.
Film
- Grade 9 course
What purpose do stories serve? Why do we like to tell them? Why do we like to hear them? In this course, students will learn to tell their own stories using the language of motions pictures, the basic vocabulary of which is composed of shot sizes, camera angles, camera movement and composition. Students will learn editing skills in Adobe Premiere Pro. This course is also an introduction to film analysis- to learn how motion pictures convey meaning and to apply that knowledge in the creation of their own work.
- Grade 10 course
Students will continue to develop their skills in all aspects of video production with a 1st semester individual project and a second semester collaborative project. The scope of Grade 10 Film and Video is broadened to include a study of the development of American cinema. Through observing various film genres, our study of film includes censorship, the studio system, representation of groups and individuals in movies, and the historical and cultural context of individual films. Students will be given critical tools for analyzing films and extracts from films. Students are required to write three film critiques. Students will use Adobe Premiere Pro editing software.
Music
- Grade 9 course
This course focuses on music performance, songwriting, composition, listening/analysis, production, recording, music theory, and ear training. Students rehearse and perform in groups, individually, and compose/record using a variety of software applications. There is an expectation for musicians to practice their instruments outside of class, and participate in weekly rehearsals and ensembles during lunchtimes and/or after-school.
- Grade 10 course
This course focuses on music performance, composition for film, listening/analysis, arranging, production, recording, music theory, and ear training. Students rehearse and perform in groups, individually, and compose/record using a variety of software applications such as Logic Pro X, Sibelius 10, and a series of plugins and samples such as Spitfire Audio. Students have an active role in the planning of concerts and events and are committed to publishing their recordings, compositions, and electronic music. There is an expectation for musicians to practice their instruments outside of class and participate in weekly rehearsals and ensembles during lunchtimes and/or after-school.
Theater
- Theater Performance, Foundational Skills for the Actor, Director & Ensemble Theater Maker
- Deepening skills in Drama, Comedy, Craft & Creation
- Stagecraft
Theater Performance, Foundational Skills for the Actor, Director & Ensemble Theater Maker
- Grade 9 course
In this semester-long course, students gain foundational skills for the actor, director and ensemble theater maker. The first unit focuses on fundamental skills and concepts for physical performance. Students explore how the actor’s physicality can be used to relay place, character and event. They learn how stage placement and movement can create atmosphere, tension and story. They devise scenes in small groups, and engage in performance and critiques. The second unit moves into more traditional study of voice and text, as students take their skills into traditional monologue and scene-work. Here, students are introduced to basic Stanislavsky-based performance tools; they rehearse, integrate feedback and perform. Students also take part in games and exercises throughout the course to develop their instrument. On-going journaling and in-class discussions develop skills for reflecting, rehearsing, giving and receiving productive feedback, which are all integral to the iterative process of making theater.
Deepening skills in Drama, Comedy, Craft & Creation
- Grade 10 course
Through this year-long course, students learn to become more versatile, confident actors and also build skills as writers, designers and directors. They are hereby prepared to take on a range of roles in this collaborative performance art form. The course begins with “fundamentals of movement/ensemble work” work taught by our acting/directing teacher, using the SITI-company developed Viewpoints Technique. This is paired with a “basics of design” unit, taught by our stagecraft teacher. The next unit embraces realism, with in-depth play analysis paired with dramatic scene study, using Stanislavsky-based techniques. The class then moves into physical theater work, with mask, clown and comedy. Students study traditional commedia dell’arte and build their own masks. They also explore traditional clown techniques and comedic tools such as slapstick and satire. The final unit embraces a final performance project, reflecting student choice. On-going journaling allows students to document their learning and build skills in reflection and analysis.
Stagecraft
This one semester class provides our students with a clear understanding of all the general technical design elements of theatre. This is an introduction to design through interpretation. The class will do 4 projects based around Shakespeare’s A Midsummer Nights’ Dream and then design costumes, set, lights and sound. They will also explore the styles of theatre spaces and create a ¼ “ scale model to display their set design on. They will also participate in tech time for 7 hours as their schedule allows students to work hands-on in producing the Back a Dos shows. In-class work includes sketching, tool safety and proper usage, research on computer, and script analysis with group discussion. All projects will be given class time. All uncompleted work will become homework or can be done at tech time if agreed upon with the instructor. This class will allow the students to use all skills from other classes including English, History, Math, Chemistry, Psychology, and many more. They will work on presentation skills, group studies, individual creativity, goal setting, and meeting deadlines. This class only requires participation with no fear—talent is discovered along the way.
Visual arts
- Grade 9 course
This class provides an introduction to a variety of art media and techniques to strengthen technical skills and an accurate use of specialist vocabulary in the visual arts. It fosters the development of creative strategies for expression and learning how to fully engage in and reflect on the creative process. Weekly homework assignments include creativity exercises, technical exercises or analysis of artworks that have previously been discussed in class.
The projects in this course are designed to develop creativity and visual response, introduce techniques in a variety of media, encourage critical thinking and problem solving in the arts, and introduce the language of art criticism. Throughout the semester, selected works from the history of art and various cultures are introduced not only to expand the art literacy of each student but also to provide stimulus and to influence studio work. A series of highly structured assignments provides the framework for the course.
- Grade 10 course
This class is geared towards the development of strategies for creative engagement through assignments that focus on the development of technical skills in a variety of art media to foster the communication of personal expression and critical thought. Artistic learning requires a high level of cognitive activity that is both intellectual and emotional. Study of the visual arts allows students to discover ways in which to interpret and comment critically on the human condition. Furthermore, the inspiration engendered by artistic activity can become a driving force in other studies and throughout life. Through slide presentations, web research, and video screenings students are provided with an appreciation of art history and an understanding of the multiplicity of art from a variety of cultures. General course objectives include the ability to:
- Demonstrate knowledge of the elements of history of arts and concepts
- Develop and practice a variety of techniques and media styles
- Handle a formal challenge and propose solutions
- Make an informed choice for IB arts courses.
Design Technology
- Grade 10 (3 hours per week)
In this course delivered in english, the students are introduced to the design process from concept to realization. In this project-based program students will be asked to use creative tools to address a variety of challenges and to learn about the design process as a means to solve problems and generate creative ideas.
Core topics are based on the study of concepts such as the design cycle, product/industrial design, environmental design, product innovation and Architecture, as well as knowledge of materials and strategies for product development and evaluation.
From high-level conceptual thinking and brainstorming to producing, presenting, and defending tangible solutions, students are exposed to all aspects of the design cycle. In the process, students also develop communication skills, presenting ideas in front of a targeted audience; supported by the visual products they have created using technology throughout the project.
Design Tech couples the Sciences and the Arts, using methods and principles from each in the design process. It is a cross-disciplinary course in which students are forced to think across disciplines in order to become better innovators and designers.
Physical Education
The Physical Education Department has created a varied curriculum for students in Grades 9 through 12, allowing each individual to achieve the following three goals:
- To develop abilities and capacities centered in motor skills.
- To give each student access to the cultural aspects of physical activities.
- To become aware and responsible citizens and to be able to manage sport activities to make healthy lifestyle choices in the years to come.
To reach the objectives of the physical education program, the various class levels will be taught goals specific to each activity, competencies related to engagement in the physical activity, and their application to life skills.
EPS
- Grade 9 and 10 course (2 periods per week; taught in English)
In 9th grade, we aim towards reinforcing, adding up and going deeper into knowledge and competencies acquired by the students since 6 grade. This is why the curriculum in High School includes activities experienced in Middle School and activities that will be at the PE Baccalauréat to better prepare the students, as early as we can, to be efficient in different kinds of activity.
PE in 9th and 10th grade must allow the students who want to do the french track in 11th and 12th grade to build their competences level to be well prepared to the level expected and to the evaluation process. Two “menus” of 3 sports will be presented to 9th and 10th grade students.
2020/2021:
- Menu 1: Soccer, Judo, Track (3x500m)
- Menu 2: Badminton, Swimming, Acrosport
The students who are not willing to take the french track are welcome to the PE program. Physical Education at International offers to open up a diversity of practice, to build motor skills participating in individual or group activities and acquire knowledge for their future well-being.
Finally, in 10th grade the course objectives in each activity are more complex than what is expected in 9th grade we will focus on identifying the students' strengths and weaknesses to allow them to take charge of their own growth in the activity.
Athletic Conditioning
- Grade 9 and 10 year course (2 periods per week; taught in English)
The Athletic Conditioning program will focus on the different aspects of training for the individual needs of the student. The program will teach the different strategies of how to become a successful athlete, and how to be aware of the students' physical capacities and how to improve them. Our training program educates our student athletes on the importance of nutrition, and when and how to eat for optimal performance. We educate athletes about the timing of eating, stretching, hydration, rest, and all the other important factors which help play a role in athletic success. Students will learn how to safely incorporate weights into their training program, as well as improve their cardiovascular endurance at the track at Kezar stadium. The goal upon completion of the year, is for students to feel confident and be able to exercise independently and safely, with the knowledge gained in this class.
French Curriculum Highlights
Successful completion of the French Baccalaureate provides students with a diploma equivalent to completion of High School in France. In Grade 9 (classe de 3ème), students prepare the “Brevet des Collèges." This is a French national exam, externally assessed, which includes French, math, and history/geography, and courses throughout Grade 9 support student preparation for the exam. The Grade 10 curriculum (classe de 2de) prepares the students to choose which tracks and specialties they will study in Grades 11 and 12 (classes de 1ère et Terminale) within the French Track section.
- French
- English
- Modern Languages
- Mathematics
- Experimental Sciences
- Humanities
- Arts
- Physical Education
French
The French Department at International High School offers all levels of instruction of the French language, from the beginner to the most advanced level for native speakers, from basic vocabulary and grammar to sophisticated analysis of literary texts of past centuries, from conversational French to detailed study of poetic metaphors. Discovery of a culture rich with centuries of history and knowledge of literature and European artistic movements will be the two main focuses of the different tracks. The trips offered by our exchange program (Paris, Montreal, Tahiti) are wonderful opportunities to discover diverse francophone "styles de vie".
French Literature I/Brevet
- Grade 9 course (5 periods per week)
This course is designed for students who have followed the French national curriculum since Kindergarten or 1st grade. Students will strengthen their grammar and their understanding of the mechanics of language. They will study vocabulary and written expression to learn clear and efficient ways to express themselves. They will develop their responses to literary texts of different genres in an articulated manner. Writing assignments will either develop their creativity or their ability to debate ideas in a convincing way. Students will be exposed to a wide range of literary genres to deepen their appreciation of Literature.The curriculum prepares the students for the National French diploma of the “Brevet” in June.
The curriculum is articulated around 4 main themes:
1) Se chercher, se construire : se raconter, se représenter
2) Vivre en société, participer à la société : dénoncer les travers de la société
3) Regarder le monde, inventer des mondes : visions poétiques du monde
4) Agir sur le monde : agir dans la cité, individu et pouvoir
Works studied have included:
- Lettres de poilus
- Le Grand Meaulnes d’Alain Fournier
- Petit pays, Gaël Faye
- Les Sacrifiées, Laurent Gaudé
- Un Secret, Philippe Grimberg
- Le Dieu du Carnage, Yasmina Réza
- Le Baron perché, Italo Calvino
French Literature II/Seconde
- Grade 10 course (4 periods a week)
This course is for students who have followed the French Brevet class and are able to study French literature at the most rigorous level. The curriculum continues with the main objectives of the previous year, but deepens reflective and analytical aptitudes. Analytical vocabulary and methodology are introduced in order to prepare students for the rigorous written and oral exigencies of the French Baccalaureate at the end of Grade 11. Students study canonical texts including theater, novels, philosophical works, and literary critiques from various periods. There is an emphasis on historical, intellectual, and artistic context.
Texts studied have included:
- La Peste, Albert Camus
- Le Rouge et le Noir, Stendhal
- Andromaque, Racine
- Dom Juan, Molière
- Poetry from the Middle Ages to the Renaissance
- Littérature d’idées
Students are also required to complement their understanding of a genre with texts ranging from different time periods such as:
- Antigone, Sophocle & Anouilh
- Huis-Clos, Jean-Paul Sartre
- Un barrage contre le Pacifique, Marguerite Duras
- Le Sabotage Amoureux, Amélie Nothomb
English
The English Department contributes to our school’s mission of fostering the development of thoughtful global citizens through the examination of literary works from the classics through contemporary world masterpieces. We carefully select texts from a range of time periods, cultures, genres, and styles in the belief that literature’s vast variety of human voices best expresses human unity.
We believe that the study of literature illuminates the complexities of human behavior and the power of both oral and written self-expression. It is important to us that our students understand that great literature thrives on ambiguity, contradiction, nuance, and beauty.
All students take four years of English. Our Grade 9 and 10 students practice close reading of texts in preparation for the oral and written commentaries and comparative essays required in the Grade 11 and 12 IB English program. The course descriptions below describe the specific aims and texts for each year.
We endeavor to teach students the thinking and writing skills they will need in college and beyond. Along the way, we hope to instill a lifelong love of reading.
Literary Analysis and Composition
- Grade 9 course (5 periods per week)
Who am I? What sort of person do I wish to become? What are the factors that shape the formation of the individual? In Grade 9 English, questions of identity and self provide the thematic starting point for our explorations into literature. As we proceed, the horizon widens to include such topics as conformity and rebellion, the power of belief systems, love and sexuality, and the nature of evil.
Texts studied have included:
- Lord of the Flies, William Golding
- Macbeth, William Shakespeare
- Oedipus the King, Sophocles
- Annie John, Jamaica Kincaid
- Selected short stories and poetry
Literary Analysis and Literary Essay
- Grade 10 course (5 periods per week)
Extending the analytic focus of the previous years' work, Grade 10 English considers the power of literature to challenge beliefs by revealing other experiences, perspectives, and realities. In this context, we look at the way literary works have addressed, and continue to illuminate, questions of gender, race/ethnicity, and social class. We also examine in greater depth the role narrative point-of-view plays in influencing our reading of a text. Close reading skills are emphasized and students gain initial practice in producing oral and written commentary.
Texts studied have included:
- The Great Gatsby, F. Scott Fitzgerald
- Pride and Prejudice, Jane Austen
- Song of Solomon, Toni Morrison
- As You Like It or Twelfth Night, William Shakespeare
- The Odyssey, Homer
- Selected poetry and short stories
In the second semester of English 10, students write the Comparative Literature Essay, a project designed as preparation for two key assignments required for the IB: the Comparative Literature Essay of English A1 and the Extended Essay. The Grade 10 Comparative Literature Essay is a 1,000 - 1,200 word piece of analytic writing in which students compare and contrast a literary aspect of two of the works studied in class.
Modern Languages
At International High School we believe that multilingualism enables a student to better understand the world, to develop a sensitivity to different perspectives and cultures, and to embrace diversity. All teachers in the Modern Language Department are qualified native speakers, who through an interactive approach encourage students to develop all linguistic skills by engaging them in a wide range of activities such as films, music, games, skits, and role playing. Additionally, our students have the opportunity to live the language of their choice on an international trip.
All students in the French Track continue to take French Literature as their second language and also continue with the third language they began in Grade 6. Occasionally we accommodate languages we do not offer here at school by enrolling the student with the CNED, the official French Ministry online platform, for that language choice. If students stay in the French track in Grades 11 and 12, their third language is continued all the way to the end of Grade 12 and the Bac exams. Their second language, French, continues until the end of Grade 11, when students sit the epreuve anticipe at the end of the year. French is replaced by Philosophy in Grade 12.
Arabic
Arabic Intermediate I
- Grade 9 course (3 periods per week)
Students at this course level will already have a solid foundation in Standard Arabic grammar and writing including nominal and verbal sentence types, the iDaafa construction (construct phrase), conjugation of the perfect and imperfect tenses and verbal awzaan (word shapes). This course employs a communicative, interactive approach involving role play and dramatization. Steady doses of vocabulary are introduced in a fun and engaging way. At the end of this course, students will be able to introduce themselves, order at a restaurant, interview an Arabic-speaking person, schedule appointments, describe events, discuss their feelings, barter at the souq and give directions.
Arabic Intermediate II
Modern Standard Arabic (MSA)
- Grade 10 course (3 hours per week)
This course focuses on improving the student’s level of comprehension and practice in the language, with emphasis on fluency and the acquisition of sophisticated and expressive vocabulary. Students broaden and improve their comprehension and practice of the Arabic language. They acquire a more sophisticated approach to grammatical structure and a wider vocabulary in order to move towards fluent oral and written communication. Students also acquire the ability to express feelings and abstract ideas, and the study of culture and civilization broadens and deepens. The course aims to encourage the student to develop a respect for and understanding of other languages and cultures and is equally designed to equip the student with a skills base to facilitate further language learning.
Students in this course will continue to learn strategies and techniques to put their pre-existing knowledge of the language towards maximizing expression. For instance, they will learn how to use the vocabulary they already know to express new experiences, thoughts, opinions, and feelings and to navigate in the language comfortably and in the most effective way.
Chinese
- Chinese Intermediate I
- Chinese Intermediate II
- Chinese Language and Literature I
- Chinese Language and Literature II
Chinese Intermediate I
- Grade 9 course (3 periods per week)
This course is for students who have had an equivalent of 3 years of Chinese. At this intermediate level, students are expected to have a certain level of mastery of the language to be able to carry on a conversation, write a 4 – 5 paragraph essay on a given topic and further expand on their vocabulary and sentence patterns. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery in reading, listening, written and spoken skills. By the end of the year, students should be able to carry on a conversation in Chinese on the following topics: dating, apartment rental, sports, and travel.
Chinese Intermediate II
- Grade 10 course (3 periods per week)
This course is for students who have had an equivalent of 4 years of Chinese. At this intermediate level, students are expected to have a certain level of mastery of the language to be able to carry on a conversation, write a 4 – 5 paragraph essay on a given topic and further expand on their vocabulary and sentence patterns. Through repetition, games, role-playing, songs, oral presentation and other activities designed to assist students integrate the materials learned in class, students are able to further develop mastery in reading, listening, written and spoken skills. By the end of the year, students should be able to carry on a conversation in Chinese on the following topics: describing the physical location and its surrounding environment, ordering at a restaurant, making appointments and asking for help, talking about their interests, and possible future career choices.
Chinese Language and Literature I
- Grade 9 course (5 periods per week)
Students at this level are native Chinese speakers. The curriculum is designed to teach students to read and discuss ancient, medieval, and modern texts in a variety of styles. Students are introduced to essays by modern authors. Assignments provide students with experience analyzing selected works as well as opportunities to develop oral and writing skills.
Chinese Language and Literature II
- Grade 10 course (5 periods per week)
This course encompasses modern Chinese short stories and novels (from the mainland, Taiwan, and overseas), literature in translation, as well a substantial unit on Tang and Song poetry and Yuan verse. Students are immersed in the creative world of famous Tang, Song, and Yuan works through critical studies of the literary styles of the period, the backgrounds of the authors, and the historical context. Students also learn how to discern literary types and forms and how to interpret literary symbolism while developing critical expository writing skills.
Italian
Italian Intermediate I
- Grade 9 course (3 periods per week)
The primary objective of this course is to increase and consolidate the speaking, listening, reading and writing skills necessary to master the language. Oral participation in class is emphasized. Students gain the confidence to voice their ideas and opinions in Italian, with the goal of being able to converse with a fluent speaker. To improve oral skills, students act out dialogues, role-play, present reports, and describe pictures in front of the class. Listening skills are honed by encouraging students to listen to each other, correct mistakes if possible, and answer each other’s questions. Students are also exposed to stories, songs, radio shows or movies. In writing, the focus is on the grammatical structures and tenses that are needed to communicate efficiently in Italian. In addition, writing skills are developed through a wide range of written formats such as dialogues, poems, songs, letters, short plays or skits, resumés, commentaries, and essays.
Italian Intermediate II
Spanish
Spanish Intermediate I
- Grade 9 course (5 periods per week for 2nd language; 3 periods per week for 3rd language)
This class is available to students as either a second or third language. Students broaden and improve their comprehension and practice of the Spanish language. They acquire a more sophisticated approach to grammatical structure and a wider vocabulary in order to move towards fluent oral and written communication. Students also acquire the ability to express feelings and abstract ideas, and they begin the study of the culture and civilization of Spanish-speaking countries.
Spanish Intermediate II
- Grade 10 course (5 periods per week for 2nd language; 3 periods per week for 3rd language)
This course focuses on improving the student’s level of comprehension and practice in the language, with emphasis on fluency and the acquisition of a sophisticated and expressive vocabulary. Students read accessible Spanish literature and develop their capacity to analyze and comment on a literary text. The study of culture and civilization broadens and deepens.
Mathematics
For more than two thousand years, mathematics has been a part of the human search for understanding. From the initial desire to describe the natural world and form inescapable truths by careful reasoning, it has evolved to be used in all walks of modern life. From trends in politics to the stresses on the Bay Bridge, from bus schedules to recipes, from software engineering to weather patterns, math is all around us!
At International we endeavor to instill in all our students the belief that learning to think in mathematical terms is an essential part of being a liberated thinker. Through critical thinking, problem solving, proof, and modeling, we strive to fuel a passion for the magic and poetry of mathematics, and to foster an understanding that mathematics is less about the answer than it is about the process.
In the words of the famous Russian novelist and philosopher, Leo Nikolaevich Tolstoy:
“Some mathematician has said pleasure lies not in discovering truth, but in seeking it.”
Mathématiques I
- Grade 9 course (5 periods per week; taught in French)
This class includes an equal amount of geometry and algebra, and is aimed at students with a broad range of abilities, who are intending to sit the French National Brevet examinations. This class prepares students who will proceed to any of the French Bac or IB sections. Some of the topics covered are: simultaneous equation systems, working with literal expressions, linear mappings, quadratics, statistical measures and descriptions, introductory trigonometry, circular angles, vectors, pyramids, cones, spheres, coordinate geometry, translations, and rotations.
Mathématiques II
- Grade 10 course (5 periods per week; taught in French)
This class continues to prepare students who intend to enter any level of the French Bac and IB math programs. The three main sub-sections of the course are: statistics (probability and data analysis), algebra (up to the analysis of functions), and geometry (Cartesian space, vector algebra, transformations, trigonometric functions, lines and planes in space).
Experimental Sciences
The Science department is committed to delivering a rich, modern and exciting curriculum based on a strong theoretical content systematically introduced and complemented by experimentation. We believe that it is extremely important that our students understand the connections between Biology, Chemistry and Physics and this is why the three subjects are taught simultaneously in grades 9 and 10. From traditional methods to cutting edge biotechnology and computer assisted experiments, students are exposed to a broad range of techniques that prepare them perfectly for the best science programs in the best universities. From preserving our environment to finding efficient and clean ways of producing energy or promoting the research for new drugs, the place of science in our societies has never been more important. We believe it is our mission to foster a desire to learn science and to create vocations.
These courses are defined by the French Ministry of Education, and provide students with a solid foundation in biology, earth science, physics, and chemistry. They prepare them for either IB science programs or the French Baccalaureate. Extensive laboratory work is employed to develop the basic scientific skills of observation, manipulation of equipment, measurement, recording and reporting of information, objective interpretation of data, design of controlled experiments and critical evaluation.
- Physique-Chimie I
- Physique-Chimie II
- Sciences De La Vie Et De La Terre I
- Sciences De La Vie Et De La Terre II
- Biotechnologies
- Design Technology
- Creation Et Innovation Technologique
Physique-Chimie I
- Grade 9 course (2 periods per week)
This Physics and Chemistry course delivered in French has three main themes that will be developed using the scientific method. "Organisation and transformation of matter" where students will discover the structure of the microscopic world (the atoms) and the macroscopic world (the Universe), and also experiment with solutions, ions and metals. "Movements, interactions and signals" where students will experiment with forces and Newton's laws, light and sound to be able to take the right measures to protect our body from harm. In "Conversions of energy", creating electric circuits and analysing house electrical systems to help students to be responsible with their energy consumption. This course is experiment-based and will feed the students' appetite for curiosity, lab skills and scientific rigor.
Physique-Chimie II
- Grade 10 course (3 periods per week)
In this course delivered in French, the students discover Physics and Chemistry concepts through three general themes: health, universe and sports. The students will work on questions like: How can a star’s light give us information about the star? How can we extract, synthesize and identify chemicals to create medicine?
The course tries to contextualise scientific concepts to interest students and provide them solid scientific skills for the Bac S or for IB Physics and Chemistry. The learning style is based on experimental and research activities. In Chemistry, the students will delve deeper into matter's structure and its quantification. In Physics, the core will be waves, cinematic, fluid pression and spectrum studies. Students begin the program by analyzing the ways of measuring distances and times and going further on Newtonian mechanics. The chemistry program includes the study of chemical reactions, calculations of the quantities of matter, and study of matter (atoms).
In this course delivered in French, the students keep on deepening Physics and Chemistry concepts. The course tries to contextualise scientific concepts to interest students and provide them solid scientific skills for the Bac or for IB Physics and Chemistry. The learning style is active based and relies on experimental and research activities. In Chemistry, the students will delve deeper into matter's structure and its quantification. In Physics, the core will be waves, optics, kinematic,Newtonian physics.
The curriculum is very broad and students will work on questions like: Why are some chemical species stables? How can a star’s light give us information about the star?
Sciences De La Vie Et De La Terre I
- Grade 9 course (2 periods per week)
This course, delivered in French, is divided into four major units. Genetics, Immunology, Evolution and Earth history are experiment based and develop our students’ lab skills as well as their data analysis abilities.The last theme Health and Environment issues is focusing on pollution, energy resources and biodiversity, and is a research based project, done in pairs, which is presented orally to the entire class. This work develops their critical thinking and interest on global and societal issues.
Sciences De La Vie Et De La Terre II
- Grade 10 course (1.5 periods per week)
The teaching of life and earth sciences (SVT) in high school provide a solid scientific education. In the 9th grade extension, it continues the civic training of the students. Discipline related to the evolution of knowledge and technologies, SVT allows both the understanding of scientific objects and methods; education in environment, health, safety, thus contributing to the training of future citizens. For that, the program is constructed around three themes: life basic organization and evolution, basis of sustainable energies, and human physiology and sport.
Biotechnologies
- Grade 10 course (1.5 periods per week)
The program, delivered in French, is articulated around several themes of which three will be explored during the school year: Bioindustries (food production and safety), Health (Analysis and diagnostic), Environment (sustainable development, control of diverse pollution), Genetic engineering and research (work at the molecular level) and Bio-Art (how to make art from living material). Students will learn to keep a scientific journal as if they were working in these industries. They are considered researchers who lead experiments, extract, analyze, and critique data, in order to come to a sound conclusion.
Design Technology
- Grade 9 course (2 periods per week)
This Design Tech course is designed to introduce students to the design process from concept to realization. The students who pursue this course are asked to use creative tools to address a variety of challenges and to learn about the design thinking process as a means to solve problems and generate creative ideas and solutions to those problems. Through studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.
The course also includes a large coding component. Karel the Dog teaches students the basics of programming by giving commands to a computer just like you give commands to a dog. Students will learn JavaScript commands, functions, and control structures by solving puzzles and writing creative programs for Karel to follow. Students participate in an in-house Tech Challenge using Arduino kits, in which students write a program to operate the sensors and control the robot itself, as well as building the chassis, outer shell and other physical components they might need. All students will also participate in the BEBRAS Computing Challenge, fostering computational thinking.
Creation Et Innovation Technologique
- Grade 10 course (1.5 periods per week)
In this course delivered in French, the students are introduced to the design process from concept to realization. In this project-based program students will be asked to use creative tools to address a variety of challenges and to learn about the design process as a mean to solve problems and generate creative ideas.
Core topics are based on the study of concepts such as the design cycle, product/industrial design, environmental design, product innovation and Architecture, as well as knowledge of materials and strategies for product development and evaluation.
From high-level conceptual thinking and brainstorming to producing, presenting, and defending tangible solutions, students are exposed to all aspects of the design cycle. In the process, students also develop communication skills, presenting ideas in front of a targeted audience; supported by the visual products they have created using technology throughout the project.
Humanities
The Humanities Department occupies a central role in fulfilling the school's mission of fostering critical understanding across cultures and supporting an international perspective on the world by providing students with the skills and knowledge to understand the world that they will soon inherit.
We offer courses in History, Geography, Social Sciences, Economics, Current Affairs, Global Politics, Psychology and Philosophy, in both French and English. Students develop the important skills of critical analysis of sources of information, academic honesty, analytical writing, and research.
Histoire-Géographie I
- Grade 9 course (4 periods per week)
The Grade 9 Brevet class is the culmination of what, in France, is the four-year French Middle School experience. The course consists of the following integrated history and geography topics: Europe from WW1 to WW2, the world since 1945, territorial dynamic in France, territorial planification in France, French population in a new Republic, France and the European Union, Civics and government.
Histoire-Géographie II
- Grade 10 course (4 periods per week)
The history component focuses on six major themes, each of which have been chosen to allow our students to better understand how the world in which we live has developed. These six topics, presented through political, religious, and cultural perspectives, permit students to comprehend European history at a time when trends towards globalization co-exist with an individual’s or a society’s identification with regional or ethnic goals.
The geography component examines many of the important questions that face humankind today. Why and how have we created so many diverse environments, such a multitude of complex relationships with specific geographies and climates, with fresh and saltwater, and with plants and animals? What is the role of each individual, and of each ethnic, political and economic group, as we search for a better balance between humans and the environment? How do our choices impact the desire to achieve harmony between ethnic, political, and economic groups? Topics in civics are examined, including the meaning of citizenship, public civility and incivility, the melting pot, and citizenship and worker’s rights.
US History
- Grade 9 course (2 periods per week)
This course is a thematic study of United States History from the establishment of the new republic till the 1960s, with contemporary tie-ins. The course focuses on: (1) Westward Expansion and Industrialization from 1800 to 1849 with case studies on the Pan-Indian Confederation, the New England textile industry, Texas and the Mexican-American War, Manifest Destiny, and the California Gold Rush; and (2) Minority Rights in a Democracy and Institutional Reform. This topic is examined from the perspective of constitutional guarantees and examples of change and causation in the 19th century, represented by the struggles for women’s rights and the abolition of slavery. Similarly, civil rights movements in the 20th century will be examined. To cap off the year, research skills will be honed through an individual study of cause & effect of significant local history such as the Native American occupation of Alcatraz, Japanese Internment, Harvey Milk, the Chinese Exclusion Act, the Black Panthers or Dolores Huerta.
Sciences économiques et sociales
- Grade 10 course (1,5 periods per week)
The discipline "Sciences économiques et sociales" has existed since 1966 in France. It consists of three subjects: economics, sociology and political science. These are not opposed but rather intertwined to better understand our changing world. The nature and identity of economics and social sciences are multifactorial. One goal is to help students better understand the major issues and the essential economic, social, and political mechanisms of the contemporary world. Students are prepared for their role as citizens through an understanding of the formation of culture and invited to think about a central question: why and how do people make society? The approaches of the three disciplines are mobilized to examine this question.
Essential questions for the course include:
- How do economists, sociologists and political scientists reason ?
- How do we become social actors ?
- How is wealth created and measured ?
- How is political life organized ?
- How are prices formed in the market ?
- How is work valued and compensated?
Arts
Our curricular Arts program forms an integral part of our school’s mission of promoting critical, creative thinking in an international framework. Through the Arts, students expand their perspectives, engage world culture, take on challenging material and express their own creativity.
Arts are a required part of the curriculum in 9th and 10th grade. In 9th grade, students sample two artistic disciplines over the course of the year. In 10th grade, they focus on a single discipline for a full year. In 11th and 12th grade, students can make intensive study of film, theater, music or visual arts a central part of their IB Diploma. Students in the French Baccalaureate track can take option classes in theater or visual arts.
Please contact the Head of the Department for any questions about our curricular programs or extracurricular opportunities.
Film
- Grade 9 course
What purpose do stories serve? Why do we like to tell them? Why do we like to hear them? In this course, students will learn to tell their own stories using the language of motions pictures, the basic vocabulary of which is composed of shot sizes, camera angles, camera movement and composition. Students will learn editing skills in Adobe Premiere Pro. This course is also an introduction to film analysis- to learn how motion pictures convey meaning and to apply that knowledge in the creation of their own work.
- Grade 10 course
Students will continue to develop their skills in all aspects of video production with a 1st semester individual project and a second semester collaborative project. The scope of Grade 10 Film and Video is broadened to include a study of the development of American cinema. Through observing various film genres, our study of film includes censorship, the studio system, representation of groups and individuals in movies, and the historical and cultural context of individual films. Students will be given critical tools for analyzing films and extracts from films. Students are required to write three film critiques. Students will use Adobe Premiere Pro editing software.
Music
- Grade 9 course
This course focuses on music performance, songwriting, composition, listening/analysis, production, recording, music theory, and ear training. Students rehearse and perform in groups, individually, and compose/record using a variety of software applications. There is an expectation for musicians to practice their instruments outside of class, and participate in weekly rehearsals and ensembles during lunchtimes and/or after-school.
- Grade 10 course
This course focuses on music performance, composition for film, listening/analysis, arranging, production, recording, music theory, and ear training. Students rehearse and perform in groups, individually, and compose/record using a variety of software applications such as Logic Pro X, Sibelius 10, and a series of plugins and samples such as Spitfire Audio. Students have an active role in the planning of concerts and events and are committed to publishing their recordings, compositions, and electronic music. There is an expectation for musicians to practice their instruments outside of class and participate in weekly rehearsals and ensembles during lunchtimes and/or after-school.
Theater
- Theater Performance, Foundational Skills for the Actor, Director & Ensemble Theater Maker
- Deepening skills in Drama, Comedy, Craft & Creation
- Stagecraft
Theater Performance, Foundational Skills for the Actor, Director & Ensemble Theater Maker
- Grade 9 course
In this semester-long course, students gain foundational skills for the actor, director and ensemble theater maker. The first unit focuses on fundamental skills and concepts for physical performance. Students explore how the actor’s physicality can be used to relay place, character and event. They learn how stage placement and movement can create atmosphere, tension and story. They devise scenes in small groups, and engage in performance and critiques. The second unit moves into more traditional study of voice and text, as students take their skills into traditional monologue and scene-work. Here, students are introduced to basic Stanislavsky-based performance tools; they rehearse, integrate feedback and perform. Students also take part in games and exercises throughout the course to develop their instrument. On-going journaling and in-class discussions develop skills for reflecting, rehearsing, giving and receiving productive feedback, which are all integral to the iterative process of making theater.
Deepening skills in Drama, Comedy, Craft & Creation
- Grade 10 course
Through this year-long course, students learn to become more versatile, confident actors and also build skills as writers, designers and directors. They are hereby prepared to take on a range of roles in this collaborative performance art form. The course begins with “fundamentals of movement/ensemble work” work taught by our acting/directing teacher, using the SITI-company developed Viewpoints Technique. This is paired with a “basics of design” unit, taught by our stagecraft teacher. The next unit embraces realism, with in-depth play analysis paired with dramatic scene study, using Stanislavsky-based techniques. The class then moves into physical theater work, with mask, clown and comedy. Students study traditional commedia dell’arte and build their own masks. They also explore traditional clown techniques and comedic tools such as slapstick and satire. The final unit embraces a final performance project, reflecting student choice. On-going journaling allows students to document their learning and build skills in reflection and analysis.
Stagecraft
This one semester class provides our students with a clear understanding of all the general technical design elements of theatre. This is an introduction to design through interpretation. The class will do 4 projects based around Shakespeare’s A Midsummer Nights’ Dream and then design costumes, set, lights and sound. They will also explore the styles of theatre spaces and create a ¼ “ scale model to display their set design on. They will also participate in tech time for 7 hours as their schedule allows students to work hands-on in producing the Back a Dos shows. In-class work includes sketching, tool safety and proper usage, research on computer, and script analysis with group discussion. All projects will be given class time. All uncompleted work will become homework or can be done at tech time if agreed upon with the instructor. This class will allow the students to use all skills from other classes including English, History, Math, Chemistry, Psychology, and many more. They will work on presentation skills, group studies, individual creativity, goal setting, and meeting deadlines. This class only requires participation with no fear—talent is discovered along the way.
Visual arts
- Grade 9 course
This class provides an introduction to a variety of art media and techniques to strengthen technical skills and an accurate use of specialist vocabulary in the visual arts. It fosters the development of creative strategies for expression and learning how to fully engage in and reflect on the creative process. Weekly homework assignments include creativity exercises, technical exercises or analysis of artworks that have previously been discussed in class.
The projects in this course are designed to develop creativity and visual response, introduce techniques in a variety of media, encourage critical thinking and problem solving in the arts, and introduce the language of art criticism. Throughout the semester, selected works from the history of art and various cultures are introduced not only to expand the art literacy of each student but also to provide stimulus and to influence studio work. A series of highly structured assignments provides the framework for the course.
- Grade 10 course
This class is geared towards the development of strategies for creative engagement through assignments that focus on the development of technical skills in a variety of art media to foster the communication of personal expression and critical thought. Artistic learning requires a high level of cognitive activity that is both intellectual and emotional. Study of the visual arts allows students to discover ways in which to interpret and comment critically on the human condition. Furthermore, the inspiration engendered by artistic activity can become a driving force in other studies and throughout life. Through slide presentations, web research, and video screenings students are provided with an appreciation of art history and an understanding of the multiplicity of art from a variety of cultures. General course objectives include the ability to:
- Demonstrate knowledge of the elements of history of arts and concepts
- Develop and practice a variety of techniques and media styles
- Handle a formal challenge and propose solutions
- Make an informed choice for IB arts courses.
Design Tech
In this course delivered in english, the students are introduced to the design process from concept to realization. In this project-based program students will be asked to use creative tools to address a variety of challenges and to learn about the design process as a means to solve problems and generate creative ideas.
Core topics are based on the study of concepts such as the design cycle, product/industrial design, environmental design, product innovation and Architecture, as well as knowledge of materials and strategies for product development and evaluation.
From high-level conceptual thinking and brainstorming to producing, presenting, and defending tangible solutions, students are exposed to all aspects of the design cycle. In the process, students also develop communication skills, presenting ideas in front of a targeted audience; supported by the visual products they have created using technology throughout the project.
Design Tech couples the Sciences and the Arts, using methods and principles from each in the design process. It is a cross-disciplinary course in which students are forced to think across disciplines in order to become better innovators and designers.
Physical Education
The Physical Education Department has created a varied curriculum for students in grades 9 through 12, allowing each individual to achieve the following three goals:
- To develop abilities and capacities centered in motor skills.
- To give each student access to the cultural aspects of physical activities.
- To become aware and responsible citizens and to be able to manage sport activities to make healthy lifestyle choices in the years to come.
To reach the objectives of the physical education program, the various class levels will be taught goals specific to each activity, competencies related to engagement in the physical activity, and their application to life skills.
EPS
- Grade 9 and 10 course (2 periods per week; taught in English)
In Grade 9, we aim towards reinforcing, adding up and going deeper into knowledge and competencies acquired by the students since Grade 6. This is why the curriculum in High School includes activities experienced in Middle School and activities that will be at the PE Baccalauréat to better prepare the students, as early as we can, to be efficient in different kinds of activity.
EPS in Grades 9 and 10 must allow the students who want to do the French Track in Grades 11 and 12 to build their competences level to be well prepared to the level expected and to the evaluation process. Two “menus” of 3 sports will be presented to 9th and 10th grade students.
2020/2021:
- Menu 1: Soccer, Judo, Track (3x500m)
- Menu 2: Badminton, Swimming, Acrosport
The students who are not in the French Track are welcome to be part of EPS. Physical Education at International offers to open up a diversity of practice, to build motor skills participating in individual or group activities and acquire knowledge for their future well-being.
Athletic Conditioning
- Grade 9 and 10 course (2 periods per week; taught in English)
The Athletic Conditioning program will focus on the different aspects of training for the individual needs of the student. The program will teach the different strategies of how to become a successful athlete, and how to be aware of the students' physical capacities and how to improve them. Our training program educates our student athletes on the importance of nutrition, and when and how to eat for optimal performance. We educate athletes about the timing of eating, stretching, hydration, rest, and all the other important factors which help play a role in athletic success. Students will learn how to safely incorporate weights into their training program, as well as improve their cardiovascular endurance at the track at Kezar stadium. The goal upon completion of the year, is for students to feel confident and be able to exercise independently and safely, with the knowledge gained in this class.
Grades 11 & 12 Curriculum
International Baccalaureate
IB Courses
- Group 1: Language and Literature
- Group 2: Language Acquisition
- Group 3: Individuals and Societies
- Group 4: Sciences
- Group 5: Mathematics
- Group 6: The Arts
- Core Elements
- Additional: The Bilingual IB Diploma
Group 1: Language and Literature
Students can choose between 2 courses: Literature, and Language and Literature. Both courses may be studied at either High Level (HL) or Standard Level (SL).
- Literature: The course is organized into four parts, each focused on a group of literary works. Together, the four parts of the course add up to a comprehensive exploration of literature from a variety of cultures, genres 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. Students are assessed through a combination of formal examinations, written coursework and oral activities.
- Language and Literature: The course expands what the definition of a 'text' is. The course is organized into four parts, each focussed on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Students are assessed through a combination of formal examinations, written coursework and oral activities.
Through each course, students are able to develop:
- A personal appreciation of language and literature
- Skills in literary criticism using a range of texts from different periods, styles and genres
- An understanding of the formal, stylistic and aesthetic qualities of texts
- Strong powers of expression, both written and oral
- An appreciation of cultural differences in perspective
- An understanding of how language challenges and sustains ways of thinking.
Group 2: Language Acquisition
The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.
To accommodate students’ interest and previous experience in language studies, the following courses are available:
- Language B: This level is intended for students who have had some previous experience of learning the language. Each language may be studied at either SL or HL. Students can choose to learn Arabic, Chinese, French, Italian, or Spanish.
- Language ab initio: This level is for students who have very little or no experience with the language. Students can choose to learn French.
Group 3: Individuals and Societies
Students can choose between:
- Geography (SL or HL)
- Global Politics (SL or HL)
- History (SL or HL)
- Psychology (SL or HL)
Studying any one of these subjects provides for the development of a critical appreciation of:
- Human experience and behavior
- The varieties of physical, economic, and social environments that people inhabit
- The history of social and cultural institutions
Geography: The course focuses on the interrelationships between people, places, spaces, and the environment. The course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.
Global Politics: The course emphasizes themes of power, sovereignty and international relations, human rights, peace and conflict, and development. Students complete an engagement activity on a political issue of personal interest, complemented with research. Students are expected to become politically involved with an issue they are passionate about that is within the ethical guidelines outlined by the IB.
History: The world history course is based on comparative, multi-perspective approaches to history and focuses around key historical concepts such as change, causation, and significance. It involves the study of a variety of types of history, including political, economic, social, and cultural, encouraging students to think historically and to develop historical skills.
Psychology: Psychology is the rigorous and systematic study of mental processes and behavior. The course draws on concepts, methods, and understandings from a number of different disciplines. The study of behavior and mental processes requires a multidisciplinary approach and the use of a variety of research techniques.
Group 4: Sciences
Students can choose between:
- Biology (SL and HL)
- Chemistry (SL and HL)
- Environmental Systems and Societies (SL)
- Physics in English (SL and HL)
- Physics in French (SL and HL)
Biology, Chemistry, and Physics: The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers, and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and databases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
Environmental Systems and Societies (ESS): The goal of ESS is to introduce students to the complex environmental challenges on our planet and the impacts and solutions surrounding each one by using a holistic approach. Students assess a situation by looking at the environmental viewpoints, social beliefs and political challenges surrounding each problem. In addition, students assess the environmental impact of a situation by understanding the science behind how each ecosystem functions. Students are encouraged to develop their own opinions about environmental issues on a global and local level, using examples to support their thinking.
Group 5: Mathematics
Students can choose between:
- Applications and Interpretation (SL and HL): The course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. Topic coverage includes: number and algebra, sets, logic, probability, functions (including trigonometric functions), solid geometry, statistics (up to hypothesis testing), financial mathematics, and introductory differential calculus.
- Analysis and Approaches (SL and HL): The course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.
The aims of these courses are to enable students to:
- Develop mathematical knowledge, concepts and principles
- Develop logical, critical and creative thinking
- Employ and refine their powers of abstraction and generalization
Group 6: The Arts
Students may select an Arts subject or select a second subject in Groups 1, 2, 3 or 4.
Students can choose:
- Design Technology (SL and HL)
- Film (SL and HL)
- Music (SL and HL)
- Theater (SL and HL)
- Visual Arts (SL and HL)
- Economics (SL or HL)
- Computer Science (SL or HL)
Design Technology: Inquiry and problem-solving are at the heart of the course. Students learn to use the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In the Design Lab at International, students are introduced to cutting-edge tools and equipment, including: 3-D printers, mills, laser cutters, foam cutters, and design tools, and engineering software that enable students to create, produce, and build unique designs and prototypes.
Film: The course emphasizes the clarity of understanding, critical thinking, reflective analysis, effective involvement, and imaginative synthesis that is achieved through practical engagement in the art and craft of film.
Music: Involving aspects of the composition, performance, and critical analysis of music, the course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment.
Theater: The course is a multifaceted theater-making course of study. Students develop skills in performance technique (movement, voice, improvisation, scene study) and explore stagecraft, design, writing, and directing. They study major theater practitioners (such as Stanislavsky, Brecht, LeCoq, Artaud, Boal) and delve into international theater traditions. Students work with visiting artists, perform for the school community, and take field trips to see local productions. Classes culminate in compelling individual projects, in which students take the lead in directing, designing, and producing.
Visual Arts: The course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with, and reflect upon a wide range of contemporary practices and media.
Economics: The study of economics focuses on dealing with scarcity, resource allocation, and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. During the two-year IB program, students will study microeconomics - the study of individual markets, as well as macroeconomics - the study of economies in aggregate. Additionally, the program focuses on international and development economics, focusing both on quantitative theories, and specific real world examples.
Computer Science: The IB computer science course at IHS is a rigorous and practical problem-solving discipline. Standard level (SL) and higher level (HL) are both offered. Computational thinking lies at the heart of the course and is integrated with other topics. This approach will be supported by practical activities including programming. Algorithmic thinking will be both externally and internally assessed at the level of pseudo-code. The external assessment will focus on the student’s algorithmic thinking, not on their mastery of the syntax of a particular programming language.Practical programming experience will be an essential element of developing higher-level thinking skills; this may be assessed as a part of the internal assessment. For the IA, students program a web-based solution using PHP and MySQL, along with HTML, CSS and JavaScript.
We offer “Databases” as an option to all IB students at IHS.
A new component has been introduced (HL only) that is linked to the annually issued case study, to expand students’ knowledge of a new subject-related topic through investigative study.
Students are also encouraged to enter the Canadian Computing Competition, which is an opportunity for students to test their ability in designing, understanding and implementing algorithms. Motivated and talented students can also be Computer Science Ambassadors, supporting their peers in their Computer Science classes and across departments.
Core Elements
There are three required components that all students must achieve in order to finish the IB curriculum. These core elements aim to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are:
- Theory of Knowledge, a class in which students reflect on the nature of knowledge and on how we know what we claim to know.
- Extended Essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
- Creativity, Activity, Service (CAS), in which students complete a project related to those three concepts.
Additional: The Bilingual IB Diploma
Students have the option to earn a Bilingual IB Diploma. This diploma is awarded to students who have successfully undertaken specific classes and requirements in a second language, such as:
- Two studies in Language and Literature in different languages.
- A Humanities subject in French.
- A Science subject in French.
French Baccalaureate
About a quarter of students at International High School choose to continue their studies in French and prepare for the French Baccalauréat (Le Bac). After preparatory courses in Grade 9 (Classe de 3ème) and Grade 10 (Classe de 2nde), students pursuing Le Bac compose a personalized schedule that combines required core courses and selected in-depth specialty courses. This customization reflects individual strengths, future college aspirations, and passions.
At International, students in the French track take around seven core subjects and must choose three specialty subjects in their junior year; they will then drop one in order to study the remaining two in greater depth. They also have the opportunity to add an arts option (Arts or Theater) to the regular program, and in their senior year, to add a mathematics option (Advanced or Applied Mathematics). In this way, students can customize their academic pathway within the French track.
We strongly encourage the students to choose the International French Baccalauréat (Baccalauréat Français International), an academically demanding bilingual pathway within the French Baccalauréat. Half of their final exams are taken in English, including written and oral exams in Language, Literature and Culture, and in History–Geography, as well as an oral presentation of their global studies research in Contemporary Studies (Connaissance du Monde). These exams account for nearly 40% of the total points awarded for the Baccalaureate diploma. The curriculum emphasizes deep linguistic competence, critical thinking, research and presentation skills, and cultural literacy. Completion of the BFI is highly valued by universities worldwide, as it reflects a high level of bilingual and bicultural achievement and strengthens students' readiness for global academic environments.
The French Baccalauréat speaks volumes to the sheer excellence of the education in our French Track—and also the camaraderie and sense of belonging—that many of our highest-performing students in the French Track come from families where French is not spoken at home.
Le Bac Courses
- A Shared Core
- Specialty: Mathématiques
- Specialty: Sciences économiques et sociales
- Specialty: Sciences de la vie et de la Terre
- Specialty: Physique/Chimie
- Specialty: Humanités, littérature et philosophie
A Shared Core
Specialty: Mathématiques
The Mathematics speciality allows students to explore and use math as a tool across a number of fields, such as: algebra, geometry, analysis, statistics, algorithms, and programming. The course also includes the history of mathematics, providing a lens through which to identify the evolution of core mathematical theories, enabling students to have a broader understanding of the material.
In the course, the use of software, modeling tools, and simulation programs encourages experimentation and practical use. The class promotes cross-curriculum interactions with other subjects such as chemistry, physics, engineering, biology, social studies, and economics.
Specialty: Sciences économiques et sociales
The Economics and Social Sciences specialty deepens students' mastery of the concepts of economics, sociology and political science by analyzing the major issues in today’s societies. This course contributes to improving students’ economic and sociological understanding through the study of microeconomics and fundamentals of economy, and by proposing a multidisciplinary approach that relies notably on the social sciences.
Specialty: Sciences de la vie et de la Terre
The Earth and Life Sciences (or Biology) specialty explores the themes of the Earth and its environment, the human body and health, and natural evolution. The program helps students develop skills of observation, experimentation, model-building, analysis and debating - all of which are indispensable to pursue a higher education or career in these fields of study. This specialty explores the following scientific themes: Life on Earth, biodiversity, evolution, ecosystems, ecology, and the history of the Earth. It also provides students with a better understanding of the functioning of their own body, combining scientific concepts with a reflexion on one’s personal health, as well as an ethical and civic reflection of public health and the environment. This specialty draws from and builds upon previously acquired knowledge in physics, chemistry, math, and computer science.
Specialty: Physique/Chimie
The Physics-Chemistry specialty offers students the opportunity to explore the real world, from microscopic to macroscopic, by studying the organization and transformations of matter, movement, energy, waves and signals. Students will use the two founding aspects of the discipline, experimentation and modeling, leading to the mathematical formulation of validated physical laws. The many fields of application in both everyday life and related to major societal issues (energy, environment) give students a concrete, living and current picture of physics and chemistry.
Specialty: Humanités, littérature et philosophie
The Humanities, Literature and Philosophy specialty offers the study of literature and philosophy from all eras through a variety of texts in order to refine students thought process, culture and knowledge. It is based on several major philosophical themes that have accompanied humanity, from ancient Greece to the modern world. This class develops the students’ ability to analyze points of view, to formulate a reasoned personal reflection, and to debate issues that are relevant to the major issues of humanity.
Culturally Responsive Teaching
We consider how and why our students move through the world the way they do.
Culture is central to learning. Beyond shaping the way we communicate and receive information, research has shown that culture informs the thinking processes of groups and individuals. International High School is in partnership with Stanford University's Center to Support Excellence in Teaching to incrementally implement the principles of Culturally Responsive Teaching (CRT) in classrooms.
International Baccalaureate
The International Baccalaureate program was developed in Geneva over 50 years ago to allow students to obtain a respected credential that would be recognized around the world. The International School of San Francisco was the first school in California to offer the International Baccalaureate diploma, and the fourth in the United States. The program is highly customizable, giving students the opportunity to select subjects unique to their strengths and interests.
French Baccalauréat
Pursuing the French Baccalauréat is a deeply rewarding journey. Around a quarter of our students continue their studies in French, reflecting the strength of our bilingual PreK–Grade 8 program. Many top-performing students in the French Track do not speak French at home. Students take seven core subjects, then choose three specialties in junior year, narrowing to two in senior year. They can add Arts, Theater, or Advanced/Applied Math to tailor their education to their interests.
Athletics
Athletics are fully integrated into our educational philosophy and experience. Our athletic program fosters a spirit of commitment, leadership, and sportsmanship, while honoring cultural diversity and gender equity. Our student-athletes play because they love the game, value their teammates, and take pride in representing our school.
Teams by Season
Arts
Students of the arts become discerning observers, listeners, critical thinkers, and performers. Our faculty are all independent artists, performers, filmmakers, costume/set designers, editors, choreographers, and dancers—highly trained and globally-minded.
We continually collaborate with other schools, organizations, and festivals and offer a wide variety of engaging masterclasses, workshops, and events to our student body and wider communities. Our Arts Pavilion is our home for the arts and a testament to how integral the arts are in our daily life.
Theater
The theater program provides students with a well-rounded education in the performing arts. Through theoretical and practical learning, students gain an understanding of various aspects of theatrical production, including acting, directing, and stage design.
Visual Arts
The Visual Arts program allows students to express their creativity and explore different mediums, such as painting, sculpture, and digital art. Through hands-on projects, students learn about various techniques, styles, and historical influences.
Music
The music program is designed to cultivate a love for music and develop students’ musical talents. Through classroom learning and practical experience, students learn about various genres, music theory, notation, and performance techniques.
Film
Students explore various aspects of filmmaking, including screenwriting, cinematography, editing, and directing. The program’s hands-on approach enables them to develop their storytelling skills and technical expertise.
Global Travel
Our Global Travel Program is an essential part of our school’s ethos. It provides extraordinary opportunities to enhance our students’ globally focused education outside the classroom and to enrich their linguistic proficiency. The experiences gained during these journeys foster adaptability, resilience, and global citizenship.
At The International School of San Francisco, our students demonstrate the joy and power of possibility that comes when young people connect across nations, cultures, and experiences to learn and grow together.
Allegra Molineaux,
High School Principal
