Grades 11 to 12 IB Curriculum

This course is the first half of the rigorous IB English A Literature Higher Level course. Readings focus on authorial choice with respect to narrative voice, style, structure, and themes. The syllabus includes Roberto Bolano’s Amulet, Edwidge Danticat’s Breath, Eyes, Memory, Thomas Mann’s Death in Venice, Amelie Nothomb’s Fear and Trembling, William Shakespeare’s As You Like It, Zadie Smith’s Swing Time. While reading, students are also writing constantly, in both short and long contexts, during homework and in-class assessments. Ultimately, they produce the IB Literature Essay, a 1500-word paper closely analyzing one of the texts. Students must also complete a variety of writing tasks — including reflective statements, responses to texts, creative pieces, self-assessments, and others — for the IB Learner Portfolio. In addition, their verbal-expression abilities are sharpened and assessed through full-class and small-group forums.

This course is the first half of the rigorous IB English A Language and Literature Higher Level course. Readings are split evenly between literary texts — Chinua Achebe’s Things Fall Apart, Ta-Nehisi Coates’s Between the World and Me, Carol Ann Duffy’s The World’s Wife: Poems, Barbara Kingsolver’s Homeland and Other Stories, and William Shakespeare's Macbeth, – and non-literary texts chosen from multiple sources, genres, and media, including product and service advertisements, political campaigns, blogs, speeches, essays, films, propaganda, editorial cartoons, social media, opinion columns, newspaper articles, interviews, public service announcements, websites, letters, and song lyrics. While reading, students are also writing constantly, in both short and long contexts, through homework and in-class assessments. Ultimately, they produce the IB Language and Literature Essay, a 1500-word paper closely analyzing one of the texts. Students must also complete a variety of writing tasks  – including reflective statements, responses to texts, creative pieces, self-assessments, and others – for the IB Learner Portfolio. In addition, verbal-expression abilities are sharpened and assessed through full-class discussions as well as group and individual presentations.

This course is the first half of the IB English A Language and Literature Standard Level course. Readings are split evenly between literary texts – Chinua Achebe’s Things Fall Apart, Guy Delisle’s Pyongyang: A Journey in North Korea, George Bernard Shaw’s and Alan Jay Lerner’s Pygmalion and My Fair Lady, and Jeanette Winterson’s Why Be Happy When You Can Be Normal? – and non-literary texts chosen from multiple sources, genres, and media, including product and service advertisements, political campaigns, blogs, speeches, essays, films, propaganda, editorial cartoons, social media, opinion columns, newspaper articles, interviews, public service announcements, websites, letters, and song lyrics. While reading, students are also writing constantly, in both short and long contexts, through homework and in-class assessments. Ultimately, they produce a variety of writing tasks for the IB Learner Portfolio, including reflective statements, responses to texts, creative pieces, self-assessments, and others. In addition, verbal-expression abilities are sharpened and assessed through full-class discussions as well as group and individual presentations.

This course is the first half of the IB English B Literature Higher Level course, designed for students for whom English is not a native language. Readings focus on voice, style, structure, and themes. The syllabus includes Chimimanda Ngozi Adichie’s We Should All Be Feminists, Sandra Cisneros’ The House on Mango Street, Mark Haddon’s The Curious Incident of the Dog in the Night-Time, and a selection of shorter texts in a wide range of literary genres and language types. While reading, students are also writing and analyzing in both short and long contexts, through homework and in-class assessments. They produce several essays throughout the year, honing their comprehension and expression skills. Their verbal abilities are sharpened and assessed through class participation and oral presentations, in which they demonstrate their ability to craft and articulate detailed textual interpretations.

This course is a non-IB English course intended for students seeking more customized English instruction, without specific texts or assessments mandated by the IB curriculum. Literary and non-literary lessons are crafted to match students’ particular interests as well as needs in terms of skill development. The syllabus includes Sandra Cisneros’ The House on Mango Street, F. Scott Fitzgerald’s The Great Gatsby, Emily St. John Mandel’s Station Eleven, Heidi Schreck’s What the Constitution Means to Me, and a selection of shorter texts in a wide range of literary genres and language types. While reading, students are also writing and analyzing in both short and long contexts, through homework and in-class assessments designed to hone their comprehension and expression skills. Their verbal abilities are sharpened and assessed through class participation and oral presentations, in which they demonstrate their ability to compose and articulate detailed textual interpretations.

This course is the second half of the rigorous IB English A Literature Higher Level course. The syllabus includes Margaret Atwood’s Stone Mattress, Anthony Burgess’ A Clockwork Orange, Angela Carter’s The Bloody Chamber and Other Stories, Philip K. Dick’s Do Androids Dream of Electric Sheep?, a selection of poetry by Seamus Heaney, David Mamet’s Oleanna, and David Foster Wallace’s A Supposedly Fun Thing I’ll Never Do Again. As they study these works, students sharpen their ability to recognize recurring themes, styles, narrative identities, and literary devices that transcend culture, genre, and time periods. Students strive to exhibit mastery in both written and spoken literary analysis, as assessed in the IB Oral Commentary, a twenty-minute recorded oral exam, and the two two-hour analytical essays — one, a comparative essay; the other, an analysis of a previously unseen text — that comprise their IB Literature final examination.

This course is the second half of the IB English A Language and Literature Higher Level course. Readings are split evenly between literary texts — Margaret Atwood’s The Handmaid’s Tale, Kazuo Ishiguro’s Never Let Me Go, and Albert Camus’s The Stranger — and non-literary texts — including Jay Heinrichs’s Thank You For Arguing and others — chosen from multiple sources, genres, and media, including product and service advertisements, political campaigns, blogs, speeches, essays, films, propaganda, editorial cartoons, social media, opinion columns, newspaper articles, interviews, public service announcements, websites, letters, and song lyrics. While reading, students are also writing constantly, in both short and long contexts, through homework and in-class assessments. Ultimately, they produce two additional IB Written Tasks, 1,000 words each, one closely analyzing a literary text and one closely analyzing a non-literary text; they also continue to hone their verbal-expression skills through another IB Oral Activity, such as a dramatic presentation or a formal debate, as well as the two two-hour analytical essays that comprise their IB Language and Literature final examination.

This course is the second half of the IB English A Language and Literature Standard Level course. Readings are split evenly between literary texts – Bill Hayes’ Insomniac City: New York, Oliver, and Me, Franz Kafka’s The Metamorphosis, In the Penal Colony, and Other Stories, and Dave Gibbons’s Watchmen – and non-literary texts chosen from multiple sources, genres, and media, including essays, reference materials, product and service advertisements, political campaigns, blogs, speeches, films, propaganda, editorial cartoons, social media, opinion columns, newspaper articles, interviews, public service announcements, websites, letters, and song lyrics. While reading, students are also writing constantly, in both short and long contexts, through homework and in-class assessments. Ultimately, they produce an additional 1000-word paper; they also continue to hone their verbal-expression skills through another IB Oral Activity, such as a dramatic presentation or a formal debate, and the two ninety-minute analytical essays that comprise their IB Language and Literature final examination.

This course is the second half of the IB English B Higher Level course, designed for students for whom English is not a native language. Readings focus in more depth on narrative voices, use of literary elements in structure and language, and thematic connections between author and reader. Past syllabi have included John Badham’s Whose Life is It Anyway? and Adeline Yen Mah’s Chinese Cinderella. Beyond the literature, students engage in an IB-directed study of various text types such as emails and blogs. Students continue their verbal skill development with further IB Interactive Oral Presentations, for which they craft and articulate detailed textual interpretations. Significant time is spent on college essays, standardized-test vocabulary, and the formal writing skills necessary for the traditional literary analysis that is the core of their IB final examination.

IB Applications and Interpretation I is the first half of a comprehensive IB Diploma mathematics course. The class emphasizes modeling and statistics, giving students the opportunity to develop strong real-world problem solving mathematics skills. Students begin this course by strengthening their number sense through a quick look at rounding and error analysis. Following that mini-unit, students explore various types of functions through the lens of mathematical modeling. Students end the year with an in depth study of statistics, focusing on bivariate data, various distributions, and hypothesis testing. In addition to the class’s core coursework, each student designs and implements an independent study that finds practical, real-world applications for the course’s theoretical concepts.

IB Applications & Interpretation II is the second half of a comprehensive IB Diploma mathematics course. It is designed to encourage appreciation of mathematics in students who do not anticipate the need for further studies in this area through interesting applications. Students begin this half of the course by examining arithmetic and geometric sequences and series and their relationships to financial mathematics. During this half of the course, students also have the opportunity to explore more complex concepts in mathematics such as mathematical modeling and differential and integral calculus. Much of the work done within these topics is at an introductory level.

IB Analysis and Approaches I is the first half of a comprehensive IB Diploma mathematics course. This course is designed for students who need mathematics in college for areas such as chemistry, economics, and business. The class emphasizes algebraic methods, giving students the opportunity to develop strong real-world and abstract mathematical problem solving skills. During the year, students will build on the skills developed in Algebra II & Trigonometry Honors, becoming better at analyzing problems, working accurately, and explaining their methods. They deepen their knowledge of trigonometry and algebra, and are introduced to differentiation and integration of simple functions. Students use these calculus skills to solve problems involving kinematics as well as problems involving gradient of functions and areas under curves. In addition to the class’s core coursework, each student designs and implements an independent study that utilizes the course’s content from a different perspective.

IB Analysis & Approaches SL II is the second half of a comprehensive IB Diploma mathematics course. This course is the second year of a two-year course. At the end of their senior year they will take the International Baccalaureate Standard Level Mathematics examination. Topics studied this year were advanced techniques of differentiation and integration including trigonometric and logarithmic functions, and problems on application including finding areas and volumes. Advanced problems on vectors, statistics, and trigonometry of the general triangle, complete the course.

This is the first of a two-year course and is the most challenging mathematics course offered by the International Baccalaureate. This course is intended for students who are likely to go on to major in mathematics, physics, or engineering in college, and are willing to devote a substantial amount of their time to master the topics involved while developing their ability to analyze, solve problems, and communicate their ideas clearly. It involves an introduction to differential and integral calculus, both the underlying concepts and the techniques. Other topics studied are the vector geometry of the plane, probability and statistics, algebra, and trigonometry.

This course is the second half of a comprehensive IB Diploma Higher Level mathematics course. During this course, students continue to explore advanced topics in calculus. They study the Maclaurin Series, focusing on Convergence and the Derivative and Integral of a Maclaurin Series. Students then transition to Differential Equations. To conclude the course, students have to complete a research investigation using a combination of topics studied throughout the course. At the end of their senior year, students take the IB Higher Level Analysis & Approaches examination.

Students will study the basic principles and methods of statistics. Course objectives include knowledge of concepts, terms, and symbols to analyze data, as well as learning to perform appropriate operations, interpret, and communicate quantitative information. Topics include frequency distributions, measure of central tendency, probability, samples, estimation, hypothesis testing, and linear regression. Assessments will be by quizzes, tests, projects, and a final examination.

their personal and business lives. Students will begin the course by strengthening the number & algebra skills and the 21st century skills required for later calculations. They will then transition to an in depth look at topics in personal finances such as gross and net pay, budgets, loans, and banking. Finally, students will study topics related to business finances, such as business costs, sales and marketing, managing people and inventory, and profit and loss.  Throughout the course, students will engage in various projects to solidify the concepts learned.

This course is the first half of the intensive two-year IB Diploma Program Biology course at the Standard Level. The Standard Level course is suitable for students who are interested in the study of biology but who are not necessarily considering a career in life science or medicine. Students engage in an exploration of biochemistry, molecular and cellular biology, genetics, biostatistics, and the human gastrointestinal and cardiovascular systems. Students also spend a significant amount of time linking the various biological concepts they learn to relevant global issues such as nutrition, health, and the politics of the food and drug industries. They are encouraged to challenge many of the established scientific paradigms and to examine the discipline from multiple perspectives. Students complete a multiplicity of formative and summative assessments that include specific homework questions, quizzes and exams, critical thinking problems, mini-essays, data interpretation, and several hands-on laboratory investigations that include, but are not limited to, enzyme catalysis, light microscopy, DNA extraction, photosynthetic chromatography, osmosis, and clinical skills. SAT Subject Test practice is incorporated and materials are made available for those students interested in taking the SAT Biology test at the end of the junior year.

This course is the second half of the rigorous two-year Diploma Program course. Students continue their exploration into the various human organ systems and embark on a detailed examination of evolution from a variety of perspectives. Students complete a variety of formative and summative assessments but particularly focus on interpreting and answering questions taken from previous IB exams. Their study of human organ systems culminates in the dissection of a fetal pig. Students also design and carry out their own unique experimental investigation as a final requirement for their laboratory portfolio. During the final two months of class, students review past IB Biology exam papers to provide a solid preparation for the actual exams in May.

This Higher Level course is the first half of the intensive two-year IB Diploma Program Biology course at a pace similar to that found in an introductory biology course at the college level.  As compared to the Standard Level course, this covers topics at a greater depth and a faster pace and is suited to students who may be considering a career in science or medicine. Students rigorously engage in a detailed exploration of biochemistry, molecular and cellular biology, genetics, biostatistics, and the human gastrointestinal and cardiovascular systems. Students also spend a significant amount of time linking the various biological concepts they learn to relevant global issues such as nutrition, health, and the politics of the food and drug industries. They are encouraged to challenge many of the established scientific paradigms and to examine the discipline from multiple perspectives. Students complete a multiplicity of formative and summative assessments that include specific homework questions, quizzes and exams, critical thinking problems, mini-essays, data interpretation, and several hands-on laboratory investigations that include, but are not limited to, enzyme catalysis, light microscopy, DNA extraction, photosynthetic chromatography, osmosis, and clinical skills. SAT Subject Test practice is incorporated and materials are made available for those students interested in taking the SAT Biology test at the end of the junior year.

This course is the second half of the rigorous two-year Diploma Program course. Students continue their exploration into the various human organ systems and embark on a detailed examination of evolution from a variety of perspectives. As students have already mastered a significant number of skills and concepts from IB Biology I, they are now expected to ascend to new levels of mastery that involve synthesizing the material in new ways and applying these concepts to global perspectives. Students complete a variety of formative and summative assessments but particularly focus on questions taken directly from previous IB exams. Their study of human organ systems culminates in the full dissection of a fetal pig. Students also design and carry out their own unique experimental investigation as a final requirement for their laboratory portfolio. During the final month of class, students review past IB Biology exam papers to provide a solid preparation for the actual exams in May.

This course is the first half of the rigorous IB Diploma Program course. The first part of the year focuses on students gaining familiarity with the procedures of the chemistry lab along with the units, conversions, and mathematics of chemistry — known as stoichiometry. Students build their understanding of matter from the most microscopic level of atoms, subatomic particles, and chemical bonding up through the macroscopic chemical and physical properties they can observe and measure. The final topics of the year include chemical bonding, oxidation and reduction, and energetics, which are full of real-world examples and connections. SAT Subject Test practice will be incorporated and materials will be made available for those students interested in taking the test at the end of the school year. The course provides a variety of ways for students to engage and display their understanding of the material, however, the majority of the emphasis is placed on the types of assessments on which they will be officially graded by the IB at the end of the senior year: lab reports and the IB examination. Lab reports are written regularly to provide students with opportunities to improve their ability to plan their own investigations, present processed data, and evaluate results and procedures. As the IB examination is a challenging test that draws on students’ ability to make conceptual connections and solve problems in unfamiliar situations, students are tested with questions from past IB exams to become familiar with the styles of questions and the best approaches to solving them.

This course is the second half of the rigorous IB Diploma Program course. Fewer new topics are explicitly covered than during the junior year, but at an increased depth. Students learn key ideas of kinetics and equilibrium and how they affect the productivity of the chemical industry. Through studying core topics such as acids and bases, organic chemistry, and the energy option, students learn about chemical details that influence their everyday lives. These real-world connections include discussions about the Earth’s atmosphere, the uses of crude oil, and factors that impact the health of the human body. While the course provides a variety of ways for students to engage and display their understanding of the material, the official IB grade is based on two components: the internally assessed lab report and the externally assessed IB examination. Lab investigations are carried out frequently so that students will be familiar with important laboratory techniques and to get students observing and testing the concepts they have been discussing in class. Lab reports are written regularly to provide students with opportunities to improve their ability to plan their own investigations, present processed data, and evaluate results and procedures. The IB examination is a challenging test, drawing on students’ ability to make conceptual connections and solve problems in unfamiliar situations.

As the Higher Level counterpart to the SL course, students learn key ideas of kinetics and equilibrium and how they affect the productivity of the chemical industry. Through studying core topics such as acids and bases, organic chemistry, the options of human biochemistry, and medicines and drugs, students learn about chemical details that influence their everyday lives. Additional topics include atomic and molecular orbital theory, expanded octets and electron delocalization; the relationship of entropy, enthalpy, and free energy in the spontaneity of chemical processes; rate expressions and experimentally determining activation energies; the chemistry of buffer solutions; geometric and stereoisomerism; as well as elimination reactions and condensation polymerization. While the course provides a variety of ways for students to engage and display their understanding of the material, the official IB grade is based on two components: the internally assessed lab report and the externally assessed IB examination. Lab investigations are carried out frequently so that students are familiar with important laboratory techniques and to get students to observe and test the concepts that are discussed in class. Lab reports are written regularly to provide students with opportunities to improve their ability to plan their own investigations, present processed data, and evaluate results and procedures. The IB examination is a challenging test that draws on students’ ability to make conceptual connections and solve problems in unfamiliar situations.

This course is the second half of the rigorous IB Diploma Program course. Fewer new topics are explicitly covered than during the junior year, but at an increased sophistication and complexity. Students learn key ideas of kinetics and equilibrium and how they affect the productivity of the chemical industry. Through studying topics such as acids and bases, organic chemistry, students learn about chemical details that influence their everyday lives. In addition, this Higher Level course goes into greater detail and sophistication in the treatment of Organic Chemistry.  The IB Option topic will be Energy or Biochemistry depending on the interest of the class. Real-world connections include discussions about the Earth’s atmosphere, the uses of crude oil, and factors that impact the health of the human body. While the course provides a variety of ways for students to engage and display their understanding of the material, the official IB grade is based on two components: the internally assessed lab report and the externally assessed IB examination. Lab investigations are carried out frequently so that students will be familiar with important laboratory techniques and to get students observing and testing the concepts they have been discussing in class. Lab reports are written regularly to provide students with opportunities to improve their ability to plan their own investigations, present processed data, and evaluate results and procedures. The IB examination is a challenging test, drawing on students’ ability to make conceptual connections and solve problems in unfamiliar situations.

As the first half of the IB transdisciplinary course, it uniquely contains various sciences, coupled with a societal viewpoint, all intertwined to help students understand the environment and its sustainability. Students will write and communicate findings throughout the lab and field experiences in creative ways. The course provides avenues for students to discover and develop an international understanding of environmental issues. The students will consider the interdependence of individuals, communities, and nations around the world as governmental and nongovernmental agencies work to manage and preserve the resources of our global environment. As a result of this course, the students will develop a holistic appreciation of complexities of local and global environmental issues and also how different societies influence them. The content is directed towards the understanding of ecosystems and their functions, as well as the resources present now and those that will project into the future. Units such as systems and models, ecosystem structure, ecosystem function, biomes, ecosystem changes, population dynamics, natural capital and sustainability, and energy resources are covered in depth. Yearly assessments include numerous internally assessed pieces of practical work coupled with lab reports (e.g. predator-prey relationships, the rate of photosynthesis, fungal succession and the colonization of bread, the ideal habitat of a mealworm, food webs, population growth studies, classification keys), online simulations (e.g. population dynamics and census case studies), class presentations (e.g. energy resources for our future), unit tests, and finally, the junior final examinations.

This is the second half of the IB transdisciplinary subject, Environmental Systems & Societies. The curriculum focuses on providing students with a coherent perspective of the interrelationships between environmental systems and societies — one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students evaluate the scientific, ethical, and socio-political aspects of various issues. This course will provide the students with necessary skills to analyze and promote cultural awareness, connect technology and its influence on the environment, and realize that global societies are linked to the environment at a number of levels and variety of scales. They will, in turn, learn that the resolution of many of these issues rely heavily on international relationships and agreements. The content is directed towards the understanding of human impact on the environment. Students will consider the costs and benefits of human activities both for the environment and societies. Units such as soil systems, food production systems, water resources, ecological footprints, global warming, ozone depletion, acid deposition, eutrophication, urban air pollution, and domestic waste are covered in depth. Yearly assessments include numerous internally assessed pieces of practical work coupled with lab reports (e.g. factors affecting food production systems, eutrophication and biological oxygen demand, effects of harmful ultraviolet rays on bacterial growth), survey analysis (e.g. viewpoints on global warming), online simulations (e.g. ecological footprint calculations, car-emission comparison studies and population dynamics), unit tests, the mock IB examinations, and finally, the IB final examinations.

This two-year course covers the same topics as the DP Environmental Systems & Societies course but allows students to work at a modified pace with enhanced teacher support. As the first half of this transdisciplinary course, it uniquely contains various sciences, coupled with a societal viewpoint, all intertwined to help students understand the environment and its sustainability. Students will write and communicate findings throughout the lab and field experiences in creative ways. The course provides avenues for students to discover and develop an international understanding of environmental issues. The students will consider the interdependence of individuals, communities, and nations around the world as governmental and nongovernmental agencies work to manage and preserve the resources of our global environment. As a result of this course, the students will develop a holistic appreciation of complexities of local and global environmental issues and also how different societies influence them. The content is directed towards the understanding of ecosystems and their functions, as well as the resources present now and those that will project into the future. Topics include systems and models, ecosystem structure, ecosystem function, biomes, ecosystem changes, population dynamics, natural capital and sustainability, and energy resources. Yearly assessments include practical work coupled with lab reports (e.g. predator-prey relationships, the rate of photosynthesis, fungal succession and the colonization of bread, the ideal habitat of a mealworm, food webs, population growth studies, classification keys), online simulations (e.g. population dynamics and census case studies), class presentations (e.g. energy resources for our future), unit tests, and finally, the junior final examinations. While this course will be co-seated with the DP course, it counts toward the Dwight High School Diploma but not toward the IB Diploma.

This is the second half of the Environmental Systems & Societies. The junior year course is a prerequisite for this senior course. The curriculum focuses on providing students with a coherent perspective of the interrelationships between environmental systems and societies - one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students evaluate the scientific, ethical, and socio-political aspects of various issues. This course will provide the students with necessary skills to analyze and promote cultural awareness, connect technology and its influence on the environment, and realize that global societies are linked to the environment at a number of levels and variety of scales. They will, in turn, learn that the resolution of many of these issues rely heavily on international relationships and agreements. The content is directed towards the understanding of human impact on the environment. Students will consider the costs and benefits of human activities both for the environment and societies. Units such as soil systems, food production systems, water resources, ecological footprints, global warming, ozone depletion, acid deposition, eutrophication, urban air pollution, and domestic waste are covered. Yearly assessments include internally assessed pieces of practical work coupled with lab reports, discussion of global warming, online simulations, unit tests, and the year-end exam. This course credit counts toward the Dwight High School Diploma but not toward the IB Diploma.

This is the first year of the IB Diploma Program course. Physics 10 or an equivalent full-year physics class is a prerequisite for this course. Continuing from the topics covered in tenth grade physics, students study the concepts of simple harmonic motion, electricity and magnetism, thermal physics, nuclear physics, and an introduction to quantum physics. Mathematically, emphasis is placed on support for developing a facility with basic algebra and trigonometry skills. Testing is comprised of a blend of introductory calculations as well as IB exam questions. Practical work includes traditional lab exercises as well as student-designed labs, using both analog and electronic data measuring apparatus. Emphasis is placed on conceptual understanding as well as developing a conceptual grasp of basic data analysis and uncertainty propagation. This Standard Level course is suitable for students who are interested in the study of physics but who are not necessarily considering a career in physics or engineering.

In this second year of the IB Physics course, the syllabus turns to topics that draw upon the foundation of skills and content that has been previously established. Frequent revisions of the IB Physics syllabus ensure that very recent discoveries are included in the material. Students are introduced to the modern field of astrophysics, as well as the physics of energy resources and global warming. Practical work is focused sharply on a major independent experiment of the students’ own design in area of their preference. As the year comes to a close, an intensive period of review and exam practice prepares students for the IB exams in May.

This is the first year of the IB Diploma Program Higher Level course. Physics 10 or an equivalent full-year physics class is a prerequisite for this course. Continuing from the topics covered in tenth grade physics, students study a mathematical treatment of simple harmonic motion, electricity and magnetism and magnetic induction, thermal physics, nuclear physics, and an introduction to quantum physics. Mathematically, a facility with basic algebra and trigonometry skills is important. Testing is comprised of a blend of introductory calculations as well as the more sophisticated IB exam questions. Practical work includes traditional lab exercises as well as student-designed labs, using both analog and electronic data measuring apparatus. Emphasis is placed on conceptual understanding as well as developing a conceptual grasp of data analysis and uncertainty propagation. The Higher Level Course covers more topics at a faster pace and is suited to students who may be considering a career in physics or engineering.

In this second year of the IB Physics course, the syllabus turns to topics that draw upon the foundation of skills and content that has been previously established. Frequent revisions of the IB Physics syllabus ensure that very recent discoveries are included in the material. Students are introduced to the modern fields of advanced wave phenomena, further quantum physics as well as astrophysics and cosmology as well as the physics of energy resources and global warming. Practical work is focused sharply on a major independent experiment of the students’ own design in an area of their preference. As the year comes to a close, an intensive period of review and exam practice prepares students for the IB exams in May.

The Sports, Exercise, and Health Science course provides students with the opportunity to undertake an in-depth study of the factors which promote optimal sporting performance. It is ideal for candidates who have a keen interest in sport and have an interest in pursuing a career as an athlete or in preparation of athletes. It will also be of interest for students who wish to practically apply scientific knowledge to the movement of the human body.

The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology, and nutrition, which are studied in the context of sports, exercise, and health. Students will cover a range of core and optional topics, and carry out practical (experimental) investigations in both laboratory and field settings. This will provide the opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant, the course will address issues of international dimension and ethics by considering sports exercise and health relative to the individual in a global context.

Students at HL are required to study additional higher level (AHL) material as well as HL topics within the options. The distinction between SL and HL is one of breadth and depth.

Candidates are required to study six core topics as well as four optional themes supplemented by the study of two options. 

The core topics consist of anatomy, exercise physiology, energy systems, movement analysis, skill in sport, measurement, and evaluation of human performance. HL additional topics include further anatomy, the endocrine system, fatigue, friction and drag, skill acquisition, genetics and athletic performance, and exercise and immunity. Students will study two of the following optional topics: optimizing physiological performance, psychology of sports, physical activity and health, nutrition for sport, and exercise and health. 

The course is the first year of a demanding two-year sequence in modern world history with an emphasis on single-party states. The course analyzes the cause and effects of both World Wars. These wars are evaluated with an emphasis on evolving historiography but always in the context of the development of totalitarianism. The course examines the rise and rule of single-party state leaders such as Mussolini, Hitler, and Stalin. The similarities of their tactics and personal appeal are evaluated in detail. The year includes a close survey of modern China from the Boxer Rebellion through the economic reforms of Deng Xiao Ping. The final unit of the year is on the Cold War. Students are required to look at the evolving saga from American, Soviet, and Western Europe perspectives.

Through a variety of essays, mini-research papers, term quizzes, and document analyses, students develop numerous tools required for historical analysis. Through this, they also demonstrate an understanding of information within a historical and geographical context, evaluating both secondary and primary resources. Students complete an IB Internal Assessment research paper during the year and practice writing on a variety of IB exam essay topics.

The course is the first year of a demanding two-year sequence in modern world history with an emphasis on single-party states. The course analyzes causes and effects of WWI and WWII, and specifically the impact it has on subsequent world events. We evaluate sources with an emphasis on evolving historiography but always in the context of the development of totalitarianism. The course examines the rise and rule of single-party state leaders such as Mussolini, Hitler, and Stalin. The similarities of their tactics and personal appeal are evaluated in detail. The year includes a close survey of modern China from the Boxer Rebellion through the economic reforms of Deng Xiao Ping. The final unit of the year is on the Cold War. Students are required to look at the evolving saga from American, Soviet, and Western Europe perspectives.

Through a variety of essays, mini-research papers, term quizzes, and document analyses, students develop numerous tools required for historical analysis. Through this, they also demonstrate an understanding of information within a historical and geographical context, evaluating both secondary and primary resources. Students complete an IB Internal Assessment research paper during the year and practice writing on a variety of IB exam essay topics.

This is the first year of a two-year business course with an emphasis on scientific decision-making in the business environment. Students cover a wide breadth of material, including business organization as an environment, accounting and finance, human resources, marketing, operations, and business strategy. The first year of the course covers four broad areas. First, students investigate the purpose of businesses and the advantages and disadvantages of various organizational structures. The financial language of business is introduced during the accounting and finance unit, in which students learn not only how to build the three basic final accounts but also how to conduct ratio analysis while analyzing the meaning behind these calculations. In the marketing unit, students categorize and discuss many intuitive concepts, and assess the fit of a marketing mix to a good or service. At the culmination of the first year, students learn to assess the external environment and practice utilizing both qualitative and quantitative decision-making tools. In addition to frequent reading quizzes, students complete several case studies and compete in Jeopardy-style review sessions. The course culminates with a final exam consisting of both short-answer and IB case questions.

This course is the second year of a two-year business course with an emphasis on scientific decision-making in the business environment. The course covers a wide breadth of material including business organization and environment, accounting and finance, human resources, marketing, operations, and strategy. During the second year of the course, students review the four areas covered during the prior year and build upon this with two new units. When investigating human resources, students examine the corporate cultures at Hershey and Mars and discuss how leadership styles can affect the performance of a business. Students then delve into the operations side of the business, where they compare just-in-case and just-in-time production techniques while learning to calculate the number of units required for a business to break even. The Internal Assessment requires that students examine a forward-looking business problem and create a report that recommends a specific course of action. Students practice utilizing various business techniques and learn to collect both primary and secondary research. In March, students take a full-length practice IB exam: the Mock IB.

Dwight Marketing Fundamentals is an expansive review of the function of marketing from a variety of perspectives. The course focuses on the topic from both the broader concepts of industry as well as more specific examples of individual businesses. This class reviews the great breadth of current topics in business and marketing, beginning with the 4 P’s: Product, Price, Place & Promotion. The class also includes topics on retail sales, business presentations, management, entrepreneurship, ethics, career exploration, and business and marketing plans. The ultimate goal is to help students to gain an understanding of marketing and business through actual case studies of contemporary organizations and an examination of their evolution in the modern world.

The DP psychology course is an introduction to understanding behavior through biological, cognitive, and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories, and research upon which these fields are built. Students form a holistic and integrated understanding of mental processes and behavior as a complex, dynamic phenomenon, and develop an appreciation for the diversity and the commonality between their own behavior and that of others. Students learn how to use their understanding of the various approaches to research to critically reflect on evidence, and to design, implement, analyze, and evaluate their own investigations. Students also consider the overarching themes of research and ethics, which are paramount to understanding the nature of the subject.

This is the first of a two-year course in which we explore political concepts such as power, equality, sustainability, and peace. The focus in the first half of the year is on international relations, with an emphasis on the changing role of the state in a globalizing world, followed by a critical look at the power and legitimacy of other actors including social movements, transnational corporations, and international organizations. We will also explore theories of IR such as realism, liberalism, and Marxism and discuss how they explain current events. In the second half of the year, we shift our focus to human rights, exploring the meaning and politicization of human rights, as well as questions about violations and protection. Throughout the course, our learning of concepts and theories is supported by case studies and issues ranging from the BLM movement and indigenous rights within the US, to the rise of China and the Coronavirus response on a more global level.
 
Since the political is personal and the personal is political, students are at the center of their own learning and are encouraged to challenge their own beliefs and bring their own experiences into the classroom. We will use many different types of source materials to sharpen our analysis and evaluation skills, including academic texts, newspaper articles, documentaries, treaties, and speeches. In-class activities include but are not limited to round-table discussions, debates, simulations, presentations, and essay writing. To fulfill IB requirements, HL students will do a presentation about one case study of their choice in the first year. SL and HL students will get started on their Political Engagement Activity.

In the second year of the course, the emphasis is on development and peace and conflict, and the many different ways in which these concepts are interrelated. Some of the questions we will look at are: why are some states more likely to engage in civil conflict than others, and what is the role of third parties in such conflicts? What is peace, and can true peace ever be achieved? How does China’s state capitalism differ from the neoliberal paradigm in the West? What factors impede and promote sustainable development? We will go beyond the mainstream by looking at critical theories like feminism, environmentalism, and post-colonialism to answer these questions from different perspectives. Case studies that will support our learning include war and revolution in the Middle East, with a critical look at the roles of global powers such as the US and Russia.  Other issues we will assess include the global response to the climate crisis and the humanitarian crisis unfolding in parts of Central America and the US-Mexican border. Both SL and HL students will complete their Political Engagement Activity this year, and HL students will do a second presentation on a case study of their choice.

The History of New York City is a class that delves deep into the rich past of our great city.  The course follows the trends of New York City while emphasizing the building of strong academic skills. In the first trimester, we study indigenous peoples, and then move through post-Revolution history with a focus on migration and immigration. In the second trimester, we study  the post-Civil War era and finish with the Gilded Age with a focus on change and power. Lastly, the third trimester focuses on New York in the 20th century, emphasizing modernization and leadership. This innovative class challenges students to expand their perspectives and conduct place-based research.

This course is part of the Dwight Curriculum and not formally under the umbrella of the IB Diploma Programme. The course is designed to conceptually align with the Dwight Curriculum English course, offering students an interdisciplinary experience as they explore topics in history related to the concepts covered in English class. The course is designed as a series of stand-alone units that will provide a simple introduction to some of the cutting-edge issues in international politics as opposed to a chronological march through time. The course begins with the origins of September 11 where students will explore the varied geopolitical causes and consequences of the attacks. Students will then get an overview of the most significant health and disease issues facing the global community–culminating in an examination of varied effectiveness in responses to COVID-19 around the world. Finally, students will examine the concept of how Democracies die, drawing on both historical examples from 1930s Europe and contemporary examples from around the world. Students will be assessed in the IB exam format, using the same skills they learned in their MYP history classes at Dwight. Seniors enrolled in the class will take an IB-style mock exam in March. 11th graders will take a similarly styled exam as their final in June.

IB Language A HL is a literature course for native speakers. Students read two to three foreign novels in translation and seven to ten major works of literature written in the language studied. All books are chosen from a prescribed list published by the IB. This program includes literature from a variety of countries where the language is spoken and comprises works from at least three different eras. Beyond the content of the works studied, students familiarize themselves with the specific conventions of various genres and learn to conduct literary analysis. During the two-year course, assessments include essay writing, oral presentations as well as oral and written literary commentary. The final assessment of the course includes an internal oral (text analysis) and an external written exam prepared by IB.

The course covers contemporary issues.  Through these, students practice oral and written communication in preparation for the external IB exam in their senior year.  Students produce a range of text types, such as a persuasive speech, journal entries, and articles.  Students reach a high level of proficiency and are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension,  oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. In this course, students also develop intercultural understanding and an awareness of language and the role of the relationship between language and the cultures they know and those they are learning about.

This is a two-year IB program. The course covers contemporary issues through the prescribed themes of identities, experiences, human ingenuity, social organization, and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a very high level of proficiency through which they are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills.

In addition to the above, students study two texts of literature and analyze them in the target language.

The course covers contemporary issues through the prescribed themes of identities, experiences, human ingenuity, social organization, and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a high level of proficiency and are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. 

In this course, students also develop intercultural understanding and an awareness of language and the role of the relationship between language and the cultures they know and those they are learning about.

This is a two-year IB program. The course covers contemporary issues through the prescribed themes of identities, experiences, human ingenuity, social organization, and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a very high level of proficiency through which they are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills.

In addition to the above, students study two texts of literature and analyze them in the target language.

This is not an IB course. Students in this program focus on functional language in selected situations. In this phase of Spanish language learning, students will understand linguistic, cultural, and grammatical concepts in second language study. The lessons incorporate visual resources from a variety of materials to provide students with a wide comprehension of Hispanic culture and history. Students practice the integrated skills (listening, speaking, reading, and writing) daily. At the conclusion of Spanish IV, students will possess a greater understanding of the Hispanic communities in their area and students will understand that the Spanish language widens their horizons as well as enriches their own culture and allows them to communicate worldwide.

Language and Literature SL and HL is a course for native speakers of Mandarin. The course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary. Students explore how language develops in specific cultural contexts and consider the way language is used in the mass media. Further questions seek to explore the nature and meaning of art through an understanding of its social, cultural or historical context and the role of the reader or audience’s response to the text in generating meaning. Students also read two to three foreign novels in translation and two to three major works of literature originally written in Mandarin. All books are chosen from a prescribed list published by the IB. During the two-year course, assessments include essay writing and oral presentations as well as oral and written literary commentary. The final assessment of the course includes an internal oral (text analysis) and an external written exam prepared by IB.

IB Language A HL is a literature course for native speakers. Students read two to three foreign novels in translation and seven to ten major works of literature written in the language studied. All books are chosen from a prescribed list published by the IB. This program includes literature from a variety of countries where the language is spoken and comprises works from at least three different eras. Beyond the content of the works studied, students familiarize themselves with the specific conventions of various genres and learn to conduct literary analysis. During the two-year course, assessments include essay writing, oral presentations as well as oral and written literary commentary. The final assessment of the course includes an internal oral (text analysis) and an external written exam prepared by IB.

The course covers contemporary issues through the prescribed themes of identities, experiences, human ingenuity, social organization, and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a high level of proficiency and are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. In this course, students also develop intercultural understanding and an awareness of language and the role of the relationship between language and the cultures they know and those they are learning about.

The language ab initio course encourages the students to reflect on cultural values and behaviors in different ways. The course is divided into five broad themes (identities, experiences, human ingenuity, social organization, and sharing the planet), all of which are well suited to fostering an international perspective. The language ab initio course, albeit at a basic level, seeks to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. Students learn to communicate using a wide range of vocabulary and structures. They organize their writing following the conventions for a number of text types, writing logical texts and expressing ideas and opinions. In oral activities, students are taught to express themselves using appropriate pronunciation and intonation. 

The course covers contemporary issues through the prescribed themes of identities, experiences, human ingenuity, social organization, and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a high level of proficiency and are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills.

In this course, students also develop intercultural understanding and an awareness of language and the role of the relationship between language and the cultures they know and those they are learning about.

Students who elect to study languages not taught at Dwight may choose to study independently with the help and guidance of the Head of World Language. The students are supported by the language A coordinator regarding deadlines and methodologies, but they work individually on literature analysis. Assessment consists of an analytical paper based on works read, an oral prepared by the IB, and a final exam administered at the end of the senior year.

IB Language A HL is a literature course for native speakers. Students read two to three foreign novels in translation and seven to ten major works of literature written in the language studied. All books are chosen from a prescribed list published by the IB. This program includes literature from a variety of countries where the language is spoken and comprises works from at least three different eras. Beyond the content of the works studied, students familiarize themselves with the specific conventions of various genres and learn to conduct literary analysis. During the two-year course, assessments include essay writing, oral presentations as well as oral and written literary commentary. The final assessment of the course includes an internal oral (text analysis) and an external written exam prepared by IB.

The language ab initio course encourages the students to reflect on cultural values and behaviors in different ways. The course is divided into five broad themes (identities, experiences, human ingenuity, social organization, and sharing the planet), all of which are well suited to fostering an international perspective. The language ab initio course, albeit at a basic level, seeks to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. Students learn to communicate using a wide range of vocabulary and structures. They organize their writing following the conventions for a number of text types, writing logical texts and expressing ideas and opinions. In oral activities, students are taught to express themselves using appropriate pronunciation and intonation.

The language ab initio course encourages the students to reflect on cultural values and behaviors in different ways. The course is divided into five broad themes (identities, experiences, human ingenuity, social organization, and sharing the planet), all of which are well suited to fostering an international perspective. The language ab initio course, albeit at a basic level, seeks to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. Students learn to communicate using a wide range of vocabulary and structures. They organize their writing following the conventions for a number of text types, writing logical texts and expressing ideas and opinions. In oral activities, students are taught to express themselves using appropriate pronunciation and intonation.

The language ab initio course encourages the students to reflect on cultural values and behaviors in different ways. The course is divided into three broad themes (individuals and societies, leisure and work, urban and rural environment), all of which are well suited to fostering an international perspective. The language ab initio course, albeit at a basic level, seeks to develop intercultural understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. Students learn to communicate using a wide range of vocabulary and structures. They organize their writing following the conventions for a number of text types, writing logical texts and expressing ideas and opinions. In oral activities, students are taught to express themselves using appropriate pronunciation and intonation.

The course covers contemporary issues through the core topics of communication and the media, social relationships, and global issues. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a high level of proficiency and are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. In this course, students also develop intercultural understanding and an awareness of language and the role of the relationship between language and the cultures they know and those they are learning about.

This is a two-year IB program. The course covers contemporary issues through the five themes of identities, experiences, human ingenuity, social organization and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a very high level of proficiency through which they are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. 

In addition to the above, students study two texts of literature and analyze them in the target language.

This is a two-year IB program. The course covers contemporary issues through the five themes of identities, experiences, human ingenuity, social organization and sharing the planet. Through these themes, students practice oral and written communication in preparation for the external IB exam in the senior year. They produce a range of text types, such as persuasive speeches, journal entries, and articles, and reach a very high level of proficiency through which they are able to debate, analyze, and respond to a variety of visual and written texts.

Reading comprehension, listening comprehension, oral presentations, and class discussions are major aspects of the course, in addition to grammar review in order to hone skills. 

In addition to the above, students study two texts of literature and analyze them in the target language.

The Artist and Society: Exploring materials and methods
IB DP Visual Arts is a two year high-level course, during which students develop a portfolio of studio work, document their experimentation and learning in their Process Journal, curate their own final exhibition, and write a comparative investigation. All of these components are presented for the IB Visual Arts exam at the end of the second year. The students are guided to create studio work that reflects their personal interests and advanced skill level. Art-making and critical analysis is inspired by individual and class investigation of history, art history, diverse cultures, current exhibitions, and contemporary culture.

At the start of the first year, students explore fundamental concepts of art and design, as well as diverse media and techniques. Inquiry­-based projects allow students to experiment and practice core principles and methods, which will form the basis of a personal language of artistic communication and expression. Students view art exhibitions in New York City as primary resources to inspire their own art making and to critically analyze a variety of curatorial practices. By the end of the first year, students work independently through thematic personal investigations that may range from critical investigations of formal elements to studies of political and propaganda artwork.

Film Theory & The Filmmaking Process
IB DP Film is a two-year high-level (HL) course that aims to develop students as proficient interpreters and makers of films. Content focuses on the study and analysis of film texts as well as practical exercises in film production. While the first year of the course emphasizes a theoretical approach to students understanding of genre and cinematic movements of the twentieth century, students also are provided opportunities to develop and produce their own short films as part of a process that allows them to tangibly investigate and explore the medium through physical production in addition to higher-level cinematic criticism. Students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of film.

The film course emphasizes the importance of working collaboratively as well as the need for creative exploration and innovation. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis that is achieved through the multifaceted and engaged study of film.

Areas of study include: Development, pre-production, post-production, release; Auteur Theory, Film Noir, New Hollywood, French New Wave, Documentary, Cinema Verite, Black Comedy, German Expressionism, The Movie Brats, Italian Neo-Realism, and The Western. 

Independent Artists: Finding a personal voice and a place in art history. 
IB DP Visual Arts is a two year high-level course, during which students develop a portfolio of studio work, document their experimentation and learning in their Process Journal, curate their own final exhibition, and write a comparative investigation. All of these components are presented for the IB Visual Arts exam at the end of the second year. The students are guided to create studio work that reflects their personal interests and advanced skill level. Art-making and critical analysis is inspired by individual and class investigation of history, art history, diverse cultures, current exhibitions, and contemporary culture.

In this second year of the course, students continue to work independently to develop their personal visual language and expression through art-making. These works combine as part of their portfolio for college applications and IB exhibition requirements. Students diligently document their creative process and discovery in their Process Journal, which is weighted equal to their final artwork exhibition. In addition, the students find their own place in art history by critiquing their artwork in relation to selected works by significant artists from diverse times, places and cultural contexts. Through this, students gain a better understanding of why art is made, its ever evolving nature and how they, as artists themselves, are part of this discourse.

The Collaborative Process of Film Production
In the second year of the IB HL Film course, students continue to synthesize their growing understanding of film as a powerful and stimulating art form. Through further study and analysis of film texts and practical exercises in film production, this course extends students critical abilities, creative competencies, and technical skills to communicate through the language of film and express their own artistic voice.

Required summative tasks aligned with critical studies include a researched textual analysis of a specified film and a comparative analysis of filmic elements (cinematography, mise-en-scene, sound, etc.) within two given films from similar genres.

The course culminates with two major film production projects. Students work collaboratively to produce a short-film in which each student takes on a variety of essential production roles (i.e. director, editor, producer, etc.). Students also direct and edit their own short-film project which effectively combines and synthesizes all of the approaches to learning that they have developed. These projects are evaluated by the IB but they can also substantially supplement a student’s portfolio of work as they explore colleges and continuing their studies in a higher learning environment.

Areas of study include: Creative collaboration, editing, application of narrative storytelling, and
building a portfolio.

IB Visual Arts is a two year course with the goal of developing a portfolio of studio work, a process journal, a comparative investigation/research paper and an understanding of curatorial practice. All of these components are presented for the IB Visual Arts exam at the end of the second year. The studio work and research should reflect each student’s interests and concerns, advanced skill level, as well as be informed by history, art history, different cultures, current exhibitions, and contemporary culture.

At the start of the first year, students increase their visual communication skills by exploring fundamental concepts of art and design, as well as diverse media and techniques. The inquiry­-based projects allows students to experiment and practice core principles and methods, which will form the basis of a personal language of art and expression. Students view art around New York City as primary resources to inspire their own art making and to critically analyze a variety of curatorial practices. By the end of the first year, students work independently to establish an individual conceptual theme and delve into the personal implications of these broad topics to discover more meaningful visual communication.

IB Visual Arts is a two­-year course with the goal of developing a portfolio of studio work and a visual arts journal. The studio work and visual arts journal should reflect each student’s interests and concerns, advanced skill level, as well as help them be informed by history, art history, different cultures, current exhibitions and contemporary culture.

In the second year, students continue to work on their IB studio work. Students develop a personal language of art and expression, as well as work towards completing the IB requirements and college portfolios. Students are expected to follow through on their ideas and examine their thought and art making processes in their visual arts journal. With the help of the instructor, they are expected to formulate their own assignments, create a related body of studio work, do a comparative study of artists, curate artwork, and create an exhibition rationale.

IB CP Advanced Digital Media I and II are part of a two­-year sequenced Visual Arts course that explores Art and Design in several media.

In year one, students explore graphic design and communication in projects that include typography, composition and logo design. Each project concludes with students making formal presentations of their finished works. Students explore materials, techniques and processes using digital compositing in Photoshop as a starting point for work in a range of traditional media, including Ceramics and Assemblage. Students explore the potential for unique expression within a series of exercises in perspective and illusion using visual recording.

In year two, students also explore contextual influences in art and design as a means of creative inspiration for game design. Students create case studies and in­-depth analyses of several game designs with the aim of deepening skills, knowledge and understanding of creative game design. The final Computer Game Design Unit allows the students to create a fully­ realized Game Design Document that reflects their understanding of the technical, artistic, and expressive possibilities of video game design.

In grades 11 and 12, students become theater artists in their own right through an exciting two-year study of the world’s rich theater traditions and the creation of their own original work. Students study performance practice across cultures, the lenses through which theorists have altered theatrical creation, and the practical experiences of design, acting, directing and technical theater. In viewing live theater and creating their own work inspired by their studies, theater practice at this level emphasizes not only the “how,” but also the “why” of communicating through theater. 

Grade 11 theater studies center on building essential skills necessary for students to achieve deeper, more independent work at the end of Grade 11 and throughout Grade 12. These foundational skills include: acting, design, theater tech, devising, theater history, critical theater viewing, collaborative theater creation, process journaling, peer feedback, self-reflection and academic theater writing. 

Student study culminates with the successful completion of four major assessments: a devised collaborative project; an original solo project that uses a theater theorist’s methods; a performative research project on a traditional world theater form; and a director’s production notebook in which the student researches, imagines and describes their vision for a complete production. In performance projects, students are responsible for all elements, including performance, staging and design, with the opportunity to specialize in one area during the collaborative project work. 

IB Film I is the first half of this IB Diploma program course. The curriculum recognizes that film is both a powerful communication medium and an art form and aims to develop students’ skills, so that they become adept in both interpreting film texts and developing productions of their own. The students explore the historical, theoretical and socio­-economic contexts behind various powerful narrative film movements such as German Expressionism, Soviet Montage, Italian Neo­Realism, French New Wave, Golden Era Hong Kong cinema and New Hollywood. In addition, students take time to investigate the history and form of non­fiction cinema through documentary studies.

As they analyze various historical movements and forms, students engage thoroughly with specific components of the filmmaking process through formal academic and experiential exercises. The combination of historical, analytical, and practical understanding culminates during the third trimester with the students completing an individual documentary effort and combining into groups to complete a short narrative film production.

Expanding on the foundation laid in Film I, this course continues to follow a globally historical, analytical, and practical knowledge approach. In the first trimester, students are encouraged to work together to develop, produce, and edit their final productions as they work towards their IB diplomas. Units devoted to the various stages of the production workflow help establish best practice methodologies.

Following this, students hone their research skills at a collegiate level and conduct independent studies rich with historical and theoretical investigation, as we focus on case studies from contemporary global cinema movements.

In the final stage of the course, students complete an exercise in textual analysis, as the course investigates topics such as experimental, animation and cult cinema.

In grades 11 and 12, students in the Diploma Programme Music course explore a range of diverse musical contexts and make links to, and between, different musical practices, conventions and forms of expression. The course aims to challenge students to acquire, develop and experiment with musical competencies through composition and performance, both individually and in collaboration with others. Students are encouraged to develop perceptual skills through a breadth of musical experiences, where they learn to recognize, speculate, analyze, identify, discriminate, and hypothesize in relation to music. Finally, upon completion of this course, students should be competent in evaluating and demonstrating critical perspectives on their own music and the music of others.  Throughout the journey, students are encouraged to simultaneously broaden their musical worldview and focus on personal goals of which they are passionate about. 

HL Music students are assessed in varied, creative ways throughout their two-year DP journey: 
Exploring Music in Context, in which samples of the students’ written work will reflect an engagement with, and understanding of, diverse musical material; Experimenting with Music,  where students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/ or global context; Presenting Music, allowing students to submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry; and The Contemporary Music-maker,  where students submit a continuous multimedia presentation documenting their inventive processes.

This course is the first year of a two­-year sequence. This course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration, and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures and societies, how individuals and societies behave, and the ethical issues involved. During the course, each student will develop computational solutions. This will involve the ability to: identify a problem or unanswered question; design, prototype, and test a proposed solution; and liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

This course is the second year of a two­-year sequence. This course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration, and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures and societies, how individuals and societies behave, and the ethical issues involved. During the course, each student will develop computational solutions. This will involve the ability to: identify a problem or unanswered question; design, prototype, and test a proposed solution; and liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Theory of Knowledge (TOK) is a unique course available to all grade eleven Dwight students. TOK is a compulsory course for full IB diploma students. In this course, students examine the nature of knowledge, learn to question assumptions, and develop a broader understanding of the world in which they live. Students display their understanding in a TOK exhibition assessing the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB.

In Theory of Knowledge (TOK), students examine the nature of knowledge, learn to question assumptions, and develop a broader understanding of the world they live in. To open the year, we examined ‘knowledge issues,’ questions that directly refer to the acquisition of knowledge. We have also built upon the students’ understanding of the role of language, reason, and emotion in the knowledge acquisition process.

While we are careful to maintain a clear distinction between TOK and the Extended Essay research paper, the class also acts as a classroom ‘home’ for the Extended Essay. Additionally, students are in the process of developing TOK essays based on philosophical prompts provided by the IB. Strong performance on these two key assignments can earn students bonus points toward their IB Diploma.