Grades 11 to 12 IB Curriculum

The Diploma Program provides a holistic educational experience, whereby students graduate with an expanded set of higher level thinking skills as a result of the diverse, concurrent study of specific disciplines through real-world assessment outcomes. Most DP courses are offered over two years. An emphasis is placed on written and oral language, including the ability to communicate in at least two languages. The program provides exposure to experiential learning through the Creativity, Activity, and Service (CAS) program at a sophisticated level, whereby students are challenged to solve problems in their particular areas of interest and reflect on their resulting personal growth.

The Diploma Program boasts high-quality, internationally-ratified, high criterion-referenced assessment standards in all subjects. These varied forms of assessment allow for students to demonstrate what they know and understand in multiple ways, including face-to-face orals, laboratory reports, projects, dossiers, exhibitions, and portfolios as well as written examinations. The IB Learner Profile allows students to assess their progress against defined personal attributes. Dwight community members are unified by a singular purpose: to embody and exemplify the IB Learner Profile through meaningful action.

Requirements for full IB Diploma Program candidates:

• Students must take at least 3  courses at the Higher Level (HL) and the remaining courses at the Standard Level (SL). Most students take 3 HL and 3 SL courses.  Students may take 4 HL and 2 SL courses, but this does require a great commitment of time and effort.

Students will choose one subject from each group (Groups 1­-6). Group 6, The Arts, is not mandatory if a student would like to take an additional subject from Groups 1­-5.

• Group 1: Studies in Language and Literature
• Group 2: Language acquisition 
• Group 3: Individuals and Societies (Social Science)
• Group 4: Experimental Sciences
• Group 5: Mathematics
• Group 6: The Arts

All Diploma Program candidates must take Theory of Knowledge (ToK); write an Extended Essay (EE); and complete the Creativity, Activity, and Service (CAS) program.

The Dwight Courses Program provides a holistic educational experience for students. While content is rigorous across disciplines, the Dwight Courses Program offers flexibility, personal engagement, and opportunities for skill building embedded in course content.. All Dwight Courses classes are offered over one year, leaving students with more opportunities to engage in a variety of course work. Dwight Courses classes have an emphasis on written and oral language and opportunities to strengthen these skills are explicitly built into each class. Similarly to the Diploma Program, the Dwight Courses Program provides exposure to experiential learning through the Creativity, Activity, and Service (CAS) program at a sophisticated level, whereby students are challenged to solve problems in their particular areas of interest and reflect on their resulting personal growth. 

Requirements for Dwight Courses candidates:

Students can take all DP classes, all DC classes, or a combination of both depending on strengths and interests.

Students will choose one subject from each group (Groups 1­-6). Group 6, The Arts, is not mandatory if a student would like to take an additional subject from Groups 1­-5.

• Group 1: Studies in Language and Literature 
• Group 2: Language acquisition 
• Group 3: Individuals and Societies (Social Science)
• Group 4: Experimental Sciences
• Group 5: Mathematics
• Group 6: The Arts

If a student has a language waiver and chooses to use it, they can add an additional class from the other groups.

All Dwight Courses candidates will complete parts of Nature of Knowledge (NoK), an Independent Research Capstone Project and the Creativity, Activity, and Service (CAS) program. This work may be embedded into course work or done outside of class.

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 Chimamanda Ngozi Adichie’s The Thing Around Your Neck, selected poems from 1965-1975 by Margaret Atwood, Waiting for Godot by Samuel Beckett, Siddhartha by Hermann Hesse, Chronicle of A Death Foretold by Gabriel García Márquez, The Road by Cormac McCarthy, and Convenience Store Woman by Sayaka Murata. While reading, students are also writing constantly, in both short and long contexts, during homework and in-class assessments. Ultimately, they produce the IB Higher Level Essay, a 1200-1500 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 – Chimamanda Ngozi Adichie’s Americanah, Tommy Orange’s There There, and Sophocles’ Antigone – and non-literary texts chosen from multiple sources, genres, and media, such as 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 Higher Level Essay, a 1200-1500 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 – Arthur Miller’s The Crucible and Tommy Orange’s There There – as well as non-literary texts such as Roxane Gay’s Bad Feminist and Zadie Smith’s Intimations among 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 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 typically includes a variety of fiction and non-fiction texts such as Chimimanda Ngozi Adichie’s We Should All Be Feminists, Sandra Cisneros’ The House on Mango Street, and Mark Haddon’s The Curious Incident of the Dog in the Night-Time, as well as 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 English class is part of the Dwight Courses program, 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 Chimamanda Ngozi Adichie’s We Should All Be Feminists, Kazuo Ishiguro’s Never Let Me Go, Seamus Heaney’s The Burial at Thebes, Loung Ung’s First They Killed My Father, the Nevertheless, We Persisted collection of personal essays, 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 Chimamanda Ngozi Adichie’s Americanah, Jericho Brown’s The Tradition, selections of poetry by Emily Dickinson, Nawal el Saadawi’s Woman at Point Zero, Trevor Noah’s Born a Crime, Jean Anouilh’s adaptation of Sophocles’ Antigone, and Tommy Orange’s There There. 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 Individual Oral, a fifteen-minute recorded oral exam, and the two multi-hour essays — one, a comparative essay; the other, an analysis of two previously unseen texts — 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 — Haruki Murakami’s Blind Willow, Sleeping Woman, a student choice of a novel related to Homer’s The Odyssey including Margaret Atwood’s The Penelopiad or Madeline Miller’s Circe or The Song of Achilles — and non-literary texts — including Alison Bechdel’s Fun Home and others chosen from multiple sources, genres, and media, such as  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. As they study these works, students sharpen their ability to recognize recurring themes, styles, narrative identities, and writing devices that transcend culture, genre, and time periods.  Students strive to exhibit mastery in both written and spoken analysis, as assessed in the IB Individual Oral, a fifteen-minute recorded oral exam, and the two multi-hour essays — one, a comparative essay; the other, an analysis of two previously unseen texts — 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 – Keith Hamilton Cobb’s American Moor and Nella Larsen’s Passing — 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. As they study these works, students sharpen their ability to recognize recurring themes, styles, narrative identities, and writing devices that transcend culture, genre, and time periods. Students strive to exhibit mastery in both written and spoken analysis, as assessed in the IB Individual Oral, a fifteen-minute recorded oral exam, and the two essays — one, a comparative essay; the other, an analysis of a previously unseen text — 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. The syllabus includes Sandra Cisneros’ The House on Mango Street, F. Scott Fitzgerald’s The Great Gatsby, and Lydia Millet’s A Children’s Bible, among other works. 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 and 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 gradients 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. Throughout the course, students will engage in various projects and tasks to solidify concepts learned. 

Business and Financial Mathematics is a year-long course wherein students learn to use mathematics effectively as a tool in their personal and business lives. Students will begin the course by strengthening the number, algebra, and 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.

This one-year course will provide students with the skills necessary to analyze and promote cultural awareness of environmental issues and the ways in which global environmental issues are addressed by international agreements and relationships between governments, corporations, and non-governmental organizations. Students will consider the impacts of human activities on soil systems, food production systems, water resources, climate change and ozone depletion, acid deposition and air pollution. Topics such as ecosystem structure and function, biomes, population dynamics, sustainability, and energy resource use are investigated through a variety of resources and hands-on investigations.

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 course provides an introduction to Physics and its application to everyday life. Students will study matter and its motion, along with related concepts such as energy, waves, electricity, and magnetism. Hands-on activities and laboratory experiences will be emphasized. In these experiences, students will develop their ability to collect, present, and analyze data in order to make scientifically supported judgements about the world.

This course focuses on Earth’s functions in terms of Soil, Water, Carbon, and Nitrogen Cycles and Systems. We then address the relationship of humans to the planet by studying Population Growth, Renewable and Non-renewable Energy Resources and Nuclear Power, Environmental Chemistry, Recycling, and Composting, Biodiversity, and Invasive Species. The course features research projects and investigations as well as a weekly look into Environmental Current Events.

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. 

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 second year of a demanding two-year sequence in modern world history with an emphasis on single-party states. 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 European 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.

Year one of DP Economics introduces economics as a social science. Students learn about some of the most important economists in history and about the methodology used by economists (models) to study reality, and how to construct and interpret them. After the introduction, students start learning about microeconomics and macroeconomics; specifically about how individual actors and markets work to reach efficiency and maximize benefits. They learn about concepts like externalities or theory of the firm, elasticity of demand and supply and the role of the government in microeconomics. They also learn to analyze economic performance of a country from data and about macroeconomic objectives such as low unemployment and stable inflation; and the policies that countries utilize to try to achieve them, such as Monetary/Fiscal and Supply Side Policies. Students will have two kinds of assessments, past paper assessment based on one theoretical test (Paper 1), with long answer questions and one practical test (Paper 3), with calculations and construction and interpretation of diagrams and other economic models. During their first year of the course, they will complete part of their Internal Assessment portfolio, they will select two pieces of news that they may be interested in, and analyze them from the standpoint of economic concepts.

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, and 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 Dwight Business & Entrepreneurship Course is a course conceived to provide students with an initial understanding of how businesses work. It covers concepts such as the different types of business organization and how businesses start and grow, they will also learn about Finance and Accounts, Human Resource management and Operations management. Through this course the students will develop skills like analysis of accounts, as well as costs, revenue and break even analysis. These would allow them to understand the importance of finances for business survival and growth. In the HR unit, they will learn about employee motivation, the importance of organizational structure and the process of recruitment and redundancy. They will develop strategies to allow them to motivate and select an adequate workforce. The Assessment will be conducted through multiple choice tests, practical tests and projects where the students will put their entrepreneurial skills to practice by creating several projects including a business plan.

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 feminism 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.

This course will examine the origins of the “War on Terror,” following U.S foreign policy in the region from the end of World War II through the killing of Osama Bin Laden and the rise of ISIS. The course starts with an examination of the tactics used in the hunt for Osama Bin Laden and their unintended consequences, including the disastrous impact on public health in Pakistan. The course will trace the evolution of the national security apparatus from the start of the Cold War through the rise of ISIS. Highlights include the role the CIA played in the coup in Iran in 1953, the Iranian Revolution and Operation Eagle Claw, and the use of targeted assassinations and extrajudicial executions. We will then examine topics related to the “War on Terror,” including the wars in Afghanistan and Iraq, expanded government surveillance, and targeted assassinations or extrajudicial executions in the name of national security. 

Students will complete multiple mini-research papers related to topics covered in class. This class will further develop literacy skills with an emphasis on writing and research skills. 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. Grade 11 students will take a similarly styled exam as their final in June.

This Dwight course is designed as a series of three stand-alone explorations for each trimester that will explore cutting-edge issues facing modern society through a historical lens. 

Students will compare and contrast the various approaches to public health taken in different major metropolitan areas in the US and around the world to outbreaks of diseases throughout history. Topics covered include an examination of the role of government in public health starting with the Yellow Fever outbreak in 1793 through the international response to COVID. In trimester two, we will explore the balancing act between the societal interest in protecting freedom of speech and expression and the role of government and schools in shaping citizens as we study the response of Mayor Rudolph Giuliani to the Sensation exhibit in 1999 and several related seminal Supreme Court cases originating in metropolitan settings. In the third trimester, we will examine the history of law enforcement in urban communities including seminal Supreme Court Decisions and the history and viability of "stop and frisk" and “broken windows” policing. The course will end with an examination of concepts of justice using specific case studies from recent history including Bernhard Goetz, Eric Garner, Jacob Blake, George Floyd and Kyle Rittenhouse. 
 
This class will emphasize the further development of literacy skills with an emphasis on writing and research skills. 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. Grade 11 students 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.

This 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.

Students in this program focus on functional language in selected situations. The lessons incorporate visual and audio resources from a variety of materials to provide students with a wide comprehension of Hispanic or Francophile culture and history. Students practice listening, speaking, reading, and writing daily. At the conclusion of this course, students will possess a greater understanding of the Hispanic or Francophile communities in their area. They will understand how the Spanish or French language can widen their horizons as well as enrich their understanding of their own culture. 

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

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.

Film Theory & The Filmmaking Process

IB Film is a two-year high-level (HL) course that aims to develop students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. The first year of the course emphasizes a theoretical approach by exploring a range of cinematic genres and movements, so that students develop a proficiency in providing sophisticated film analysis that is imbued with a consistent awareness of cultural context.  Through a variety of short film projects, DP film students will also acquire the production skills and creative competencies necessary to successfully communicate (and convey meaning) through the language of cinema.

At the core of the DP film course lies the need for creative exploration and innovation. Students are challenged to acquire and develop critical thinking, reflective analysis, while drawing upon a range of influences to inspire  their own emerging aesthetic as aspiring filmmakers.

Required summative tasks aligned with the above objectives include a researched textual analysis of a specific film and a multimedia comparative study of the filmic elements of two films from distinctly separate cultures.

The Collaborative Process of Film Production

In the second year of the IB HL Film course, students continue to synthesize their 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.

This second year of the course  focuses on two major film production projects. Students work collaboratively to produce a short-film in which each of them takes on a specific role (i.e. director, editor, producer, etc.). This is accompanied by a written report that documents their experience. Students also continue to direct and edit their own short-film projects, which will culminate in the development of a film portfolio and written report, designed to include and reflect on their best work from the two-year course.  These projects are evaluated by the IB but they can also substantially supplement a student’s portfolio of work as they explore colleges and continue their studies in a higher learning environment.

The Artist and Society: Exploring materials and methods

IB 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.

Independent artists: Finding a personal voice, and place in art history

IB 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.

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.

In grades 11 and 12, students in the Diploma Program 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 performance/composition/production goals of which they are passionate about. 

HL Music students spend their two year DP journey amassing a portfolio that serves as their IB submission. The portfolio elements are assessed in four distinct, varied, creative ways:

1. Exploring Music in Context— in which samples of the students’ written work, research, and performance adaptations will reflect an engagement with, and understanding of, diverse musical material;
2. Experimenting with Music–where students will engage in innovative stylistic experimentation and reinterpretation;
3. Presenting Music–allowing students to submit a collection of  live performances and original compositions demonstrating engagement with diverse musical material; and
4. The Contemporary Music Maker–where students submit a multimedia presentation documenting their inventive process in brainstorming and creating a collaborative music project with modern, real-world applications. 

Examples of potential Contemporary Music Maker projects include, but are not limited to: composing music for a DP filmmaker’s latest project; composing music based on a literature student’s poetry; improvising music to a dancer’s performance; creating a theme song for a student-driven business/charity venture; and more. 

SL Music students embark on the same journey as HL Music students. However, their assessment portfolio is based solely on the first three portfolio elements above (the Contemporary Music Maker project is removed).

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 computers interact with and influence 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.

Students in grade 11 will begin the year with an introduction to the Theory of Knowledge, where students examine the nature of knowledge, learn to question assessments, and develop a broader understanding of the world in which we live. Students display their understanding in a TOK Exhibition assessing the ability of students to show how TOK manifests in the world around us. The Exhibition is an internal assessment component; it is marked by the teacher and externally moderated by the IB. 

The Extended Essay is introduced in November of grade 11. Students will select a topic, advisor, and a question worthy of being explored in 4,000 words. The extended essay is intended to promote high-level research and writing skills, intellectual discovery, and creativity while engaging students in personal research. A detailed structured outline is due before students leave for summer break. 

Students will engage in Creativity, Activity, and Service (CAS) over the entire two years of the IB program. CAS includes activities that are completed at and/or outside of Dwight. IB candidates must also develop a collaborative CAS project that includes two of the three strands of CAS. Although there is no official minimum number of required hours, candidates must show they have participated in several hours a week during the two-year period.

Theory of Knowledge is where students examine the nature of knowledge, learn to question assessments, and develop a broader understanding of the world in which we live. Students develop and write a TOK essay during grade 12 based on philosophical prompts provided by the IB. The TOK Essay is externally assessed by the IB. 

The first draft of the Extended Essay is due at the beginning of Grade 12. Students will receive targeted feedback to implement in the final draft of the Extended Essay is due in late November. At this point, the Extended Essay work is complete. The Extended Essay is externally assessed by the IB.

Students will engage in Creativity, Activity, and Service (CAS) over the entire two years of the IB program. CAS includes activities that are completed at and/or outside of Dwight. IB candidates must also develop a collaborative CAS project that includes two of the three strands of CAS. Although there is no official minimum number of required hours, candidates must show they have participated in several hours a week during the two-year period.