This course is designed to introduce students to life-skills. Approaches to Learning is a required capstone or summary course for the International Baccalaureate Career Certificate Program, beginning second semester the junior year and finishing the first semester of the senior year. In Personal & Professional Skills (or PPS), students learn to compare, synthesize and evaluate the methods of learning acquired in their other IB classes.  At the heart of the Approaches to Learning model is the learner who uses a range of skills to make sense of the world around us and develops skills with an emphasis on thinking critically and ethically and communicating effectively.

Theory of Knowledge is a required capstone or summary course for the International Baccalaureate Diploma Program, beginning second semester the junior year and finishing the first semester of the senior year. In Theory of Knowledge (or TOK), students learn to compare, synthesize and evaluate the methods of learning acquired in their other IB classes. Students develop critical thinking skills comparing and contrasting Ways of Knowing (Sense Perception, Language, Emotion and Reason) and Areas of Knowledge (Human Sciences, Natural Sciences, Mathematics, The Arts, Ethics, and History). Assessed items include, first, an internally-graded presentation in which students apply Ways of Knowing and Areas of Knowledge to a contemporary issue in a critical fashion.  Second, an externally-graded edited essay about to what extent we know what we think we do, addressing one of six possible prompts provided by IBO. Non-IB students may apply to take this course, space and scheduling constraints permitting.

11th AND 12th Grade

The two-year IB Literature HL course  encourages independent, original, critical and clear thinking and promotes respect for a perceptive approach to the understanding and interpretation of literary works. Through the close study of a wide range of literature, this course focuses on the artistry of literature and requires students to reflect critically on their reading. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. Students respond to literature through externally graded or moderated oral presentations and oral commentaries, carefully edited analysis papers, and 2 hour essays on both studied and unseen works. Students thus develop and refine their command of language in numerous ways with real world application.

12th Grade only

The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing, texts promotes an understanding of how language sustains or challenges ways of thinking and being.  In the IB Literature HL course, focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. On the other hand, the focus of the IB Language SL is on how language and the context in which we encounter it shapes meaning over a wide variety of cultural experiences (movies, nonfiction writing, advertisements, propaganda but literature as well).  Students respond to texts and culture through an externally assessed oral commentaries and two other oral tasks, three written task (one of which is externally graded), and two 90 minute essays on both studied and unseen works.

Prerequisite: AP Language in 11th grade.

The main focus is on language acquisition and development. It culminates in an examination which tests reading comprehension, the logical sequencing of material, summary skills and composition. Oral assessment is continuous, but includes a formal examination, internally assessed and externally moderated by the International Baccalaureate Organization. The course is communicative and focuses on interactive methods. The aim is to prepare students to use language appropri­ately in a range of situations and contexts, and for a variety of purposes. Equal emphasis is placed on listening, speaking, reading and writing. Themes set as a framework for IB French include“Change” (technical, social, political), “Leisure” (the Arts, travel, media) and “Groups” (Community, family).

Aims of the course are to develop the student’s ability to communicate accurately and effectively in speech and in writing; to develop the ability to understand and respond to the language demands of transactional and social contacts; to provide the student with a sound linguistic base for further study; and to provide the opportunity for enjoyment, creativity and intellectual stimulation. Class is conducted entirely in French. A systematic presentation and review of grammatical structures is built into this course and is applied to the four basic language skills. Students are required to read a variety of texts.  The course focuses on communication and increased proficiency in listening, speaking, reading and writing. A survey of the history, literature and art of France is a part of this course. Multiple opportunities are provided for students to use the language through small group activities and projects.

Students will continue to study authentic materials and perfect their reading, writing, listening, comprehension and speaking skills within the context of broad themes selected from the IB syllabus. A concise review of complex and essential grammar structures and their usage will be combined with exposure to real-world samples and various texts from German literature. Intensive vocabulary acquisition will accompany the latter in order to increase reading comprehension. Continuous ongoing assessment of students’ progress is a feature of the program during this course. Video and audio recordings of student presentations, discussions, debates, and similar activities are required by IB, which monitors the audio recordings as a part of the examination process. IB candidates will be prepared to sit for the externally administered written examinations in May.

The aims of this course are to develop the student’s ability to communicate accurately and effectively in speech and in writing; to develop the ability to understand and respond to the language demands of transactional and social contacts; to provide the student with a sound linguistic base for further study; and to provide the opportunity for enjoyment, creativity and intellectual stimulation. Class is conducted entirely in German. A systematic presentation and review of grammatical structures is built into this course and is applied to the four basic language skills. Students are required to read a variety of texts.

Students will understand and translate the poetry of Catullus, Horace and Vergil and their genres -- lyric, elegaic and epic -- and their relationships in context to other ancient and modern literature.  Students will develop the ability to construct a clear argument supported by relevant examples, as well as the ability to appreciate and analyze the techniques and styles of a variety of ancient texts. Specific preparations for the International Baccalaureate exam will include sight translation of studied authors, analytical essay writing, and reading comprehension as well as a research dossier on a classical topic.

This course is designed to fulfill the International Baccalaureate Arts requirement.  All grammar structures previously studied in Latin I-II will be reviewed.  Lyrical and elegiac poetry will be introduced through the study of Ovid, Catullus, Horace, and Virgil. Students will learn to demonstrate an ability to understand and translate texts in the original Latin language, and where appropriate, read them aloud with suitable expression and emphasis.  Students will also display a knowledge and understanding of these texts within their historical and cultural contexts,and an awareness of relationships between classical and modern works. Students will develop the ability to construct a clear argument supported by relevant examples, as well as the ability to appreciate and analyze the techniques and styles of a variety of ancient texts in the original language. Specific preparations for the International Baccalaureate exam will include sight translation of studied authors, analytical essay writing, short answer literary analysis and reading comprehension, and recitation and analysis of classical selections. 

Students will continue to study authentic materials and perfect their reading, writing, listening, comprehension and speaking skills within the context of broad themes selected from the IB syllabus. A concise review of complex and essential grammar structures and their usage will be combined with exposure to real-world samples and various texts from Spanish and Ibero-American literature. Intensive vocabulary acquisition will accompany the latter in order to increase reading comprehension. Continuous ongoing assessment of students’ progress is a feature of the program during this course. Video and audio recordings of student presentations, discussions,debates, and similar activities are required by IB, which monitors the audio recordings as a part of the examination process. IB candidates will be prepared to sit for the externally administered written examinations in May.

The aims of the course are to develop the student’s ability to communicate accurately and effectively in speech and in writing; to develop the ability to understand and respond to the language demands of transactional and social contacts; to provide the student with a sound linguistic base for further study; and to provide the opportunity for enjoyment, creativity and intellectual stimulation. Class is conducted entirely in Spanish. A systematic presentation and review of grammatical structures is built into this course and is applied to the four basic language skills. Students are required to read a variety of texts. Continuous ongoing assessment of students’ progress is a feature of the program during this course. Video and audio recordings of student presentations, discussions, debates, and similar activities are required by IB, which monitors the audio recordings as a part of the examination process. IB candidates will be prepared to sit for the externally administered written examinations in May.

11th Grade

History of the Americas is the first and regional component for the IB History curriculum. It is primarily a comparative studies course,which provides in-depth analysis of the entire Western Hemisphere. Students must be able to interpret and critically evaluate primary source material, and present clear, well-substantiated arguments. Students complete the external assessment associated with IB History, which requires that students analytically interpret historical events and topics.

12th Grade

This course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and challenges inherent in understanding the history of the 20th Century. Themes covered include the causes, practices & effects of modern war (World War I, World War II, the Chinese Civil War, the Korean War, and the Vietnam Conflict), the rise & fall of single-party states (Italy, Germany,the Soviet Union, China, and Cuba), the Arab-Israeli Conflicts and the Cold War. Students gain the opportunity to engage in the exciting and proven international curriculum while fulfilling Georgia’s high school graduation requirements. Students will sit for three externally-assessed IB History examinations in May of the senior year over content from 11^th grade History of the Americas and 12^th grade 20^th Century Topics.

Prerequisite: IB History of the Americas HL, Year One

12th Grade

This course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and challenges inherent in understanding the history of the 20th Century.Themes covered include the causes, practices & effects of modern war (World War I, World War II, the Chinese Civil War, the Korean War, and the Vietnam Conflict), the rise & fall of single-party states (Italy, Germany, the Soviet Union, China, and Cuba) the Arab-Israeli Conflicts and the Cold War. Students gain the opportunity to engage in the exciting and proven international curriculum while fulfilling Georgia’s high school graduation requirements. Students will sit for two externally-assessed IB History examinations in May of the senior year.

11th Grade

Major topics for the first year of this course include statistical analysis, cells, the chemistry of life, nucleic acids and proteins, cellular respiration, photosynthesis, genetics and biotechnology.  Students will construct, analyze, and evaluate hypotheses (including research questions and predictions), scientific methods (including techniques and procedures), and scientific explanations of the biological world.

12th Grade

Major topics for year two include plant science, ecology (including options and accompanying objectives) evolution (including optionsand accompanying objectives), and human health and physiology.  Students will continue to construct, analyze,and evaluate hypotheses (including research questions and predictions), scientific methods (including techniques and procedures), and scientific explanations of the biological world.

11th or 12th Grade

Major topics for this course include: statistical analysis, cells, chemistry of life, genetics, ecology, evolution and human health and physiology. Students will construct, analyze, and evaluate hypotheses (including research questions and predictions), scientific methods (including techniques and procedures), and scientific explanations of the biological world. The second part of this course includes additional study in the areas of evolution (including options and accompanying objectives), and ecology (including options and accompanying objectives).  

11th or 12th Grade

Major topics for this course include:  atomic structure, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, measurement techniques, and data processing.  Optional topics include modern analytical chemistry, human biochemistry, chemistry in industry and technology, medicines and drugs, environmental chemistry, and food chemistry.  Students will construct, analyze, and evaluate hypotheses (including research questions and predictions), scientific methods (including techniques and procedures), and scientific explanations of the physical world.  Students are expected to take the IB Chemistry Standard Level examination in May.

Pre-requisites: Honors Chemistry and Math II or higher level math

11th Grade

The International Baccalaureate Higher Level Physics course is a two-year, algebra-based introductory physics course culminating with the externally moderated IB Physics exams. The two year course includes a required 60 hours of laboratory work. The curriculum during first year of the course includes, mostly, topics in classical mechanics. There is also a strong emphasis on the development of laboratory skills. There is a high likelihood that this first-year course will be taught concurrently with the AP Physics 1 course.

12th Grade

The International Baccalaureate Higher Level Physics course is a two-year, algebra-based introductory physics course culminating with the externally moderated IB Physics exams. The two year course includes a required 60 hours of laboratory work. The curriculum during the second year of the course includes topics in electricity and magnetism, waves, optics, thermodynamics, and nuclear physics.The laboratory skills mastered during the first year of the course are used to complete the Internal Assessment IB requirements (documented laboratory experiments).

11th or 12th Grade

This course curriculum consists of study in six topics:measurement, mechanics, thermal physics, and properties of matter, waves, electricity and magnetism, and atomic and nuclear physics. Additional study will include the optional topics of mechanics, atomic and nuclear physics,energy, biomedical physics, historical physics, astrophysics, relativity, and optics. Internal assessment includes documented laboratory experiments and reflection; externally-assessed examinations cover principles of physics as applied to the content of the course.

11th or 12th Grade

Math Studies encourages the growth of math exploration and expertise in students with varied background and abilities. Compulsory topics include Numbers and Algebra, Sets and Logic, Geometry and Trigonometry,Statistics and Probability, Functions, Financial Mathematics, and Introductory Differential Calculus. The internal assessment involves the collection and/or generation of data, and the analysis and evaluation of that data. Projects may take the form of mathematical modeling, investigations, applications, and statistical surveys. This course material is equivalent to a high school pre-calculus course.

11th (100 min class) AND 12th (50 min class) Grade

IB Higher Level Mathematics is a rigorous, two-year course of study. The first year students will take AP Calculus AB/BC topics will include: Graphs Limits & Continuity, Differential Calculus, Differential Applications, Integral Calculus, Integral Applications, and Sequences &Series. These topics assume thorough background knowledge in algebra, axiomatic geometry, trigonometry and analytic geometry. The second year of IB HL Mathematics includes topics such as Vectors, Matrices & Transformations,Complex Numbers, Probability & Statistics, Functions & Equations,Circular Functions & Trigonometry and Vector Geometry. IB HL Mathematics requires college-level performance and work habits. A five-hour external IB examination is given at the end of the senior year that accounts for eighty per-cent of the grade and covers content beginning from Pre-Calculus .  The internal assessment involves the collection and/or generation of data, and the analysis and evaluation of that data.  This internal assessment accounts for twenty percent of the IB exam grade. 

11th or 12th Grade (50 min class)

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry,economics, psychology and business administration.  The course focuses on introducing important mathematical concepts through the development of mathematical techniques is focused on Calculus and Statistics.  Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.  The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

11th or 12th Grade

This course emphasizes understanding technical innovation,daily business functions including marketing, human resources, management,accounting, and finance. The Standard Level course is designed for any students who have an interest in the world around them and who wish to develop skills of analysis and evaluation that they can apply to international real-world situations. No previous knowledge of Business and Management is presumed and therefore there are no special course requirements.

11th AND 12th Grade

Year 1 is the same course as IB Computer Science SL –Accelerated.  The internal assessment is completed during Year 1.  Year 2 has three additional elements:  three further topics (abstract data structures; resource management; control); additional and more demanding content for the option selected (web science or object-oriented programming); and an additional externally assessed component based on a pre-seen case study of an organization or scenario that requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.  HL Year 2 students learn most of the topics covered in the AP Computer Science A course and may also choose to take that exam.

Recommended Prerequisite: Computer Science Principles

11th or 12th Grade

Computer science requires an understanding of the fundamental concepts of computational thinking, as well as knowledge of how computers and other digital devices operate. Computational thinking involves the ability to:  think procedurally, logically, concurrently,abstractly, and think ahead; utilize an experimental and inquiry-based approach to problem-solving; develop algorithms and express them clearly; and appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.  Students at SL in computer science study a common core consisting of:  four topics (system fundamentals; computer organization; networks; and computational thinking, problem-solving and programming); one option (web science or object-oriented programming); and one piece of internally assessed work, which includes a computational solution.

Recommended Prerequisite: Intro to Digital Technology

11th or 12th Grade

The Diploma Programme for the IB Design Technology SL course is best suited for students interested in engineering, design, business, or entrepreneurship.  Design Technology involves gaining information about the world around us, processing it, and then using it to form a strategy that will improve a given situation or product. It provides students with the knowledge to be able to design and make in school workshops, and also to develop an informed literacy about technology in general. Because it is an international curriculum it has a particular focus on global environmental issues. The designer is interested in not only the material environment but also the political, social, and economic considerations which affect people’s priorities. Students learn how to evaluate existing products and analyze situations so that they can suggest appropriate improvements.  

IB Music is designed to provide students with the opportunity to explore and enjoy the diversity of music throughout the world while encouraging students to develop perceptual skills through a breadth of musical experiences.  Through these experiences, students will learn to recognize, speculate, analyze, identify, discriminate, and hypothesize in relation to music.  IB Music gives students the opportunity to explore and enjoy the diversity of music throughout the world while encouraging students to develop perceptual skills through a breadth of musical experiences, where they will learn to recognize, speculate, analyze, identify, discriminate and hypothesize in relation to music.

Prerequisite: Either three years of school-based classroom instruction in band/chorus, or six years of private instruction and approval from the instructor.

11th or 12th Grade

One of the Sixth Subject options, IB Psychology focuses on three basic elements of psychology: biological, cognitive, and sociocultural. Students will be expected to be able to explain how cultural, ethical, gender and methodological considerations affect the interpretation of behavior within the context of the three basic areas; students will also demonstrate the knowledge and skills required for experimental design, data collection, data analysis and interpretation. The course will also explore the application of each perspective through an optional area. Internal assessment will be based upon reproduction of a simple experimental study. The external assessment consists of two papers: Paper One includes the three perspectives of psychology and Paper Two is based on the study of one of the optional areas.

One of the Sixth Subject options, IB Visual Arts includes the exploration of art history, aesthetics, art criticism, and art production through personal research. Students study artists, world cultures, styles,media, and techniques of their choice. Students maintain one or more Research Workbooks (RWB) in which they make notes about their research and use critical thinking skills to describe, analyze, interpret and make personal judgments about their own artwork and that of others. From this research, students develop personal projects which involve deciding which goals to achieve,whether they wish to work under the influence of another artist or culture,which media to use, and which techniques, equipment, and supplies are needed.Students produce artwork based on those plans which later will be part of their IB Visual Arts exhibit. An examiner from the International Baccalaureate Organization will come to the exhibit, examine the artwork and the RWBs, and then discuss the experience, the RWBs, and the exhibit with each student.