School Curriculum&Middle High

British School of Chicago

4 Art & Design 5 Business Studies 6 Design Technology 7 English 8 Music 9 Geography 10 History 11 ICT - Information, Communication & Technology 12 Mathematics 13 Media Studies 14 Modern Foreign Languages 15 PACE - Personal & Citizenship Education, and Global Perspectives 16 Physical Education 17 Psychology 18 Science 19 Where can IGCSE & IB take my student?

Contents

Curriculum GuideStructureAt the British School of Chicago, middle school begins in Year 7 (grade 6) and high school in Year 10 (grade 9). In all of these year groups, subjects are delivered by specialist teachers. The students also register with a Form Tutor at the beginning and end of each day, which gives them a home room where their lockers are located.

QualificationsIn the middle school, students study a wide variety of subjects including:Mathematics, English Language, English Literature, Physics, Chemistry, Biology, History, Geography, Design Technology, Art and Design, Physical Education, PACE, Information and Communication Technology, Music, and a choice of languages including French, Spanish and German.

In the high School Years 10 and 11 (grades 9 and 10), students study a balanced and rigorous cur-riculum, which leads to a number of International General Certificate of Education (IGCSE) quali-fications. These examinations are administered by examination boards based in the UK but are taken by students all over the world.

Students are required to take IGCSE’s in English, Mathematics, Science (Physics, Chemistry and Biol-ogy), at least one modern foreign language, a social science, and some elective subjects, which include all of the above subjects plus Business Studies and Psychology. Each subject is assessed by a combination of terminal examination papers - taken at the end of Year 11(Grade 10) - and coursework components that count toward the award of a final grade.

It is difficult to equate the value of these examinations in America; in general five IGCSE exami-nations with a grade C or higher are thought to equal an American high school diploma, seven IGCSE’s of a Grade C or higher are thought to equal an American honors high school diploma.

British School of Chicago is an International Baccalaureate(IB) World School, authorized to offer the IB Diploma programme. All students in Year 12 and 13 (Grade 11 and 12) will be required to take English, a modern foreign language, a social science, an experimental science, Mathematics and another subject (which may be an elective, another modern foreign language or Science). All IB subjects are assessed through a combination of terminal examination papers and internal assess-ment pieces that count toward the award of the final grade.

Students will either take the full IB Diploma or certificates within the IB Diploma (which are equiva-lent to AP examinations) and will also be able to attain the BSC high school diploma.

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The Art and Design department believes in of-fering students the opportunity to experience a wide range of media, materials, techniques, and processes. Strong links to critical and contex-tual studies are inherent in all Art department schemes of work in the middle and high school. The subject area of Art and Design covers a wide spectrum of topics, which are taught through a series of projects each year and include a sub-stantial quantity of both Math and Literacy skills.

The aim of the Art department is to enable every student to develop skills and confidence to achieve his/her full potential, both creatively and socially. All students are given opportunities for individual and personalized learning. We provide students with the enrichment, stimulation, and challenges necessary to achieve their best. All students should be able to understand that art is all around them; this needs to be explored and recognized and students given the ability to interpret and understand what they see.

Middle School Years 7 to 9 (Grades 6 to 8)Year 7-9 students are taught by a specialist teacher and will cover Art and Design detail within new and existing topics. Students are

taught through project work, covering a wide range of topics, with homework set weekly to extend their subject knowledge, technical ability, and research skills. Art history assignments are a regular feature in art and require students to form and evaluate their own opinions.

Each year we provide an Art Day for students. It involves various activities relating to different themes each year. This Art day will include visit-ing artists and exciting materials and is a great opportunity for students to combine their vari-ous art skills at the end of the year. Enrichment days, which include events such as gallery visits, are also a part of the art curriculum and provide valuable tools for learning.

High School Years 10 & 11 (Grades 9 & 10)Art and Design is an International GCSE (IGCSE) course which requires two full project stud-ies and a final exam (100% of final grade), to be completed. At present, the students will be fol-lowing the Cambridge Examination Board. This is an exciting course that will develop students’ awareness of the role played by the visual arts in society, and in the history of civilization. Students are required to record first-hand

research, such as viewing paintings, buildings, and artifacts, or by interviewing an artist or designer. The study of techniques or production processes is also appropriate but must be supported by ref-erence to a named practitioner so that work can be viewed first-hand; candidates are therefore advised to select work that is locally accessible. This firsthand observation should be supported with secondary information from sources such as books, slides, videos, and web sites. Candidates must give clear details as to their first-hand study sources.

An externally-set assignment is issued to students eight weeks prior to their eight -hour exam and marked by the external examining board. The examination allows candidates to respond in either an observational or interpretative manner, or a combination of both. Whichever approach is selected, first-hand studies from primary sources must be used as the starting point for the devel-opment of ideas.

High School Years 12 & 13 (Grades 11 & 12)There are two areas of focus in the International Baccalaureate Diploma Visual Arts subject. The first is studio (practical work) and the second is the research workbook. The Visual Art program aims to teach students about design, structure, and the aesthetic development of work. Candi-dates must demonstrate feeling, creative and per-sonal thinking, and interaction with their work.The IB Visual Arts course will encourage inter-national students to question and explore media, artists, and their own creativity. Initially, the course will provide a broadly-based foundation in the basic principles of visual expression and will encourage students to become competent with a range of tools, equipment, media, materials, and processes. Through study, practice, discus-sion, critical assessment, and tutorial guidance, students will be encouraged to develop feelings of confidence and personal accomplishment, being able to effectively communicate their ideas, opinions, and feelings about Art & Design in visual, oral, and written formats.

Following are the aims of the visual arts course at Higher Level and Standard Level:

investigate past, present, and emerging forms of visual arts and engage in producing, appreciating, and evaluating thesedevelop an understanding of visual arts from a local, national & international perspectivebuild confidence in responding visually & cre- atively to personal & cultural experiencesdevelop skills in, and sensitivity to, the creation of works that reflect active and individual involvementtake responsibility for the direction of learn- ing through the acquisition of effective working practices

Art & Design

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Business StudiesThe world we live in is dominated by businesses. Business Studies is an exciting and engaging subject which looks at how businesses emerge and operate. Business Studies will help students understand how decisions are made and give students the opportunity to practice making their own business decisions by participating in a variety of simulated professional situations:

How would you raise the capital to start your own business?How would you promote a new product?How would you recruit employees to work in your business?How can you protect your new product idea?

High School Years 10 & 11 (Grade 9 & 10)IGCSE Business Studies allows students to de-velop a wide range of business-related knowledge and skills and is accepted by universities and em-ployers as proof of an understanding of business concepts and techniques. It provides an excellent foundation for further study at IB level and is an ideal preparation for the world of work. You will study a range of topics over the two year course:

• Business and its operating environment• The organization• Changing business environment• Economic environment• Ownership and internal organization• Financing business activity• Marketing • Production (Operations management)• Financial information and decision making• Human needs and rewards• Recruitment and training• Reasons for regulations• Influences on business activity

How students are assessed in IGCSE Business StudiesThere are both internal and external assessments. The internal assessment involves the submission of a single piece of coursework, which is related to a particular business situation or problem and is worth 20% of the total marks available. The external assessment consists of two exams, both worth 40% of the total marks available. The internal assessment will be introduced in the first year of the course and continued into the second year; the external assessment will occur at the end of the second year of the course.

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Design TechnologyOur aim is to offer the best environment for learning and to encourage students to expand their creative thinking (the best question they can ask is “why?”) through the use of practical work, projects, multimedia resources, field trips, and interactive web sites. Design Technology covers a wide spectrum of topics that are taught through a series of projects each year and include a sub-stantial quantity of both Math and Science skills.We encourage students to take an outside inter-est in the subjects we teach and further their understanding of each topic through clubs and organizations outside of school. We also offer the opportunity for the students to seek advice and work on projects during lunchtimes and in the after school clubs offered each term.

Learning through Design TechnologyStudents go through 3 key stages within Design Technology:

Development of mental and physical skills (Design-ing and Making).Reinforcement of these abilities and techniques.Application of this knowledge to real-life scenarios.

Middle School Years 7 to 9 (Grade 6 to 8)The students are taught by a specialist teacher and will cover Design Technology in much greater detail than in previous years, within both new and existing topics. From Year 7 to Year 9 the students are taught through project work on various topics:

Packaging and ManufacturingTechnical Drawing & Graphic Design (2D-3D)CAD / CAM Food and NutritionStructures / Forces and MechanismsComputer ControlElectric CircuitsCompliant & Resistant Materials (Wood/Metal/Plastic)Energy Production and Conservation

High School Years 10 & 11 (Grade 9 & 10)Design Technology is an International GCSE (IGCSE), a course which requires a project (60% of final grade) and final exam (40% of final grade) to be completed. At present the students will be following the Cambridge Examination Board. This is an exciting course which teaches our stu-dents the importance of good design and respect for the environment. Studying Design Technol-ogy allows students to expand their knowledge

of the subject and go on to study the IB Design Technology course. During the IGCSE course, the students will expand their knowledge of the topics covered in Years 7 to 9 and will learn to apply these key principles to a wide range of top-ics from Architecture to Product Design.

High School Years 12 & 13 (Grades 11 & 12)The IB Design Technology course leads to many university subjects within the fields of Engineering and Science as well as providing a good background in materials for pure Science courses. During the course, the students learn about material properties and design principles. They learn how to make decisions based upon both environmental and economic criteria and to recognize the impact of the design process upon their local and international climate. This is a two-year course that requires a good under-standing of math and science processes.

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EnglishThis course requires students to sit three examinations and complete at least three pieces of internally-assessed (externally moderated) course work throughout their study, in addition to a variety of speaking and listening assessments, which will take the form of debates, dramatic performances, presentations, and group discus-sions. Consistent formative and summative as-sessment, along with individualized target-setting, allows progress to be monitored and enhanced throughout the course.

High School Years 12 & 13 (Grade 11 & 12)Across the high school, many students will complete the IB Diploma, an element of which is the English A1 component. In this course, we encourage students to develop a personal ap-preciation of literature and an understanding of the techniques involved in literary criticism. They will also develop the ability to engage in close, detailed analysis of written text. We also aim to develop the students’ power of expression, both in oral and written communication, and provide opportunity for practicing and developing the skills involved in writing and speaking in a variety of styles and situations.

With the inclusion of internationalism, we intend to broaden the students’ perspective through the study of works from other cultures and languag-es. Throughout the teaching of this course, we will endeavor to inspire in students an enjoyment of, and lifelong interest in, literature and prepare them for future study.

Literacy DayThe English department celebrates language and reading annually during literacy day. All depart-ments and Key Stages use this day to conduct an array of exciting, challenging, and learning-focused activities for the students, all based around the school’s ethos of a love for language and literacy.

DramaStudents also have the opportunity to perform in a local theater. During the last two years, the school has performed “Annie” and “Little Shop of Horrors.”

At the British School of Chicago English is an exciting, challenging, and dynamic subject at the heart of the curriculum. We equip students with the knowledge and skills required to access the wider curriculum and in doing so, aim to foster a love of language.

English includes the study of both language and literature. This program provides students with the opportunity to study a challenging and diverse range of literature. Students will explore the writings of particular authors, movements, and periods in detail and develop their own inter-ests in English language and literature.

We aim to stimulate original thinking and criti-cal habits of mind, and to develop the ability to construct an argument in both oral and writ-ten format. We teach analytical skills that are readily transferable into many other situations and further study. Emphasis will be placed on the students’ development of their own ideas, opinions, and written skills throughout all key stages. We place importance on the development of the students’ use of grammar, punctuation, and spelling to enhance their writing styles, and continue building on this, to ensure each student can write fluently and articulately and prepare for the IGCSE course.

Middle School Years 7 to 9 (Grade 6 to 8)From year 7 to 9, we encourage students to engage in and analyze both literature and lan-guage in a stimulating, challenging, and supportive context. We provide students the opportunity to analyze a range of texts including Shakespearian texts, a variety of poetic works, and a range of fiction and media texts; they will communicate their learning through writing and oral presenta-tions.

Students are assessed on their reading, writing, speaking, and listening skills throughout Key Stage 3. Individualized targets are set by teacher and student, and students will self and peer-assess regularly, in order to monitor and encourage progression, along with improving and enhancing their learning.

High School Years 10 & 11 (Grade 9 & 10)The students study for the IGCSE qualification in both language and literature, resulting in them obtaining two qualifications. This is a rigorous and challenging two-year course that further develops the skills previously learned in the middle school. An array of literature is studied, spanning pre-19th century to modern prose. We create a challenging and supportive environment where students are given the opportunity to develop their analytical skills and are encouraged to communicate confidently and articulately in both written and oral forms.

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GeographyWe believe in the importance of enthusing students with a sense of wonder in the work-ings of the planet and the interactions between people and their environment. Geography inspires students to become global citizens by exploring their own place in the world, their values, their responsibilities to other people, to the environment, and to the sustainability of the planet. At British School of Chicago we under-stand the importance of teaching students to think globally, and consequently we have many internationally minded students. We insist that students have fun with their learning and we aim to deliver lessons that are engaging and challeng-ing. In middle school, our students receive two hours of Geography study every week, and as a

result have an excellent sense of place, allowing them to develop into confident, passionate young geographers.

Middle School Years 7 to 9 (Grade 6 to 8)Students first gather an appreciation of the im-portance of learning Geography and then follow an issues-based curriculum. During their time in middle school, the students will study a range of human, physical, and environmental topics ranging from the more traditional Population Studies and Tectonic Processes to Crime Mapping and Sport. The emphasis is very much on global Geography, and the case studies addressed range from the im-pacts of tourism in Thailand to the management of the threats posed by tectonic activity in California.

High School Years 10 & 11 (Grade 9 & 10)Students will study for the IGCSE qualification, which is a rigorous two-year course requiring the students to complete fieldwork and submit a 1500 word geographical report. A key aspect of this course is studying geographical concepts and theories through investigative fieldwork. The stu-dents sit the final examinations at the end of the second year of study. Fieldwork is integral for students to become lifelong Geography learners. Every class experiences at least one Geography-specific field visit each year, exploring the school’s immediate environment and beyond. The IGCSE students complete an urban morphology study and test the hypothesis ‘Land Use and Environ-mental Quality changes significantly as you travel West from Chicago’s CBD.’

High School Years 12 & 13 (Grade 11 & 12)Across the high school many students will com-plete the IB Diploma, an element of which is the Geography component. Students are required to think critically and look at geographical issues with an open mind. Students are also asked to complete a 2500 word geographical investigation (comprising 25% of the final grade), requiring skills and techniques that are learned throughout the middle and high school. The students will study a wide variety of geographical concepts and issues, ranging from contrasting methods of population control to the impacts of globaliza-tion. The critical thinking skills that are taught throughout the age range will be a valuable tool for success in this program of study.

“The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a com-plex and dynamically

changing world.”

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HistoryThe study of History at BSC aims to develop many skills in students, as well as teach them about how modern society developed, and the lessons we have learned, or failed to learn, from historical events. Over the course of middle school, and continued in more depth in high school, students will learn the following:

to look for bias in material (whether it be advertisements, posters, newspaper articles, speeches)to compare and contrast different sources of informationto analyse data and reach a substantiated conclusionto understand different writing styles and the different language used thereinto empathise with, and at times find evidence for, viewpoints they may not agree withto understand how the society around us directly influences our views and moral standardsto look at cause and effect in different situationsto hypothesise potential outcomes from sce- narios (whether past or present) using the information available and similar historical precedents.Other transferable skills.

Middle School Years 7 to 9 (Grade 6 to 8)In the middle school the students study a variety of topics from the Battle of Hastings to the Cold War. There is a mixture of British, European, and American History covered in the curriculum at BSC. Here is a list of topics covered in middle school:

Year 7 (Grade 6)Battle of Hastings and Norman BritainMedieval RealmsThe Crusades and the Rise of IslamTudors and StuartsNative Americans

Year 8 (Grade 7)The Age of Empire and multi-culturalism (UK focus) The European Witch Hunts and Salem The Slave tradeThe Civil Rights MovementThe American West

Year 9 (Grade 8)The Russian RevolutionThe rise of the NazisWW2The HolocaustThe Cold WarVietnam

High School Years 10 & 11 (Grade 9 & 10)In Year 10 and 11 students further develop the analytical and written skills learned in middle school. They study a smaller range of topics, but in far more depth than in previous years. There is a strong focus on source analysis for IGCSE, and teaching students to be able to interpret in-formation and formulate their own independent opinions based on the data presented to them. Topics offered include:

A Divided Union? USA 1945-1970The Rise of Fascism in EuropeRussia 1914-1924Medicine in the 19th Century

Students are assessed in two examinations, both taken in Year 11. One exam assesses the Ameri-can, German, and Russian units, and a second, more source-based exam, assesses the Medicine topic.

High School Years 12 & 13 (Grade 11 & 12)In Year 12 and 13 students follow the Route 2 IB diploma programme. This is made up of two or three sections, determined by whether a candi-date is entered for higher or standard level ex-amination. These sections are: a prescribed topic, two in-depth topic studies, and, for higher level only, an option paper. At BSC we study peace-making, peace-keeping: international relations 1918-1935 as our prescribed topic, which focuses on relations in Europe following the end of the First World War but also includes US isolationism and its impact on international relations at this time. For our two-topic areas we study: democ-racy, discrimination, and dissent, which looks at the nature of democracy and challenges to it in the 20th century and The Cold War. Our Higher Level option paper is ‘Aspects of the History of Medieval Europe and the Muslim World’, within which we complete in-depth studies on Christi-anity in Europe from c.500-1300, the Crusades, and Fourteenth Century famine, pestilence, and social change.

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ICTthe end of the second year of study. At pres-ent, the students follow the Cambridge Exam Board. This is an exciting course that teaches students the importance of ICT and how it is implemented in each of our lives, in the jobs we do and the lives we lead. The students who study ICT in Key Stage 4 learn to create test models for real life situations (such as financial databases) and applications (the use of control systems and management software), as well as learn how to build and repair computer equipment. They learn how a network is structured and how to analyze data to determine results.

High School Years 12 & 13 (Grade 11 & 12)The IB ITGS (Information Technology in a Global Society) course involves understanding the association between how IT is used currently in our world and learning to understand the implications and expectations of where it will take us in the future. The IB ITGS course covers many topics and teaches the students practical ICT skills as well as allowing them to develop the theory to support this and the social implica-tions of how this changes the world around them. An understanding of this course will lead to many college degree subjects within the fields of Social Science, Science and Humanities, and IT.

Information, Communication & Technology

The subject area of ICT covers a range of theory and practical topics taught through a series of units that involve the students by asking them questions about both current and possible future uses of ICT. This course follows the British Nation Curriculum up to the age of 14 before a two-year study period, which is followed by International Exams from the Cambridge Exam Board (IGCSE).

We encourage students to take an outside inter-est in the subjects taught and to further their understanding of each topic through clubs and organizations outside of school. We also offer the opportunity for the students to seek advice and work on projects during lunchtimes and in the after school clubs. Clubs offer the opportunity to learn about Control Systems and How Comput-ers Work as well as offering hands on experience in building PC’s and Robotic Arms.

Learning through ICTStudents’ learning takes them through 3 key stages within ICT:

Development of mental and physical skills (using hardware and software)Reinforcement of these abilities and techniques.Application of this knowledge to real life scenarios.

Middle School Years 7 to 9 (Grade 6 to 8)The students are taught by specialist ICT teach-ers and will cover ICT in much greater detail within new and existing topics. Year 6 ICT forms a strong introduction to the role of ICT as a separate subject and the students learn how to use ICT software, such as MS Office and Open Office. They learn to form solutions to problems in order to achieve set goals in data management and analysis. From Year 7 to Year 9 the students are taught through project work covering the following topics:

• Multimedia presentation• Spreadsheet modeling• Control and monitoring software• HTML and Web design• Computer Control• Data handling• Public Information Systems• Information reliability and validity

High School Years 10 & 11 (Grade 9 & 10)ICT is an International GCSE (IGCSE) course that requires students to sit three final exams at

A prior knowledge of ICT is not required for this course, as the students will learn through application and thorough instruction as well as through many field trips to learn how these skills can be implemented.

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MathematicsNumber and algebra

• rational numbers: their properties and representations• applications of ratio and proportion• algebra as generalized arithmetic• linear equations, formulae, expressions and identities• polynomial graphs, sequences, & functions

Geometry and measures• properties of 2D and 3D shapes• constructions, loci, and bearings• Pythagoras’ theorem• transformations• perimeters, areas, surface areas, and volumes

Statistics• the handling data cycle• presentation and analysis of grouped and ungrouped data, including time series and lines of best fit• measures of central tendency and spread• experimental and theoretical probabilities, including those based on equally likely outcomes.

High School Years 10 & 11 (Grade 9 & 10)In year 10 and 11, the students at the British School of Chicago study Mathematics IGCSE and Statistics GCSE. The GCSE and IGCSE are excellent IB preparation courses which, through the language, style, and rigor of questions and the international aspect, are very similar to the IB courses. The IGCSE Mathematics and GCSE Statistics build on the learning reached during the middle school and at the end of the two years of study, as a result of sitting externally-moderated examinations, the students gain internationally-recognized qualifications in Mathematics. The learning in year 10 and 11 builds on the main areas studied in year 7 to 9: Number and Algebra,

Geometry and Measures, and Statistics and will include the following:

• Algebraic manipulation and expressions & formulae• Linear & quadratic equations and simulta- neous linear equations• Coordinates and graphs including linear graphs• Calculus and Geometry• Transformations and circle properties• Trigonometry and Vectors• Statistical measures and Probability

High School Years 12 & 13 (Grade 11 & 12)At the British School of Chicago, students in year 12 and 13 have the option of studying IB qualifications in mathematics, which include IB Mathematics Studies, IB Mathematics Standard Level, and IB Mathematics Higher Level. IB Mathematics builds on the work completed at the end of year 11 from the IGCSE Mathematics. Eighty percent of the IB Mathematics courses are a result of performance in exams at the end of the two years of study. Twenty percent is from project work carried out in school time. There are two projects the students need to complete and they are based on some form of investiga-tion work within an area they have been studying. Throughout the two years, the students are assessed through homework tasks or past paper questions to help gauge their understanding and ensure each student gains the highest mark pos-sible in Mathematics. The topics covered follow on from the Mathematics IGCSE and include the following areas:

• Algebra• Statistics and probability• Functions and equations• Matrices• Calculus• Circular functions and trigonometry• Vectors

At the British School of Chicago, the Mathemat-ics program of study enables students to build a secure framework of mathematical reasoning, which they can use and apply with confidence. Students are taught in a variety of ways, with ICT playing an important role to assist learning. All students are encouraged to explore enrichment opportunities outside the curriculum to enhance their learning and enjoyment of the subject.

Our Mathematics curriculum follows a spiral design, where every year, previous knowledge is recalled and new learning takes place. This means that every year all students study aspects of all the core areas of Mathematics: Geometry, Number and Algebra, Statistics, and Mathematical Processes and Applications. Students will only spend two or three weeks on a topic area before moving onto another and will learn different aspects of a core area throughout the year.

Outside of our regular Mathematics curriculum, we have many opportunities for mathematics enrichment. We enter our students into the American Mathematics Competitions and United Kingdom Mathematics Trust competitions; we participated in World Math Day 2009 and hold our own Mathematics enrichment day during the summer term.

The curriculum we deliver aims to develop confidence in an increasing range of methods and techniques. The students learn through work on sequences of tasks that involve using the same mathematics in increasingly difficult or unfamiliar contexts, or increasingly demanding mathemat-ics in similar contexts. The students work on a variety of tasks in both real and abstract contexts where they select the appropriate mathematics to use. This includes working on problems from other subject areas to help bring together dif-ferent aspects of concepts or processes. During lessons, the students will vary their approach of work, which may involve working independently, collaboratively, and using a range of resources, including ICT, on a regular basis.

As a department, we share the rich historical and cultural roots of mathematics with the students with the aim of making studying mathematics an interesting, worthwhile and fun activity.

Middle School Years 7 to 9 (Grades 6 to 8)At British School of Chicago, our middle school students study aspects of the following areas every year. The following list gives an overview of the knowledge we expect our students to have by the end of year 9:

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Media Studies

Media Studies encompasses the analysis and evaluation of print media, film, advertising, radio, and television. Students learn how to ‘read’ the media just how they are taught to ‘read’ a text. The course covers both the practical and theoretical aspects of the subject.

Learning through Media StudiesThis course encourages students to become more confident when handling the practical aspects of new technologies. Media also aids students’ confidence to express themselves in different contexts, and by using different tech-nologies. Media Studies also allows students to become extremely creative in the use of technology.

High School Year 10 & 11 (Grade 9 & 10)Students study:

Extensive and meaningful coverage of media theory and practice.Practical work which integrates theories and concepts.A choice of assignments for production and pre-production. The chance to study across a range of different media.Opportunities to learn about real media products and industries.

How students are assessed in IGCSE MediaThe assessments are based upon two units: Investigating the Media and Understanding the Media. Students are assessed through an exam and coursework.

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Modern Foreign Languagesdeepened their skills in the key skill areas of listening, speaking, reading, and writing. They are now able to deal with unplanned situations, use a variety of tenses, and express and justify opinions relating to the topic areas of: At Home and Abroad, Education and Employment, House, Home and Daily Routine, The Modern World, Social Activities, Fitness and Health.

Students are encouraged to develop their independent reading skills at this level through the magazines as well as looking at some simple pieces of literature in the foreign language. Spoken language is improved through drama, role plays, and debates.

High School Year 12 & 13 (Grade 11 & 12)The IB diploma requires students to study one or two foreign languages (Language B). This is a challenging course which enables students to look at the language and culture of target language countries in more depth. An ab initio option is also available for those who have a lim-ited background in a foreign language. Students study all language concepts and are immersed in a culturally rich environment in which they are expected to actively participate.

Students at this advanced level are expected to take part in debates and research current affairs in the target language countries. They are assessed on accurate communication skills, both oral and written, and will study the works of some key writers and poets from target language countries, as well as use target language news-papers and television programs as a focal point. The two-year course finishes with an internal

oral assessment that students complete through an independent study on an area they have found of particular interest during the course, and an external reading and writing assessment.

Extra CurricularDeveloping language skills outside of the class-room is fundamental in achieving success in a foreign language. Students are encouraged to obtain pen pals in French, German, and Spanish speaking countries and opportunities are given to develop these links. The Language department has organized language-based residential excur-sions to Canada, Costa Rica, and France in order to give students the opportunities to put their learning into practice in an authentic environ-ment. In addition to this, we value the interna-tional dimensions of Chicago and have organized trips to the National Museum of Mexican art, the Alliance Francais, Pilsen, and the Little Village.

We also offer after-school clubs covering French, Spanish, German, and Mandarin.

“Language exerts hidden power, like

a moon on the tides.”

Alcaeus

As technology develops, the world is becoming a smaller place. Communication skills and more specifically the ability to communicate in a foreign language, such as French, Spanish or German, is a fundamental skill for any young person to obtain. In addition to deepening understanding of our own cultures, it also develops an international perspective (and can be useful during vacations!) The ability to communicate in a foreign language is welcomed by employers throughout the world and can have a very positive impact on university applications.

Our courses focus on developing sound commu-nication skills in foreign languages, which enable students to get by in a target language country, deepening their understanding of grammar and culture, and supporting them as they develop into global citizens. We endeavor for our students to develop a passion for the world they live in and the cultures and languages that exist within it.

Middle School Years 7 to 9 (Grade 6 to 8)Students may study two of the following lan-guages: French, Spanish, or German. By the end of Year 9 (grade 8) students have developed key skills in the areas of listening, speaking, reading and writing. They are able to:

• Understand spoken and written extracts in the target language • Cope with familiar language at normal speed.• Pick out the main points of what someone is saying and make themselves understood.• Use past, present and future tenses in their own written and spoken work.

Target language websites and popular music are used in the lessons, as well as drama and role-plays to develop confidence in communication skills. Computer software and the smart board are used during group activities and in indepen-dent work to ensure students make progress at an appropriate level. Students are invited to subscribe to French, Spanish, and German maga-zines to enable them to develop their indepen-dent reading skills outside of the classroom and teachers keep up to date with developments and research into language learning.

High School Year 10 & 11 (Grade 9 & 10)At the end of Year 9 students can choose to study one or more languages for IGCSE. All stu-dents are expected to study at least one foreign language at IGCSE level. This course requires students to study a wide range of topics and learn how to cope with the demands of com-municating in a foreign language during a visit to a country where the language is spoken. Students take a speaking assessment, along with a reading and writing examination, and a 30 minute listening examination at the end of the two year course. By the end of Year 11 (Grade 10) students have

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Musicoffered. There will be frequent opportunities for students to perform for parents and the commu-nity. The music department will also be offering a number of trips to enhance students’ learning.

Middle School Years 7 to 9 (Grade 6 to 8)Some topics covered:

Lyrics and melodyHow to compose a song & music in societyExploring sound sources, music technologyClass compositionChoirThe blues, jazz improvisationWorld musicMusic for dance and cyclesSymphony orchestra, its development & instruments! Musical elementsHow to be a conductor! The overture & concerto SoundscapesMusic and the media/film musicVarsity bandJazz group

Students in middle school will explore music through various topics, shown above. They will develop projects within each area of study, with an emphasis on learning through practical work. Each student is assigned an instrument and will take part in weekly band and ensemble lessons and is encouraged to work through the associ-ated board of music exams in both their instru-ment and music theory.

There are sound-proof practice rooms and com-puters available for students. Workshops related to the current study topics are offered as a way of extending students’ knowledge.

British school of Chicago offers a Saturday music school where students can develop skills further

and sit associated board exams.

High School Years 10 & 11 (Grade 9 & 10)Students begin studying the IGCSE course. It is made up of three components: Listening 40% Composing 30% Performing 30%The IGCSE offers students an opportunity to develop skills to a high level and work on compositions and performances based on their own musical interests, while expanding their understanding of music. The course encourages students to develop their own musical interests through a range of practical musical experiences relevant to different musical genres.

High School Years 12 & 13 (Grade 11 & 12)Students will begin to study the International Baccalaureate (IB) program where they choose to do music at standard or higher level. Students are encouraged to develop and explore their in-terests and inspirations and create a personalized learning program from topics that truly inspire them. There will be an assessment on a record-ing of musical performances over the duration of the course, two contrasting compositions of their choice and a listening paper made up of pre-pared and unprepared set works. There is also a requirement to produce a musical investigation based on two contrasting musical cultures of their choice. Within the IB program students will also have the option of doing their EE (extended essay) within music and gain CAS (creativity, action and service) points for performances and other musical events.

Music education at British School of Chicago allows students to develop their understand-ing, experience, and appreciation of music from around the world by engaging students in music making and response. Practical music making and exploration of musical ideas will make up a fundamental part of all areas of study. Our music program provides the opportunity to explore and develop student creativity in a supportive and inspirational environment. Music department staff strive to give students a traditional musical education, while also addressing how the music industry is ever-changing. Students will acquire all elements necessary to perform, compose, and analyze music; they will make judgments about music quality, using correct terminology and giv-ing examples. Students will also learn to work as a team and appreciate the satisfaction of working toward a performance. The attributes students develop during compositional and performance work can be applied to other subject areas and to personal development.

We offer an exciting program of music that spans a range of world music and music genres from baroque to popular. We will help students advance toward working on array of projects suited to their needs and their future aims within music, allowing for exemplary progress. At British school of Chicago students are given an instrument in Grade 4 and have weekly lessons, ensuring they have the broadest musical under-standing possible.

Students will develop their skills and passion for music through frequent practical lessons, and will continually improve. We will explore the way different genres are constructed and look at the social and cultural implications. There will be discussion of the evolution of music throughout the world and over time, and advancements in music technology in a rapidly changing industry. Students’ imagination will be fostered through a range of practical projects that link composition, theoretical music, and performance.

Using programs such as Sibelius and Cubase to compose and edit music, students will be invited to develop ABRSM (Associated Board of the Royal Schools of Music) exams in both perfor-mance and music theory.

There is a preparation course for those wishing to continue studies at IGCSE level. British school of Chicago offers the course most suited to the students’ learning needs and is equipped to offer a range of post middle school courses: IGCSE ( International GCSE), IB ( International baccalau-reate), AS and AP qualification. Choir, Jazz group, and varsity band are some supporting music clubs

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PACE Personal & Citizenship Education, and Global Perspectives

Extra CurricularIt is important to us that our students get first-hand experience of community work and internships. In year 10, (grade 9) as part of the employment topic, we place each of our students on a week-long internship. We also have outside speakers and advisors come into the school to run classes on developing resumes and interview techniques. We encourage our students to take part in community events such as the Chicago Cares Serve-a-Thon, local food drives, and fund-raising for the American Heart Association.

In today’s world young people are expected to have an understanding of their local community, how the country they live in operates and how they fit in it, and how they impact the global community. Young people are also expected to be thoughtful, questioning, and reflective learners; there are also expectations for students to be equipped to cope with the issues and questions that need answering as they move from child-hood through their teenage years and into adult-hood. This is why we run a Personal and Citizen-ship Education program (P.A.C.E for short) for our students at British School of Chicago.

Taking part in the P.A.C.E program will develop our students’ understanding of themselves and their world, an understanding essential for students hoping to be accepted to colleges and universities. Having an understanding of how our global communities are interconnected can also help with careers, as the world of work has become increasingly interconnected and mobile, and will continue to do so.

Middle School Years 7 to 9 (Grades 6 to 8)Students in Key Stage 3 (year 7 -9) work through pre-designed levels. These show progression in the students’ knowledge of the topics covered by both the personal and the citizenship strands of P.A.C.E.

By the end of Key Stage 3 (year 9), we hope our students will be confident in the following areas:

• Selecting appropriate research strate- gies and developing their own questions to research issues• Exploring and interpreting different sources of information, as well as assessing the validity and bias of the sources• Presenting a persuasive case for a particu- lar course of action and giving reasons for their opinions• Showing awareness of the diversity of opinions on topical and controversial issues• Beginning to make comparisons between different systems of democratic governments• Showing an understanding of interdepen- dence and interconnections between people and their actions in the wider world

Students also cover personal topics such as sex education, drug awareness, and friendship.

High School Years 10 & 11 (Grades 9 & 10)When students reach Key Stage 4 they take a course called Global Perspectives, which aims to help our students develop enquiring, independent minds, as well as develop their sense of com-munity. This course is completed over a two-year period with a qualification that can be used as part of the matriculation process into a college or university. As part of the course students are expected to create four portfolios. These portfolios focus on subjects such as Employment, Trade and Aid, Climate Change, and Humans and Species; they are then submitted electronically to the exam board. Each student’s portfolio focuses on developing the following skills:

• Research• Developing lines of reason• Consideration of a wide variety of perspectives• Reflection of the students own circumstance

The students are also expected to complete a group project. They will be given ownership of the topic that they choose to study; however, it must be different from the topics covered in the other portfolios. Finally, students sit a 2 hour written paper with a focus on enquiry, reasoning, and evaluation.

High School Years 12 & 13 (Grade 11 & 12)In the high school, all students will either be completing the IB diploma or the BSC high School diploma; either way, Theory of Knowledge will comprise part of their course. The course is designed to challenge the way students think about their learning in different subject areas. One of the aims of the course is to help students make sense of what they encounter through critical learning. The course is very challenging, stimulating, and thought-provoking; it encourages students to think outside of their comfort zones.

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Physical Educationthe community, environment and sustainability.

Our PE program addresses the four targets for Physical Education:

Acquiring and developing skillsSelecting and applying skills (tactics and compositional ideas)Evaluating and improving performanceKnowledge and understanding of fitness and health

Our curriculum opportunities are always expand-ing, giving our students’ a broad and diverse experience in and out of the classroom.

Middle School Years 7 to 9 (Grade 6 to 8) And Years 10 & 11 (Grade 9 & 10)At British School of Chicago, PE plays a promi-nent role in the students’ weekly timetable, with a combination of Physical Education and Games lessons, on and off the school site. Within the school we have a well-equipped modern gymna-sium, where students participate in activities such as badminton, basketball, volleyball, tennis, soccer, cricket, gymnastics, and dance. In our longer les-sons we also take our students to external facili-

PE helps students acquire the knowledge, skills, and understanding necessary to happily and successfully participate in physical activities. Students develop analytical and evaluative skills by deciding how to improve the quality of their work. This is essential for developing active learners who are creative, resourceful, and able to solve problems. It also helps them understand how they learn and how to set goals.

Opportunities are given for students to evaluate their success. They use ICT to develop their skills in a range of real contexts, recording, analyzing, and evaluating data to create short reviews and films.

Students learn to work both independently and collaboratively by taking part in various contexts as a group and on their own. By working as participants and leaders, students develop the ability to communicate effectively. They also learn to listen and act on what they hear, understand and appreciate alternative viewpoints, and learn to compromise.

Confident individualsCompetence in physical activity, and the sense of enjoyment and success it brings, bolsters confi-dence and self-esteem in students and enables them to become increasingly independent and get involved in physical activity for its own sake, and as part of a healthy lifestyle. Confidence allows them to make the most of opportunities while recognizing their talents and ambitions. The students also gain confidence from taking on responsible roles like leading, coaching, choreo-graphing, officiating, and mentoring. Students learn to form good relationships by working in groups in different activities.

In PE, students engage in competitive, creative, artistic, aesthetic, and challenging activities that push them to become self-aware and deal with their emotions, i.e., when winning or losing or be-ing supportive of others.

Responsible citizensPE encourages learners to be enterprising by working cooperatively and effectively with others. Taking on leadership or officiating roles instills a sense of respect for others and the ability to fairly apply rules and act with integrity. It also provides students with a broad range of skills and attributes they can use within their local com-munities, allowing them to contribute positively in order to create better places to live and work.PE encourages students to make physical activity part of their daily lives and to frequently get in-volved in healthful activities, like sport and dance, both in school and community. PE helps students consider the impact of their lifestyle choices on

“The greatest glory in living lies not in never falling, but in rising every time we fall.”

Nelson Mandela

ology, psychology of sport, sociology, and history. Students that take IGCSE PE at the British School of Chicago will be assessed in 4 sports which count towards 50% of their overall grade. Ten percent of the final grade is comprised of a written piece of coursework based on improving theirs or someone else’s performance in a sport of their choice. The remaining 40% of the final grade tests students’ knowledge and understanding of the subject through a written examination

Extra Curricular Learning OpportunitiesExtra Curricular clubs run during lunchtime and after school every weekday. We participate success-fully in the Chicago Area Middle Schools (CAMS) League in basketball, soccer, girl’s volleyball, and co-ed softball. This gives us the opportunity to compete against other schools in the Chicago area, further enhancing the sporting experience at the BSC.

As well as a diverse curriculum, we also offer many off-hour learning opportunities: fencing, taekwondo, yoga, and various sports clubs for all students to attend.

ties for activities such as swimming, rock climbing, tennis, softball, athletics and soccer.

High School Years 10 & 11 (Grade 9 & 10)In addition to traditional PE, we also offer IGCSE exami-nation Physical Education from Year 10. For a period of two years students study human anatomy and physi-

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PsychologyPsychology is an exciting subject concerned with the study of the mind and behavior. Do you ever wonder why your cat comes running when it hears the can opener? Studying Psychology at British School of Chicago provides the reasons for this and many more common phenomena.

Learning through PsychologyPsychology is interesting - Learn about how we form impressions about other people, why we obey authority and why eyewitness testimony may be unreliable.Psychology is useful - Apply psychology to many real world applications ranging from how we learn, stress, health and mental illness to personal development, social interaction, the environment and many more.Psychology is stimulating - Participate and run your own psychological experiments.

High School Years 10 & 11 (Grade 9 & 10)IGCSE Psychology gives an introduction to the understanding of theory, concepts, and research in Psychology, an appreciation of the scientific nature of Psychology, and of the relationship between the subject and contemporary society. You will study the following topics during the two year course:

• Cognitive Psychology• Social Psychology• Developmental Psychology• Pro and Anti Social Behavior• Research Methods

How students are assessed in IGCSE PsychologyAssessment consists of two parts: a two-hour exam and a practical investigation. Both of these components occur in the second year of study.

High School Years 12 & 13 (Grade 11 & 12)IB Psychology examines the interaction of biological, cognitive, and sociocultural influ-ences on human behavior. Understanding how psychological knowledge is generated, developed, and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior.

IB Psychology can be studied at standard or higher level. In both standard and higher level courses students study the following core com-ponents:

• The biological level of analysis• The cognitive level of analysis• The sociocultural level of analysis

Students taking the standard level course will study one optional component and students taking the higher level course will study two optional components from the following:

• Abnormal Psychology• Developmental Psychology• Health Psychology• Psychology of Human Relationships• Sport Psychology

Students taking the higher level course will study qualitative research methodology in addition to the core and optional components.

How students are assessed in IB PsychologyThe assessment for both standard level and higher level IB Psychology consists external assessment and internal assessments. This is outlined below:

Standard levelThe external assessment will consist of two exam papers worth 75% of the total marks avail-able. The internal assessment will be a report of a simple experimental study conducted by the student and worth 25% of the total marks available.

Higher levelThe external assessment will consist of three exam papers worth 80% of the total marks avail-able. The internal assessment will be a report of a simple experimental study conducted by the student and worth 20% of the total marks available.

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ScienceStudents at British School of Chicago learn about a variety of scientific topics in each academic year with Biology, Chemistry, and Physics studied in every grade. Through this integrated curriculum, students learn how to successfully design and carry out their own investigations and apply their learning to the world around them. All students will conduct a wide range of practical activities including dissections, field work, and laboratory experiments.

Scientific learning at the school is also supported by a range of fieldtrips that have recently in-cluded meeting scientists at the Fermi lab Particle Accelerator and Field Museum and working with primatologists at Lincoln Park Zoo. Our students have also enjoyed visits to the Museum

of Science and Industry and will have the chance to study Biodiversity and Conservation on our residential field trip to the Florida Everglades.

Students at the school are also encouraged to research and explore contemporary issues in the subject and may choose to take part in our extra-curricular Science Club, which acts as a training ground for the school’s Illinois Science Olympiad Team. We also offer students of all abilities the chance to take part in our own Science Fair which is part of the school’s annual Science Day.

Middle School Years 7 & 8 (Grade 6 & 7)Students in Years 7 and 8 follow a thorough yet fun program of study. Our young scientists have

the opportunity to use a wide range of special equipment in order to carry out their own investigations and will study a variety of topics including Human Biology, Forces, and Chemical Reactions.

High School Years 9 to 11 (Grade 8 to 10)Students are taught Biology, Chemistry, and Phys-ics in distinct classes from Year 9 in order to pre-pare them for the IGCSE examinations in Year 11 (students have the opportunity to gain individual certificates in all three subjects). Once more, the students will complete their learning by carrying out a number of laboratory experiments along with written, research, and modeling activities.

High School Years 12 & 13 (Grade 11 & 12)Students are offered the opportunity to study Biology, Chemistry, and Physics in Year 12 and 13. These subjects follow a two-year program of study that follows the International Bac-calaureate curriculum. Through this rigorous course, students will cover a large quantity of subject content. They will also learn to carry out efficient and effective research and to conduct practical investigations independently using the latest equipment and techniques. Each of these subjects can be taken at the Standard or Higher level and all students will take part in an extend-ed group project (in collaboration with Design Technology students) to develop a prosthetic limb for a Para-Olympic athlete.

The practical ability of the students is assessed throughout the program while their subject knowledge is graded via an externally-moderated exam at the end of Year 13. Successful candidates will then be awarded with IB certificates in the subjects.

Biology, Chemistry and Physics

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Where can IGCSE & IB take my student?

At the beginning of this brochure, we outlined the value of the IGCSE and International Bac-calaureate (IB) Diploma qualifications. Your question might be “Why do we study for these examinations and is there an advantage in tak-ing them compared to the normal AP and High School Diploma route?”

The IGCSE examinations are offered at two levels: extended and core. The extended level is for students planning to progress to other college level equivalent courses in grades 11 and 12; at the British School this is the International Baccalaureate Diploma.

The core level of Cambridge IGCSE is suit-able for students with a wider range of abilities. Students at the core level may find during their course of study that they are actually able to move up to the higher, extended level of IGCSE study and continue on to the IB Diploma.

As mentioned previously, this also gives students an equivalent qualification to an American high school diploma, honors or ordinary, two years early.

The IB Diploma programs are challenging. Universities recognize the depth and breadth of the rigorous work undertaken by students of the program, which requires them to study six subject groups. As a result, there are many liter-ate scientists, numerate artists, and sociologists able to communicate in more than one language among IB graduates. Despite this breadth, the depth of subject study is not sacrificed. Universi-ties also welcome the creativity, action, service (CAS) requirement alongside the 4,000 word extended essay component; the latter demands research, analysis, and independent study to pre-pare students for work at university level.

Research by and with universities in Australia, Canada, the United Kingdom, and the United

States has demonstrated that IB students are well prepared for university. Over 1,500 of the best universities around the world list their IB admis-sion policies on their web site:

http://www.ibo.org

Both the full IB Diploma or IB certificates can be used for college credits, this can comprise a whole year of college credit in North American universities.

Of course results are important but the IB expe-rience is much more than that: it’s not just a way to learn, it’s a way of life.

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