2026 - 2027

Unlike AP courses, which are selected on an a-la-carte basis, IB courses are studied in the context of a unified educational experience.  Since the IB is a diploma program, students take courses in all disciplines: a literature course; a language acquisition course; a social studies course; an experimental science course; a mathematics course; and an elective chosen from Visual Arts, Music, Business Management, Environmental Science, Sports, Exercise, and Health Science, Design Technology, or a second science or social studies course.  IB students at the STEM Academy seek a balanced education connecting the liberal arts with STEM subjects.

To be eligible for the IB Diploma, students must complete the following requirements beyond the STEM graduation requirements:

• a course from each of the six groups
  • Group 1: Studies in Language and Literature
  • Group 2: Language Acquisition
  • Group 3: Individuals and Societies
  • Group 4: Sciences
  • Group 5: Mathematics
  • Group 6: The Arts (or a second choice from Groups 3 or 4)
• three of the six core courses must be completed at the higher level;
• successful completion of the 7 learning outcomes of CAS (Creativity, Activity, Service);
• complete a 4,000 word Extended Essay of original research;
• complete the Theory of Knowledge course (both Year 1 and Year 2)

Students choosing not to complete the above listed requirements are still viewed as IB students by colleges and universities, completing a rigorous and demanding course load. Students are able to decide on their IB Diploma status up until the spring of their 11th grade year.

The awarding of the IB Diploma is determined by criteria set by the IB Organization.  This process is separate from the awarding of a student’s high school diploma issued by the school district.  An explanation of the IB criteria can be found on the IBO website. 

THEORY OF KNOWLEDGE

The TOK course, a flagship element in the Diploma Program, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits?  Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?  What makes TOK unique, and distinctively different from standard academic disciplines, is its process.  At the center of the course is the student as a knower. Students entering the Diploma Program typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK they have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. These include the questions already mentioned, viewed from the perspective of the student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I justified in doing so [how?]?  Such questions may initially seem abstract or theoretical, but TOK teachers bring them into closer focus by taking into account their students’ interests, circumstances and outlooks in planning the course and preparing students for the Extended Essay.  Interdisciplinary connections are made between knowledge encountered in different Diploma Program subjects in preparation for the necessary foundational research skills for the Extended Essay. 

*Completion of both Year 1 and Year 2 are required to maintain eligibility for the IB Diploma. 

THEORY OF KNOWLEDGE YEAR 1 STANDARD LEVEL

 *Please note that ST7711 is a DASD STEM Academy graduation requirement and must be completed successfully to gain a DASD diploma.

THEORY OF KNOWLEDGE YEAR 2 STANDARD LEVEL

CAS - CREATIVITY, ACTIVITY, SERVICE

CAS, One of the core elements of the IB Diploma Program, is intended to help educate the whole person through experiential learning and is individualized according to student interests, skills, values and background. CAS activities fall into the following three strands: (1) creativity, (2) physical activity, and (3) community service. Students must distribute experiences reasonably across all three areas.

Overall a student’s CAS experiences must address the seven CAS learning outcomes:

• Identify own strengths and areas for growth.
• Demonstrate that challenges have been undertaken, developing new skills in the process.
• Demonstrate how to plan and initiate a CAS experience
• Demonstrate the skills and recognize the benefits of working collaboratively.
• Show perseverance and commitment in CAS experiences.
• Demonstrate engagement with issues of global significance.
• Recognize and consider the ethics of choices and actions.

Students answer specific CAS reflection questions tied to the learning outcomes to assist them with reflection on their CAS experiences. CAS requires all diploma candidates to complete a variety of extra-curricular activities during the junior and senior years and allows students the opportunity to explore and demonstrate aspects of the IB learner profile in real, practical ways. CAS is intended to enhance a student’s “personal and interpersonal development through experiential learning” (IBO, CAS Guide 2008).

Diploma candidates work to formulate plans for their experiences and are assessed during three required formal interviews. Additional opportunities for individual meetings are available to give students additional support where needed.  Additionally, diploma candidates must plan and initiate at least one project over a minimum of one month in duration. This project must be done in collaboration with a partner, a group of students, or with members of the wider community. The CAS project may encompass any of the three strands or may be a combination of strands. This project challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem solving, and decision-making. 

The Downingtown Area School District Graduation Project:  

• Aligned with the vision and beliefs of the Downingtown Area School District’s Comprehensive Plan
• Gives students learning experiences beyond the classroom
• Enhances a student’s college and career resume
• The project totals a minimum of 40 hours
• School time may not be used to complete the project
• Students must secure mentors (adults over 21 who are not relatives)
• Students complete required forms
• Students obtain project approval by the Graduation Project Teams at their high schools  before beginning work.  

EE - EXTENDED ESSAY

IB diploma student: 40 hours minimum over 12 months
Non-diploma students are not required to complete the EE.

The extended essay (EE) offers students an opportunity to investigate a self-chosen topic of interest and craft a maximum 4000-word research paper with guidance from an advisor and the EE Coordinator.  The goal of the EE is for students to complete a self-directed, independent project similar to what is expected at a university level. Students begin the EE process during their junior year by choosing an IB approved subject area, conducting preliminary research, and formulating a specific research question.  After receiving approval from the advisor, a student’s responsibilities include managing assignment due dates and conducting intensive research to develop an organized, well supported, well written, thoroughly documented outline, draft, and final paper. It will be necessary for students to devote time over the summer to this assignment to remain on schedule. The student is also responsible for scheduling and attending three mandatory reflection and progress meetings with his/her advisor. Responsibilities of the advisor include approving the research question, asking pertinent questions during the required meetings, offering feedback on the outline, reading a full draft and providing verbal feedback and a completed rubric, providing support, and projecting a final score.  The EE Coordinator will set benchmark completion dates and provide support and instruction on research and writing skills.  EE’s are marked by outside examiners.  Along with the Theory of Knowledge course, successful students may gain an additional 1 – 3 points toward the IB diploma.  Students must pass the EE to remain eligible for the IB diploma. 

Extended Essay Timeline

Year 1 (11th Grade)

• January - Overview of Extended Essay process provided
• February - Students identify subject area and begin preliminary research
• March - Submit narrowed topic
• April - Continue research. Submit Research Question
• May  - Begin RRS and complete RPPF #1. Meet with advisor prior to the end of the month.
• June - August - Continue research, prepare outline, begin rough draft

Year 2 (12th Grade) 

• September -  Submit outline with Research Question, thesis, and bibliography.  Update RRS and complete RPPF #2.  Schedule an appointment and meet with advisor prior to the end of the month.
• October - No subject changes permitted after this date. Continue research/writing.
• November - Submit rough draft of paper.  Set up time with advisor to discuss rough draft.
• Mid-November - January - Revise draft and finalize paper.   Submit final draft, Complete RRS and RPPF #3.  Schedule final meeting with advisor by the end of the month.

Required STEM Academy Courses:

• 9th Grade:  PD World Literature
• 10th Grade:  PD American Literature
• 11th Grade:  IB Language A1 Literature Standard Level Year 1
• 12th Grade: IB Language A1 Literature Standard Level Year 2*  

• 11th Grade: IB Language A1 Literature Higher Level Year 1
• 12th Grade: IB Language A1 Literature Higher Level Year 2**

PD ENGLISH: WORLD LITERATURE

The ninth grade English curriculum is designed to introduce students to literature that is concerned with our conceptions, interpretations and experiences of the world.  It includes the study of various genres of literature, composition, and oral communication while developing students’ grammar and vocabulary skills for improved communication and SAT preparation.  The writing includes expression of ideas and arguments with clarity, coherence and structure in a sustained and logical way, which reinforces the five characteristics of effective writing (knowledge of topic, response, literary features, presentation, and use of language) and focuses on the three modes of writing (persuasive, informational and narrative).  The literature units encompass key works for further study and include analyses of the novel, drama, short story and poetry.   

PD ENGLISH: AMERICAN LITERATURE

This is a PA Keystone required course.  The tenth grade English curriculum is designed to introduce students to literature that are concerned with the conceptions and interpretations of the American experience.  It includes the study of various genres of literature, composition, and oral communication while developing and improving students’ grammar and vocabulary skills for improved communication and SAT preparation.  The writing includes insightful expression of ideas and analytical arguments with clarity, coherence and structure in a sustained and purposeful manner, which reinforces, and demonstrates a significant command of, the five characteristics of effective writing (knowledge of topic, response, literary features, presentation, and use of language) and focuses on the three modes of writing (persuasive, informational and narrative).  The course requires a formal MLA formatted research paper related to the study of literature.  The literature units encompass key works for further study and include analyses of the novel, drama, short story and poetry.  

IB LANGUAGE A1 - LITERATURE IN ENGLISH  

The Language A1 program is primarily a pre-university course in literature.  It is aimed at students who intend to pursue literature or related studies, at university as well as students whose formal study of literature will not continue beyond this level.  The former would normally follow the Higher Level (HL) program and the later Standard Level (SL).

The Language A1 program encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analyzed in a variety of ways and on a number of levels.  This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied.  It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the program.

Standard Level includes a minimum of 9 works, over the course of two years, of literature from four genres, three periods and with not more than one author studied twice within a syllabus.  In addition students must study at least three World Literature works (some works may be used for more than one group).

Higher Level includes a minimum of 13 works, over the course of two years, of literature from four genres, three periods and with not more than one author studied twice within a syllabus.  In addition students must study five World Literature works (some works may be used in more than one group).  

IB LANGUAGE A1 LITERATURE STANDARD LEVEL YEAR 1 

IB LANGUAGE A1 LITERATURE STANDARD LEVEL YEAR 2 

IB LANGUAGE A1 LITERATURE HIGHER LEVEL YEAR 1 

IB LANGUAGE A1 LITERATURE HIGHER LEVEL YEAR 2 

Required STEM Academy Courses:

• 9th Grade:  PD Civics and Government
• 10th Grade: PD United States History and the Modern World

Students choose any of the five Year 1 courses listed below followed by the subsequent Year 2.

• 11th Grade:  
  • IB History Year 1 – Standard Level or Higher Level
  • IB Economics Year 1 – Standard Level or Higher Level
  • IB Psychology Year 1 - Standard Level or Higher Level
  • IB Geography Year 1 - Standard Level or Higher Level
  • IB Global Politics Year 1 – Standard Level or Higher Level
     
• 12th Grade:  
  • IB History Year 2 – Standard Level* or Higher Level**
  • IB Economics Year 2 – Standard Level* or Higher Level**
  • IB Psychology Year 2 - Standard Level* or Higher Level**
  • IB Geography Year 2 - Standard Level* or Higher Level**
  • IB Global Politics Year 2 – Standard Level* or Higher Level**

PD CIVICS AND GOVERNMENT

History is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources that promote empathy for, and understanding of, people living in other societies and time periods.  The 9th grade Social Studies curriculum is designed to develop a student’s understanding of government, civics and the role of the individual in society.  It will begin to frame a student’s knowledge from the while providing a framework for future inquiry into the events of the 20th century.  The course includes foundations of western democracy and society, the evolution of the American style of government, as well as further examination of the progression of historical and contemporary examples of major world governments and societies.  This course requires students to engage in the exploration and research of primary and secondary historical sources and the works of individuals throughout history.

PD UNITED STATES HISTORY AND THE WORLD

US History and the World builds on the skills and foundations established during the 9th grade course. Students continue to develop the skills of a historian but now focus on the involvement of the United States and its relationships with other countries.  This is accomplished through the analysis of primary and secondary sources to help to frame a student’s knowledge, while providing a framework for future inquiry into the events of the modern world.  The course includes deeper explanations of western democracy and society, as well as the evolution of the American style of government, and its responses to issues around the globe. 

IB HISTORY OF THE AMERICAS

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance.  

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.  

The IB Diploma Program (DP) history course is a world history course based on a comparative and multi perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Students at standard level (SL) and higher level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in world history. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options (The Americas). While many of the skills of studying history are common to both SL and HL, the difference in recommended teaching hours at SL and HL signals a clear distinction between the demands made on students, with the greater depth of study required for HL.

IB HISTORY STANDARD LEVEL YEAR 1

IB HISTORY STANDARD LEVEL YEAR 2 

IB HISTORY (OF THE AMERICAS) HIGHER LEVEL YEAR 1 

IB HISTORY (OF THE AMERICAS) HIGHER LEVEL YEAR 2 

IB ECONOMICS

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.

At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The economics course, at both Standard Level and Higher Level, uses economic theories to examine the ways in which these choices are made:

• at the level of producers and consumers in individual markets (microeconomics)
• at the level of the government and the national economy (macroeconomics)
• at an international level where countries are becoming increasingly interdependent through international trade and the movement of labor and capital (the global economy).

The choices made by economic agents (consumers, producers and governments) generate positive and negative outcomes and these outcomes affect the relative well-being of individuals and societies. As a social science, economics examines these choices through the use of models and theories. The Diploma Program economics course allows students to explore these models and theories, and apply them, using empirical data.

The Higher Level course in economics differs from the Standard Level course in economics in terms of the:

• extra depth and breadth required (extension material for Higher Level only)
• nature of the examination questions. Both Standard Level and Higher Level students develop quantitative skills, but Higher Level students will need to further develop these as appropriate, in analyzing and evaluating economic relationships in order to provide informed policy advice.

IB ECONOMICS STANDARD LEVEL YEAR 1

IB ECONOMICS STANDARD LEVEL YEAR 2 

IB ECONOMICS HIGHER LEVEL YEAR 1 

IB ECONOMICS HIGHER LEVEL YEAR 2 

IB GEOGRAPHY

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places. These may be defined on a variety of scales and from the perspectives of a different range of actors, with varying powers over decision-making processes.

Within individuals and societies subjects, geography is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The Diploma Program geography course integrates physical, environmental and human geography, and ensures that students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop life skills and have an appreciation of, and respect for, alternative approaches, viewpoints and ideas.

Students at both the Standard and Higher Level in geography are presented with a syllabus that has optional geographic themes and a common Standard and Higher Level core. Higher Level students also study the Higher Level core extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives, which are externally assessed. Although the skills and activity of studying geography are common to both Standard Level and Higher Level students, Higher level students are required to acquire a further body of knowledge, to demonstrate critical evaluation and to further synthesize the concepts in the Higher Level extension. 

IB GEOGRAPHY STANDARD LEVEL YEAR 1 

IB GEOGRAPHY STANDARD LEVEL YEAR 2 

IB GEOGRAPHY HIGHER LEVEL YEAR 1

IB GEOGRAPHY HIGHER LEVEL YEAR 2 

IB PSYCHOLOGY

Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.  IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. 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. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.

The following extensions to the core approaches are studied at Higher Level only.

• The role of animal research in understanding human behavior
• Cognitive processing in a technological (digital/modern) world
• The influence of globalization on individual behavior

IB PSYCHOLOGY STANDARD LEVEL YEAR 1

IB PSYCHOLOGY STANDARD LEVEL YEAR 2 

IB PSYCHOLOGY HIGHER LEVEL YEAR 1 

IB PSYCHOLOGY HIGHER LEVEL YEAR 2 

IB GLOBAL POLITICS

The 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens.

The Diploma Program global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective.

The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasized as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through an explicitly political lens: “politics” provide a uniquely rich context in which to explore the relationship between people and power.

Students of global politics at Standard Level and Higher Level are presented with a syllabus that has a common core. This common core consists of four compulsory units under the central unifying theme of “people, power and politics”. All Standard Level and Higher Level students are also required to undertake an engagement activity. In addition, Higher Level students are also required, through a case studies approach, to explore two Higher Level extension topics (global political challenges).

IB GLOBAL POLITICS STANDARD LEVEL YEAR 1 

IB GLOBAL POLITICS STANDARD LEVEL YEAR 2 

IB GLOBAL POLITICS STANDARD LEVEL YEAR 2 

IB GLOBAL POLITICS HIGHER LEVEL YEAR 2 

Required STEM Academy Courses:

• 9th Grade:
  • PD Algebra 1
  • PD Algebra 2
  • PD Math Analysis
     
• 10th Grade:
  • PD Algebra 2
  • PD Math Analysis
     
• 11th Grade:
  • IB Mathematics Applications & Interpretations Year 1 Standard Level
  • IB Mathematics Applications & Interpretations Year 1 Higher Level++
  • IB Mathematics Analysis & Approaches Year 1 Standard Level+
  • IB Mathematics Analysis & Approaches Year 1 Higher Level ++
     
• 12th Grade:
  • IB Mathematics Applications & Interpretations Year 2 Standard Level*
  • IB Mathematics Applications & Interpretations Year 2 Higher Level**
  • IB Mathematics Analysis & Approaches Year 2 Standard Level*
  • IB Mathematics Analysis & Approaches Year 2 Higher Level**

MATHEMATICS COURSE PROGRESSION

PD ALGEBRA 1

This is a PA Keystone required course.  Algebra 1 is the first course in the series of academic math courses necessary for college admission as well as the satisfaction of state/national mathematics content standards. The course will include the following content: the real number system, solving one-variable equations and inequalities, linear equations and inequalities, systems of linear equations and inequalities, coordinate graphing, factoring polynomials, simplifying rational and radical expressions, properties of exponents, and answering questions based on data displays, statistical calculations, and probability. Students will work on problem solving and completing open-ended responses. At the end of this course, students will take the Algebra 1 Keystone exam.  In addition, the Algebra 1 course will integrate the Geometry standards for the following concepts: points, lines, and planes; surface area; volume; similarity. 

PD GEOMETRY

Geometry is one in a series of academic math courses necessary for entry into the International Baccalaureate courses, state mandated assessments, and college admission.  The course includes the systematic study of points, lines, planes, circles congruence and similarity of polygons (with a focus on triangles and quadrilaterals), as well as area and volume of solid figures.  This course also studies deductive reasoning through the introduction of two-column proofs.  In addition, the course introduces students to descriptive statistics, probability, data collection, and performing different statistical testing with datasets. 

PD ALGEBRA 2

Algebra 2 is one course in the series of academic math courses necessary for entry into the International Baccalaureate courses, state mandated assessments, and college admission.   The course includes functions, systems of equations, quadratic functions, polynomial functions, exponents, radical equations, rational functions, exponential functions, statistics, and probability.  In addition, students are required to explore and apply matrix operations, logarithms, and conics.   The primary goal of this course is the genuine working comprehension of the fundamental concepts of Algebra necessary for all higher-level math and science courses. In addition, the Algebra 2 course will integrate the Geometry standards for the following concepts: reasoning and proof; parallel and perpendicular lines; relationships within triangles; polygons and quadrilaterals; right triangle trigonometry; trigonometry; area of polygons; circles; and transformations. 

PD MATH ANALYSIS

Math Analysis is a rigorous course designed to prepare students for the International Baccalaureate Higher Level Mathematics and college admission.  The course begins with a review and extension of functions and their graphs, followed by proofs of theorems through mathematical induction.  Trigonometry is introduced through circular functions and trigonometric functions of general angles.  Practical applications are studied through right triangles, law of sines and cosines, and area formulas.  The course also requires students to study limits, sequences and series, exponential and logarithmic functions and functions emphasizing curve sketching and differentiation.  A TI-83 or 84 series graphing calculator is highly recommended.  TI-89 model calculators are not permitted on tests. 

IB MATHEMATICS APPLICATIONS & INTERPRETATIONS

According to the International Baccalaureate Organization this course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. This course is aimed at students who will go on to study subjects such as social sciences, natural sciences, statistics, business, some economics courses, psychology, and design.

The Higher Level Course will include new content, including statistics.  It is intended to meet the needs of students whose interest in mathematics is more practical than theoretical but seek more challenging content and requires strong Algebra 2 skills. 

IB MATHEMATICS APPLICATIONS & INTERPRETATIONS STANDARD LEVEL YEAR 1 

IB MATHEMATICS APPLICATIONS & INTERPRETATIONS STANDARD LEVEL YEAR 2 

IB MATHEMATICS APPLICATIONS & INTERPRETATIONS HIGHER LEVEL YEAR 1+ 

IB MATHEMATICS APPLICATIONS & INTERPRETATIONS HIGHER LEVEL YEAR 2 

IB MATHEMATICS ANALYSIS & APPROACHES

According to the International Baccalaureate Organization this course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.  This course is aimed at students who will go onto study areas of substantial mathematics content such as mathematics itself, engineering, physical sciences, or some economics courses. 

IB MATHEMATICS ANALYSIS & APPROACHES STANDARD LEVEL YEAR 1+ 

IB MATHEMATICS ANALYSIS & APPROACHES STANDARD LEVEL YEAR 2 

IB MATHEMATICS ANALYSIS & APPROACHES HIGHER LEVEL YEAR 1+ 

IB MATHEMATICS ANALYSIS & APPROACHES HIGHER LEVEL YEAR 2 

Required STEM Academy courses:

• 9th Grade: PD Universal Physics
• 10th Grade: PD Biology and PD Chemistry
   
• 11th Grade: IB Biology Year 1 Standard Level
• 12th Grade: IB Biology Year 2 Standard Level*

• 11th Grade: IB Biology Year 1 Higher Level
• 12th Grade: IB Biology Year 2 Higher Level**

• 11th Grade: IB Chemistry Year 1 Standard Level
• 12th Grade: IB Chemistry Year 2 Standard Level*

• 11th Grade: IB Chemistry Year 1 Higher Level
• 12th Grade: IB Chemistry Year 2 Higher Level**

• 11th Grade: IB Physics Year 1 Standard Level
• 12th Grade: IB Physics Year 2 Standard Level*

• 11th Grade: IB Physics Year 1 Higher Level
• 12th Grade: IB Physics Year 2 Higher Level **

PD Biology

This is a PA Keystone required course. The tenth grade PD Biology course will introduce students to fundamental concepts and experimental methods of modern Biology: structure and function, universality vs. diversity, equilibrium within systems and evolution.  The course offers students the opportunity, through continued use of the scientific method, to investigate life at a molecular, cellular and organismal level.  It will also require students to use this knowledge to think critically about the structure and function of living organisms, evolution, and the importance of equilibrium within chemical, biological and ecological systems.  

IB Biology

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Program biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject.  Although the Diploma Program biology course at Standard Level and Higher Level has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout: Structure and Function, Universality v. Diversity, Equilibrium within Systems, and Evolution.

While the Standard Level and Higher Level Biology courses cover many of the same topics, the Higher Level requires a more intensive study of the content and labs that reflect the depth of knowledge required of the course curriculum.

IB Biology standard level year 1

IB Biology Standard Level Year 2

IB Biology Higher Level Year 2

IB Biology Higher Level Year 2

PD Chemistry

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.  It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems.  Topics addressed include atomic structure, periodicity, bonding, energetics, chemical reactions, acids and bases, measurement and data processing, and quantitative chemistry.  In addition to addressing content, the course develops students’ skills in several areas, including making detailed observations, elements of sound experimental design, and using inductive and deductive reasoning to critically evaluate data.

IB Chemistry

This laboratory course covers in detail the mathematical, theoretical, and physical aspects of the composition and structure of matter.  Topics covered include:  measurement, atomic structure, chemical reactions, stoichiometry, solutions, periodicity, bonding, organic chemistry, energetics, kinetics, equilibrium, acids and bases, and oxidation-reduction reactions.  Further, the course offers students the opportunity to develop inquiring minds and curiosity about science and the natural world, to develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions and to communicate scientific ideas, arguments and practical experiences accurately in a variety of ways.  

While the Standard Level and Higher Level Chemistry courses cover many of the same topics, the Higher Level requires a more intensive study of the content and labs that reflect the depth of knowledge required of the course curriculum.

IB CHEMISTRY STANDARD LEVEL YEAR 1 

IB CHEMISTRY STANDARD LEVEL YEAR 2

IB CHEMISTRY higher LEVEL YEAR 1

IB CHEMISTRY higher LEVEL YEAR 2 

PD UNIVERSAL PHYSICS

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies.  The ninth grade physics course will introduce students to the world of physics.  The course study includes using the scientific method to investigate the world around them.  These investigations will entail the study of motion graphing, dynamics (forces and impulse), and applications of energy.  Student driven investigations and research will develop the following skills: skeptical questioning, appropriate data collection and analysis, making scientific observations, drawing research supported conclusions.  The course requires students to share their work, findings and ideas with local and global communities in verbal and written modes.  

IB PHYSICS

IB Physics is based on theory and experiments undertaken by all students. They should complement one another naturally, as they do in the wider scientific community.  The Diploma Program physics course allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavors and are important life-enhancing, transferable skills in their own right.  Standard level includes topics such as mechanics, thermal physics, oscillations, electric currents, fields and forces, atomic and nuclear physics, and energy, power, relativity, rigid body dynamics, and thermodynamics.  Higher level includes all the same topics as Standard level but also includes quantum physics, electromagnetic induction, motion in fields, and wave phenomena.

IB PHYSICS STANDARD LEVEL YEAR 1 

IB PHYSICS STANDARD LEVEL YEAR 2

IB PHYSICS HIGHER LEVEL YEAR 1 

IB PHYSICS HIGHER LEVEL YEAR 2 

IB ENVIRONMENTAL SYSTEMS AND SOCIETIES

IB ENVIRONMENTAL SYSTEMS AND SOCIETIES LEVEL YEAR 1 

IB ENVIRONMENTAL SYSTEMS AND SOCIETIES STANDARD LEVEL YEAR 2

iB ENVIRONMENTAL SYSTEMS AND SOCIETIES HIGHER LEVEL YEAR 1

ib environmental systems and societies higher level year 2

IB SPORTS, EXERCISE AND HEALTH SCIENCE
 

Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is an applied science course with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century.  Apart from being worthy of study in its own right, SEHS is a good  preparation for courses in higher or further education related to sports fitness and health, and serves as a useful preparation for employment in sports and leisure industries.  

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 option topics, and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an 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 and in a global context.  

IB SPORTS, EXERCISE AND HEALTH SCIENCE STANDARD LEVEL YEAR 1 

IB SPORTS, EXERCISE AND HEALTH SCIENCE STANDARD LEVEL YEAR 2

IB SPORTS, EXERCISE AND HEALTH SCIENCE HIGHER LEVEL YEAR 1 

IB SPORTS, EXERCISE AND HEALTH SCIENCE HIGHER LEVEL YEAR 2

Required STEM Academy Courses

• 9th Grade:
  • Spanish 9
  • French 9
  • German 9
     
• 10th Grade:
  • Spanish Level 10
  • French Level 10
  • German Level 10
     
• 11th Grade: IB Spanish Year 1 Standard Level+
• 12th Grade: IB Spanish Year 2 Standard Level*

• 11th Grade: IB Spanish Year 1 Higher Level++
• 12th Grade: IB Spanish Year 2 Higher Level**

• 11th Grade: IB French Year 1 Standard Level+
• 12th Grade: IB French Year 2 Standard Level*

• 11th Grade: IB French Year 1 Higher Level++
• 12th Grade: IB French Year 2 Higher Level**

• 11th Grade: IB German Year 1 Standard Level+
• 12th Grade: IB German Year 2 Standard Level*

• 11th Grade: IB German Year 1 Higher Level++
• 12th Grade: IB German Year 2 Higher Level**

9TH GRADE WORLD LANGUAGE

The Grade 9 World Language course continues to develop students’ proficiency from previous years in essential language skills – listening, speaking, reading, and writing – with emphasis on the ability to communicate orally and in writing.  In this course, students learn to function in real-life situations using more complex sentences and language structures.  Students will read material on familiar topics and produce short writing samples and continue to explore as they study the themes of Home Life, Student Life, Leisure Time, and Vacation and Travel.  Students will also comprehend the main ideas of the authentic language-specific materials that they read and hear and are able to identify details.  Students gain a deeper understanding of the world around them while studying the target language and culture.

PD SPANISH 9 

PD FRENCH 9

IB German 9

10TH GRADE WORLD LANGUAGE

Grade 10 World Language course builds from those skills, proficiencies and understandings from Grade 9 World Language where students continue to develop and refine their proficiency in essential language skills – listening, speaking, reading and writing – with emphasis on the ability to interact orally and in writing.  They communicate using more complex language structures on a variety of topics, moving from concrete to more abstract concepts.  This course provides more advanced levels of application and comprehension in the language, and prepares students for Higher Level International Baccalaureate Language B.  Students develop more sophisticated communication skills in all areas of the language with emphasis on the ability to interact orally and in writing.  Authentic language-specific reading selections are emphasized at this level.  Students communicate using more complex language structures and express abstract ideas with reasonable fluency.  They are also able to describe, summarize, analyze and evaluate current events, and literary, cultural and social topics. 

PD SPANISH 10

PD FRENCH 10

IB GERMAN 10

IB WORLD LANGUAGES

The focus of the Standard Level course is language acquisition and intercultural understanding.  The syllabus covers the three core topics (Communication and Media; Global Issues; Social Relationships), as well as two of the five options (Cultural Diversity; Customs and Traditions; Health; Leisure; Science and Technology).  By the end of the course, students are expected to demonstrate the following learning outcomes:

• Understand straightforward recorded or spoken information on the topics studied.
• Understand authentic written texts related to the topics studied and that use mostly everyday language.
• Appreciate literary works in the target language. (Higher Level)

• Communicate orally in order to explain a point of view on a designated topic
• Describe with some detail and accuracy experiences, events and concepts.
• Produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose.
• Produce clear and convincing arguments in support of a point of view. (Higher Level)

• Demonstrate interaction that usually flows coherently, but with occasional limitations.
• Engage in conversations on the topics studied, as well as related ideas.
• Demonstrate some intercultural engagement with the target language and culture(s).

The focus of the Higher Level course is language acquisition and intercultural understanding.  The syllabus covers the three core topics (Communication and Media; Global Issues; Social Relationships), as well as two of the five options (Cultural Diversity; Customs and Traditions; Health; Leisure; Science and Technology) in great depth.  Additionally, the students will study two works of literature.  

IB SPANISH STANDARD LEVEL YEAR 1

IB SPANISH STANDARD LEVEL YEAR 2

IB SPANISH HIGHER LEVEL YEAR 1

IB SPANISH HIGHER LEVEL YEAR 2

IB FRENCH STANDARD LEVEL YEAR 1

IB FRENCH STANDARD LEVEL YEAR 2

IB FRENCH HIGHER LEVEL YEAR 1

IB FRENCH HIGHER LEVEL YEAR 2

IB GERMAN STANDARD LEVEL YEAR 1

IB GERMAN STANDARD LEVEL YEAR 2

IB GERMAN HIGHER LEVEL YEAR 1

IB GERMAN HIGHER LEVEL YEAR 2

HEALTH & PHYSICAL WELLNESS 1

The first course of Physical Wellness in the 21st Century is designed to promote general health and physical activity as well as disease prevention as central components.  The focus is on fitness for the purpose of beneficial experiences, attitudes, knowledge and skills that foster a lifelong active lifestyle.  Students set personal goals and participate in physical activities that incorporate the health components of fitness through an inquiry and project based approach that emphasizes a broad scope of independent and collaborative projects designed to enhance cardiovascular fitness, muscular strength, endurance, flexibility and body composition.  All lessons emphasize attention to the cognitive, affective and behavioral components of physical activity. 

HEALTH & PHYSICAL WELLNESS 2

This course expands upon the goals of Physical Wellness in the 21st Century and continues to improve students’ individual levels of fitness.  Students are required to design and implement personal fitness programs in order to incorporate healthy components of fitness and wellbeing into their personal lives.  Students will deepen their knowledge of human anatomy, exercise, physiology, diet and nutrition 

DRIVER SAFETY EDUCATION

Driving a motor vehicle is a huge responsibility for a student. This course provides students with the knowledge needed to enter the traffic system as a vehicle operator. By assisting students with driving related decision-making, students learn to think critically and develop proper attitudes toward defensive driving. The course uses the Pennsylvania Enhanced Driver Education module and meets the state’s requirement of 30 classroom instructional hours. The class includes vehicle maintenance, vehicle purchasing and automobile insurance information. This course, in combination with behind the wheel training, may enable students to receive lower insurance rates. 

ART IN THE 21ST CENTURY 1

Experience the creative process for personal enjoyment or for the pursuit of additional art courses.  In context, training and practice of tools and materials in various media will jump-start students’ imagination and understanding of the world around them.  Areas of study include drawing, painting, graphic design, digital imaging and sculpture.  Emphasis is on creative and critical thinking, problem solving and personal expression through inquiry and project based instruction. 

ART IN THE 21ST CENTURY 2

This course is designed to inspire the student to build upon the skills, techniques and worldly perspective acquired in Art in the 21st Century I, and to reflect and demonstrate their abilities in a body of work for a portfolio.  A wide range of materials and skills will be integrated into the curriculum through inquiry and project based instruction. 

IB VISUAL ARTS

The IB Diploma Program visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.  

The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer.

Requirements:  
+Standard Level – No previous art experience necessary, but limited experience is helpful.
++Higher Level – Some previous high school level art experience necessary.
*Successful completion of IB Visual a Year One Standard Level a requirement
**Successful completion of IB Visual Arts Year One Higher Level a requirement 

IB VISUAL ARTS STANDARD LEVEL YEAR 1+

IB VISUAL ARTS STANDARD LEVEL YEAR 2*

IB VISUAL ARTS higher LEVEL YEAR 1++

IB VISUAL ARTS higher LEVEL YEAR 2**

FOUNDATIONS OF ENGINEERING AND TECHNOLOGY

This course provides an introduction to engineering and technology design processes. Students create ideas, designs, develop innovations and engineer practical solutions. It also provides students with the opportunity to apply technological concepts and processes in order to creatively solve problems and innovate designs. This course will utilize students’ Mathematics and Science skills from concept to production and evaluation in all aspects of the processes. 

STATIC MEDIA DESIGN

This course provides an in-depth look into digital media design and processes and requires students to create and use technology effectively and creatively to communicate through a variety of avenues. The course exposes students to photography, graphic design, and desktop publishing to inform, persuade, entertain, manage, and educate. The course provides a hands-on introduction to many forms of industry-standard software such as Photoshop, Illustrator, InDesign, and more.

DYNAMIC MEDIA DESIGN

This course provides an in-depth look into digital media and processes, and requires students to create and use technology effectively and creatively to communicate through a variety of avenues. The course exposes students to video production, audio production and broadcasting for the purpose of informing, persuading, entertaining, managing and educating. The course provides a hands-on introduction to many forms of industry standard software such as Audacity, Adobe Premiere, and more. 

COMPUTER PROGRAMMING JAVA

The course introduces the fundamentals of programming language, and is designed for students who have an interest in the sciences, mathematics or technologies.  The course utilizes inquiry and project based instruction to introduce and develop the topics of input and output, strings, conditionals, loops, functions and procedures.  The primary language of the course is Java. 

PRINCIPLES AND PRACTICES OF COMPUTER SCIENCE

This course will build on the fundamentals of computer programming by introducing intermediate concepts such as arrays, recursion and abstraction.  Using a variety of object oriented languages and development environments, students will learn how to identify a need and develop an algorithm and solution that is most appropriate for the end user.  Students will create mobile applications for the Android platform, as well as solutions coded in VBA as part of this course

ENGINEERING TECHNOLOGY

Engineering Technology will offer students the opportunity to understand and apply the knowledge and skills required to link science, technology, engineering, and mathematics together and apply it to solve problems. The course also provides students an opportunity to engage in real-world case studies and learning activities that focus on the engineering process and making the world a better place to live and work. This course will maintain a focus on how engineers apply their creativity, resourcefulness, mathematical, scientific, and technical knowledge and skills in the creation or refinement of technological products and systems. A key approach will be the use of a sequential and iterative design and development process to solve authentic engineering tasks and problems. 

IB DESIGN TECHNOLOGY

Diploma Program design technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the Diploma Program sciences group. Inquiry and problem-solving are at the heart of the subject. Diploma Program design technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Diploma Program design technology, a solution can be defined as a model, prototype, product or system that students have developed independently. Diploma Program design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. While the skills and activities of design technology are common to students at both SL and HL, students at HL are required to study additional topics and are required to meet two additional assessment criteria for internal assessment. The distinction between SL and HL is one of breadth and depth. 

IB DESIGN TECHNOLOGY STANDARD LEVEL YEAR 1 

IB DESIGN TECHNOLOGY STANDARD LEVEL YEAR 2 

IB DESIGN TECHNOLOGY HIGHER LEVEL YEAR 1 

IB DESIGN TECHNOLOGY HIGHER LEVEL YEAR 2 

IB BUSINESS AND MANAGEMENT

Business and management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are affected by internal and external environments.  It is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources.  

The Diploma Program business and management course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and day-to-day business functions of marketing, production, human resource management and finance.  

Links between the topics are central to the course, and this integration promotes a holistic overview of business activity. 

IB business and management standard level year 1 

IB business and management standard level year 2 

IB business and management higher level year 1

IB business and management higher level year 2

PERSONAL FINANCE

Managing personal finances and planning a career are key to achieving financial success in the future. This course is designed to help students understand money management and explore different career paths from an individual perspective. Students will learn how to manage their finances by budgeting, saving, investing, and handling debt. They'll also dive into important topics like credit, student loans, and insurance. Since earning an income is a big part of financial independence, students will also create a personalized career plan. They'll explore their interests, values and skills, research career options, and practice essential job-search skills like filling out applications, writing resumes, and preparing for interviews. By the end of the course, students will be more confident about their financial future and the steps needed to start a successful career.

RECORDING STUDIO

After a thorough investigation of the song writing process, students will have the opportunity to create, perform, produce, and publish an original composition as a means of personal and communal identity.  The rigorous and exploratory nature of this course can also be used to enter an International Baccalaureate music class.

recording studio 1 

recording studio 2

CONCERT CHOIR

Concert Choir is a choir of men’s and women’s voices. Its primary objectives are to develop the vocal instrument and sight-reading skills. Emphasis is placed on choral development through the study of the vocal anatomy (breathing, posture, vocal placement, etc.) and the sight-reading of music through the use of solfeggio syllables. Students focus on the performance of a cappella and accompanied compositions. Members are required to attend occasional evening rehearsals and all concerts. Students receive instruction on all aspects of vocal technique and sight-reading. Students will also work on particular areas of their concert music.

concert choir 9

concert choir 10

concert choir 11

concert choir 12

BLUE AND GOLD CONCERT AND MARCHING BAND

This organization will consist of members functioning together as both a concert band and marching band as determined by their respective performance schedules. Membership is open to all instrumentalists who have participated in Middle School Band, or successfully completed a required audition. All members are required to perform in all scheduled concerts, parades, football games, competitions, adjudications and other special events. In addition to the regularly scheduled band class periods, additional rehearsals outside of regular school hours are required, including Band Camp in August.

BLUE AND GOLD CONCERT AND MARCHING BAND 9

BLUE AND GOLD CONCERT AND MARCHING BAND 10

BLUE AND GOLD CONCERT AND MARCHING BAND 11

BLUE AND GOLD CONCERT AND MARCHING BAND 12

CHAMBER ORCHESTRA 1/2

Chamber Orchestra provides committed students with an opportunity to excel and achieve higher musical goals through the development and application of skills, techniques and artistic styles in both a small ensemble and large string orchestra setting. Chamber Orchestra meets as a small ensemble 3 periods/cycle, the remaining 3 periods/cycle allows students the opportunity to play in the larger String Orchestra. Students will improve their comprehension and understanding of composition and theory, as well as gain greater depth of skill on their instrument. Orchestra members participate in two formal concerts per year (Winter and Spring), and the high school graduation ceremony. In addition, orchestra trips and competitions, and community performances may be scheduled throughout the year. Students also have the additional opportunities to participate in Vivace!, Chamber Ensemble, pit orchestra for the school musical and PMEA festivals (audition required for districts, regionals, and states).

STRING ORCHESTRA

String Orchestra provides committed students with an opportunity to excel and achieve higher musical goals through the development and application of skills, techniques and artistic styles in an ensemble setting. In addition to the regularly scheduled String Orchestra class, individual assessment and technique lessons are required for each string student, a minimum of three times each marking period. Students will improve their comprehension and understanding of composition and theory, as well as gain greater depth of skill on their instrument. Orchestra members participate in two formal concerts per year (winter and spring), and the high school graduation ceremony. In addition, orchestra trips and competitions, and community performances may be scheduled throughout the year. Students also have the additional opportunities to participate in Vivace!, Chamber Ensemble, pit orchestra for the school musical and PMEA festivals (audition required for districts, regionals, and states).

IB MUSIC

The Diploma Program Music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components. The aims of the music course are to enable students to: explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression, acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others and evaluate and develop critical perspectives on their own music and the work of others.

Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course and is inspired by real-life practices of music-making. 

IB MUSIC STANDARD LEVEL YEAR 1

IB MUSIC STANDARD LEVEL YEAR 2

IB MUSIC HIGHER LEVEL YEAR 1

IB MUSIC HIGHER LEVEL YEAR 2

All students are required to take pathway courses throughout their junior and senior years.

Each Academy culminates in the senior year with an individualized STEM Practicum in which students participate in a career exploration, independent research project or a university-accredited course.  Below are the descriptions for Practicum options.

Career Exploration is for students who wish to explore career opportunities in the STEM field of their choice that is not included in the traditional school curriculum.  This program allows students to complete their academic requirements as well as participate in a career experience in their desired STEM field.  Students may begin their Career Exploration as early as the end of their junior year.  It is designed to help students simultaneously develop critical thinking while also gaining practical career skills.  While participating in a Career Exploration, students will attend a partnership at an off-campus location in the community.  This provides them with the opportunity to gain experience within our own community and make informed decisions regarding their future career choice in a specialized program to meet their individual needs.

In conjunction with a faculty member, students who choose to complete an independent research project will select a specific topic for research in their areas of interest.  A faculty member will serve as his/her advisor.  This will include scheduling meeting times with the advisor, who, in turn, will assist in finding resources and opportunities for the execution of a defined project and define more completely the expectation for the quality of the final outcome that will serve as the basis for assessment of the independent research project.

In partnership with local colleges/universities, the STEM Academy may offer students the opportunity to enroll in a college level course.  Students participating in college coursework will receive college credit per the participating institution and Practicum recognition only.  No credit for IB courses or other STEM courses will be awarded. The college establishes admittance and other criteria for participation.  Students will be responsible for tuition, fees and course materials.  Students should investigate the feasibility of credit transfers from partnering universities to the student’s post- high school university of choice.  Each university has processes, procedures and practices for accepting credits from other universities.