Language A1 is a literature course studied in the student’s ‘first language’ or the language in which the student is most competent. Students must study an A1 language in order to obtain the full Diploma. The aims of this course are to encourage personal appreciation of literature and development of an understanding of the techniques of literary criticism, to develop the students’ powers of expression and provide the opportunity of developing skills involved in writing and speaking, to introduce students to a range of literary works, to broaden the students’ perspective through the study of works from other cultures and languages, to introduce students to ways of approaching and studying literature, to develop the ability to engage in detailed analysis of written texts, and to promote an enjoyment of and lifelong interest in literature.

English A1 HL & SL

Texts:
English A1 HL & SL Types of Drama, 8th ed.- Longman
Poetry: An Introduction – Palgrave Macmillan
Writers Inc. - A Student Handbook – Houghton Mifflin
On Course with English A1 – IBID Press
Commentary Writing – IBID Press

 

English A1 HL (in addition to above)
The Great Gatsby, Fitzgerald – Penguin
Waiting for Godot, Beckett – Faber & Faber
Hamlet, Shakespeare – Longman
Of Mice & Men, Steinbeck – Penguin

 

English A1 SL (in addition to above)
Macbeth, Shakespeare – Longman
The Handmaid’s Tale, Atwood – Vintage
Touched with Fire – Cambridge U.P
Beloved, Morrison – Vintage Classics
Interesting Narrative, Equiana – Penguin Classics

 

Modern Greek A1 HL & SL
Προσανατολισμοί, Ελύτης
Ο Υπέροχος Γκάτσμπυ, Fitzgerald
Ο Βασιλικός, Μάτεση
Ο Λεωνής, Θεοτοκάς
Ζητείται Ελπίς, Σαμαράκης
Ο Γέρος και η Θάλασσα, Hemingway
Ο Βασίλης ο Αρβανίτης, Μυριβήλης
Στου Χατζηφράγκου, Πολίτης
Το τέλος της Μικρής μας Πόλης, Χατζής
Θέατρο - Τόμος Πρώτος, Ξενόπουλος
Ο Ξένος, Camus
Ματωμένος Γάμος, Garcia Lorca
Ευγενία Γκραντέ, Balzac
Το Νούμερο 31328, Βενέζης
Η Φόνισσα, Παπαδιαμάντης

Language A2 courses are designed for students with a high level of competence in the language. Courses are based firmly on the study of both language and literature. The main focus is on the reinforcement and refinement of language skills. Students are given the opportunity to explore the culture of the language and develop the ability to use the language for purposes and in situations involving sophisticated discussion, argument and debate. They learn how to compare and contrast how the target language is used in different texts and how language and style affect the presentation of them and topic.

Texts:
English A2 HL & SL
Macbeth, Shakespeare – Penguin
Beowulf: The Warrior Retold – Bethlehem Books
Pygmalion, Shaw – Penguin
Death of a Salesman, Miller – Penguin
Rime of the Ancient Mariner, Coleridge – Dover Classics
Writers Inc. – A Student Handbook – Houghton Mifflin
No.1 Ladies Detective Agency, McCall Smith – Abacus Books

Modern Greek A2 HL/SL

Texts:
Κείμενα Νεοελληνικής Λογοτεχνίας Β` Λυκ.
Ο Κατάδικος, Θεοτοκάς
Θέατρο - Τόμος Πρώτος, Ξενόπουλος
Ζητείται Ελπίς, Σαμαράκης

Language B is a foreign language-learning programme designed for students with previous experience of learning the language. The main focus of the programme is on language acquisition and development of the four skills, listening, reading, writing and speaking in three interrelated areas: language, cultural interaction and message (chosen by the teacher and the students, and linked to the culture of the target language.) The study of literary and other texts plays an important part in this process.

English B HL & SL

Texts:
English B for Use with IB, 2nd ed.- IB1D Press
Views & Voices: Writers of English – Alta Book Center
English Grammar in Use – Cambridge U.P.
Writers Inc. – A Student Handbook – Houghton Mifflin

French B

Text:
Au Point, nouveau ed. Student book and Study guide

Spanish B

Text:
Uso de la gramatica espanola


Arabic B

Text:
Teacher written materials

 

Language ab initio
The intensive ab initio course prepares students to learn and use the language appropriately in a range of everyday situations and contexts emphasizing the four language skills, namely: listening, speaking, reading and writing. This is accomplished through extensive and intensive study of grammatical structures and acquisition of vocabulary dealing with daily situations. In addition, students develop their awareness of the culture and issues of contemporary concern.

 

French ab initio HL & SL
Atout DELF A1
Exercises d’oral en contexte, niveau debutant

 

Spanish ab initio
Suena 2 Student book & exercise book
Teacher’s selections

 

Students` mother tongues
It is sometimes an important advantage to IB candidates to study their native language as a subject in the diploma programme. The school endeavours to offer any language on demand and is glad to help in arranging private classes for native speakers and for others with a good command of the language, at an extra fee. The school is required by the International Baccalaureate Organisation to ensure that any private teacher chosen by the parents is qualified to teach the course; that the lessons will continue regularly throughout the two years, and that study (over the two years) will be the equivalent of 150 hours for Standard Level courses and 240 hours for Higher Level courses. Mother Tongue classes may be arranged during school time, timetable permitting.

This IB History course is designed to expose students to a number of valuable skills. Students are trained to understand the views and perspectives of a variety of people in different cultures. To have an accurate in-depth knowledge of an extended period of history, make connections between events, demonstrate an understanding of historical processes and to understand that history has many social political economic and cultural dimensions. The following topics are examined in detail: International Relations 1918-1935, certain case studies of causes, practices and effects of war, along with case studies of origins and development of authoritarian states. These topics are shared by both HL and SL students. However, HL students study an extra option: Aspects of the History of Europe and the Middle East.

Text:
Europe 1870-1991, Heinemann

 

This course is the rigorous study of the ways in which individuals and groups interact in a dynamic business environment. Students, upon completion, will be able to promote the importance of exploring business issues from different cultural perspectives, have a holistic view of the world of business, develop the capacity to think critically and to finally appreciate the pace, nature and significance of change. Students will examine in detail the following topics: Introduction to Organisations, Marketing, Human Resource Management, Accounting and Finance. HL students examine two extra options: The External Environment and Operations Management.

Text:
Business Studies – Causeway Press

 

In this course students will: -interpret and or conduct psychological research in order to apply the resulting knowledge for the benefit of humans; -ensure that ethical practices and responsibilities are implemented in psychological enquiry; -develop an understanding of different theoretical approaches to interpreting behaviour, and be aware of how these processes lead to the construction of psychological theories; Students are required to study a core of the five perspectives of psychology: Behavioural, Biological, Cognitive, Humanistic and Psychodynamic.

The focus of this ITGS programme is to consider how the social significance of IT and the ethical considerations arising from IT influence individuals, communities (including nations), institutions and organizations. The students explore the widespread impact and significance of the information age in several social contexts: economic, political, cultural, legal, environmental, historical, ergonomic (including health) and psychological.

Text:
Internet resources

 

 

All Science students should become aware of the way in which scientists work and communicate with each other throughout the world. While in practice the "scientific method" may take on a wide variety of forms, it generally involves the formation, testing and modification of hypotheses through observation and measurement under controlled conditions of an experiment.

 

It is in this context that IB experimental sciences aim to:

 

1. provide opportunities for scientific study and creativity within global contexts which will stimulate and challenge students
2. enable students to apply and use a body of knowledge and methods/techniques which characterize science and technology
3. develop the ability to analyze, evaluate and synthesize scientific information
4. engender awareness of the need for and the value of effective collaboration and communication during scientific activities
5. develop experimental and investigative scientific skills
6. raise awareness of the moral/ethical, social, economic and environmental implications of using science and technology
7. develop appreciation of possibilities and limitations associated with science and scientists
8. encourage understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Texts:
Biology – Biology: Concepts & Connections, Int.ed.6, Pearson
Biology for the IB Diploma: Study Guide, Oxford U.P.
Course Companion: Biology, Oxford U.P.
Chemistry – Chemistry IB, Ibid Press
Chemistry for the IB Diploma: Study Guide, Oxford U.P.
Course Companion: Chemistry, Oxford U.P.
Physics – Advanced Physics, John Murray
Physics for the IB Diploma: Study Guide, Oxford U.P.
Course Companion: Physics, Oxford U.P.

This course is designed for students with competence and a strong background in mathematics. Some students choose to study the subject because they have a genuine interest in mathematics and enjoy meeting its challenges and problems, others because they need mathematics for further studies in this subject or related subjects such as physics, engineering and technology at university. Potential students must have demonstrated their aptitude for the subject by obtaining consistently high grades in their previous (suitable) mathematics courses.

Text:
Mathematics Higher Level, 3rd ed., Ibid Press

 

This programme is designed to provide a background of mathematical thought and a reasonable level of technical ability for those not wishing to take Mathematics at Higher Level. It is intended to provide a sound mathematical basis for those students planning to pursue further studies in such fields at chemistry, economics, geography and business administration. It is a demanding programme since it contains a variety of mathematical topics and requires a high level of background knowledge, including good manipulative skills.

Text:
Mathematics Standard Level, 3rd ed., Ibid Press

 

This course is designed to provide a realistic mathematics course for students with varied backgrounds and abilities. The skills needed to cope with the mathematical demands of a technological society are developed and emphasis is placed on the application of mathematics to real life situations. A substantial piece of personal research, in the form of a project, is a requirement of this programme. However, students likely to need mathematics for the pursuit of further qualifications should consider an alternative.

Text:
Mathematical Studies Standard Level, 3rd ed., Ibid Press

 

Art history, criticism and aesthetics will be an integral part of the curriculum. The Art/Design programme provides opportunities for development of a portfolio and research workbook, which demonstrate an understanding of technical skills, creativity, visual awareness, studio production, and pursuit of quality. One year of art in grade 9 or 10 is recommended.

The IB Theatre Arts programme is designed to give students the opportunity of develop an appreciation of theatre by creating it and studying it. In addition, students are provided an opportunity to explore the rich historical, societal, and cultural significance of theatre throughout the world. One year of Theatre Arts performance or production in grade 9 or 10 is recommended.

The IB Music programme is designed to offer students an opportunity to develop skills for the purpose of critical analysis, construction and performance of various musical genres. Each student will explore diverse music from around the world, developing an understanding and appreciation of many cultures through analysis, performance and composition. One year of band, choir, orchestra, or music theory in grade 9 or 10 is recommended.

 

The course is designed to enhance the students’ athletic skills of various team sports through sports specific drills and team play. The students also cover the rules and playing strategies of all the sports taught. Students are also given more responsibility for their own learning with opportunities to officiate and coach. Fitness work is incorporated in the course through a set of fitness exercises and fitness tests.