The International Baccalaureate Program is a challenging 2-year curriculum that aims to develop curious, knowledgeable, and caring young people who want to help make the world a better place. The courses challenge students to ask difficult questions, develop deeper learning skills, build their identity, and broaden their worldview.
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All three parts of the core — extended essay, theory of knowledge and creativity, activity, service — are compulsory and are central to the philosophy of the Diploma Programme.
The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.
The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.
Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, athletics and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.
The IB Program will challenge students to push their comfort zones. Students will learn to apply critical thinking to complex problems as well as develop the ability to approach difficult questions with a broad world-view.
Higher & Standard Level Courses
Students will take some subjects at higher level (HL) and some at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.
Language Requirements
Sturgis requires students to take two years of Latin and four years of a modern language, or four years of Latin and two of a modern language.
IB Exams
Students will be assessed throughout the 2 years of the IB Program, and will complete their IB exams at the end of their senior year. This exam will be a culmination of all of the skills they have developed over the past 2 years in the program.
Additional Information
If you would like to know more about the Diploma Programme, including information on courses and exams, please visit their website by following this link: https://www.ibo.org/programmes/diploma-programme/curriculum/
The courses at Sturgis are structured differently than a standard high-school curriculum. Courses offered in the 9th and 10th grade are preparing students for their Higher Level or Standard Level equivalents in 11th and 12th grade.
As an introduction to Sturgis and the IB Programme, students in English 9 focus on developing skills in reading, writing, discussion, and critical thinking. Such skills are taught and developed through journals, creative writing, discussions, group work, and academic analysis. Students in this course read works by authors such as Lorraine Hansberry, Shakespeare, John Steinbeck, Kate Chopin, Toni Morrison, Margaret Atwood, and Louisa May Alcott. Students are introduced to literary elements such as theme, figurative language, characterization, setting, plot, point of view and diction. They also write a thesis-driven literary analysis essay where they learn how to construct a thesis statement and use and cite evidence to support their argument. Vocabulary and grammar instruction are an embedded part of the curriculum.
English 10 builds on the skills explored in English 9, and works to ready students for the IB Programme. This course develops skills in close reading, analysis, and composition. Through a study of a range of genres and writers from Shakespeare to modern playwrights, poets, and authors, students will begin to move toward a greater awareness of world literature texts while embracing the habits of mind necessary to be a true “IB Learner.” Students will gain increasing comprehension of genre and style as they analyze, interpret, and compare and contrast literature from different cultural and historical contexts. They will develop their critical thinking skills and write with growing proficiency. Students will develop their speaking and listening skills through oral presentations and large- and small-group discussions.
In the first year of the IB English course, students will use what they’ve learned in ninth and tenth grades to conduct more detailed analysis of literary techniques and effects through oral and written assessments. Students will incorporate a heightened literary register and make personal and insightful connections with literature. Students will read works by American and international authors such as Toni Morrison, Kurt Vonnegut, Marjane Satrapi, August Wilson, Gabriel Garcia Marquez, or other texts selected by the teacher. The culminating IB assessment of junior year is the Individual Oral, an oral analysis of a global issue found in two of the texts (one originally written in English, the other studied in translation) read over the year.
In this course emphasis is placed on the student’s ability to independently address the literary elements of works, to write and speak fluently, coherently, and knowledgeably, and to make personal and insightful connections with literature. Assessments are modeled on IB as well as non-IB assessments, and students will be expected to respond to literature orally and in writing on a personal and analytical level. Students may study such authors as Marjane Satrapi, Osamu Dazai, Mariama Bâ, Ralph Ellison, Friedrich Dürrenmatt, or other authors selected by the teacher. The culminating IB assessment of junior year is the Individual Oral, an oral analysis of a global issue found in two of the texts (one originally written in English, the other originally written in another language) read during the year.
Work in this course will continue to emphasize close reading and analysis of authorial choices and literary techniques. Students will read the works of authors such as William Shakespeare, Jesmyn Ward, Sophocles, Alice Walker, Tim O’Brien, and other texts chosen by the teacher. The culminating assessments of senior year are the IB Paper 1 Guided Literary Analysis and the IB Paper 2 Comparative Essay.
This course will continue the work begun in Higher Level 1. Work in this course will continue to emphasize independent, careful, close reading and a studied critical response to literature. Building upon essential skills developed in the first year of the program, students will explore how readers, writers and texts interact, how time and space influences the work, and how intertextuality influences interpretation. Additionally students will write their IB Higher Level Essay, which is written on a student-generated topic that focuses on one or more the following: Identity, Culture, Creativity, Communication, Perspective, Transformation and Representation. Throughout the course students will study a broad range of texts, written by authors from a wide range of social contexts, historical periods, and international settings, including such authors as Annie Dillard, Langston Hughes, Nawal El Saadawi, and William Shakespeare.
This survey course in US History starts from the 1760s through Reconstruction in the 1870s. Topics studied include: the influences of the American War of Independence on American government; the development and role of the Constitution and Bill of Rights in American democracy; America before the Civil War; the Civil War and its impact on the development of the country; Reconstruction, and westward expansion. Students will develop skills necessary for success later in the IB: note-taking organization; keeping a notebook; reading for comprehension; writing a thesis essay; learning research techniques, and interpreting primary documents.
This survey course in US History runs from after Reconstruction in the 1870s to the present time. Topics studied include: the Progressive Era and American Expansionism, World War I, the Great Depression, the New Deal, World War II, Civil Rights and the Vietnam War. Special emphasis will be given to the Cold War and the causes, practices, and effects of war to prepare students for the IB History courses they will take in their junior year. Students will develop skills necessary for success later in the IB: note-taking organization; keeping a notebook; reading for comprehension; writing a thesis essay; learning research techniques, and interpreting primary documents. Students will also complete an Historical Investigation based on a question relating to American History.
IB History HL1 is the beginning of a two-year 20th Century World History course. The course will include an in-depth analysis of documents from a choice of the following three prescribed subjects: 1. Peacemaking, peacekeeping—international relations 1918–36, 2. The Arab–Israeli conflict 1945–79, and 3. Communism in crisis 1976-89. Students will also study a choice of the following 20th Century Topics in depth: 1. Causes, practices and effects of wars, 2. Origins and development of single-party states, and 3. The Cold War. At the end of the first year students will complete a 1,500-word Historical Investigation, using the skills of a historian to answer a historical question.
This is the second and final year of a two-year course for students who plan to take the Higher Level IB exam in May. The grade 12 year begins with Soviet domestic and foreign policy during the Cold War, followed by a case study of one Eastern European country. The students will then study the rise and rule of Mao and the struggles facing China after Mao’s death. Next, students will learn about major events in the Middle East in the last half of the 20th century, including a case study of Iran, and an intensive study of the Arab-Israeli conflict. Finally, students will learn about the end of the Cold War and the struggles facing former communist nations. HL students will have the option to choose between “The Arab-Israeli Conflict” and “Communism in Crisis” for their IB Exam Paper 1 topic.
The course will include an in-depth analysis of documents from a choice of the following three prescribed subjects: 1. Peacemaking, peacekeeping—international relations 1918–36, 2. The Arab–Israeli conflict 1945–79, and 3. Communism in crisis 1976-89. Students will also study a choice of the following 20th Century Topics in depth: 1. Causes, practices and effects of wars, 2. Origins and development of single-party states, and 3. The Cold War. At the end of the first year students will complete a 1,500-word Historical Investigation, using the skills of a historian to answer a historical question. The individual teachers select specific areas to study within the topics; but Nazi Germany, World War II, Stalin’s Russia, Mao’s China and the Middle East are always popular topics. At the end of year two, students will take the IB Exam, which will assess their learning and analysis of the above subjects and topics. The Paper 1 Exam will assess students’ ability to analyze documents and to synthesize historical knowledge and documents. The Paper 2 exam will assess students’ abilities to analyze the topics they’ve studied over the previous two years.
This one-year elective course is for students who plan to take the Standard Level IB Psychology exam. Students are introduced to the history of the development of psychology and three theoretical models found in the field, the biological, sociocultural, and cognitive perspectives. In this course, students specialize in cultural psychology. They also study research methods and the ethics of research. Finally, students design and conduct a partial replication of a published psychological experiment.
This is a one-year elective course for students who have successfully completed IB Business Management SL and who plan to take the Higher Level IB Business Management exam. Students will build upon their knowledge of business tools, techniques, and theories in the following areas: Accounting and Finance, Marketing, Human Resources, Operations Management, and Business Organization. Students will learn to communicate business ideas and information effectively and accurately using appropriate formats and tools. Also, they will learn to make business decisions by identifying the issue(s), selecting and interpreting appropriate data, applying proper tools and techniques, and recommending suitable solutions for solving problems in the business world.
This is a one-year elective course for students who plan to take the Standard Level IB Business Management exam. Students study the following areas: Accounting and Finance, Marketing, Human Resources, Operations Management, and Business Organization. Students are expected to complete an extensive area of study in all five topics. Students will learn to communicate business ideas and information effectively and accurately using appropriate formats and tools. They will also learn to make business decisions by identifying the issue(s), selecting and interpreting appropriate data, applying proper tools and techniques, and recommending suitable solutions for solving problems in the business world.
This course provides a strong foundation for all further mathematical studies. Examples of topics include operations with real numbers, graphing and solving linear and quadratic equations, systems of 2 linear equations, operations with polynomials including factoring, laws of exponents and scientific notation, radical expressions, and basic concepts from geometry. Practical applications, use of data, patterns, estimation and appropriate use of the calculator will be integrated into all units. A graphing calculator is required.
The course provides students with a solid background of plane and solid geometry, measurement, and a thorough review and extension of Algebra 1 topics. Emphasis will be on classroom and computer activities and investigations, so that students make and communicate their own mathematical discoveries. A graphing calculator is required.
This course provides students with a strong background for the IB Math Studies course and preparation for the MCAS (Massachusetts Comprehensive Assessment System) exam. Topics from geometry include congruence, similarity, and properties of figures, right triangles and measurement such as perimeter, area and volume. There is a thorough review of algebraic topics such as equations and functions. Topics related to MCAS are reviewed throughout. Number sense, communication, and computer and calculator skills are taught and reinforced throughout the year. A graphing calculator is required.
This course extends the skills and knowledge from Algebra I. New topics include the study of polynomial functions and equations, radical equations, rational expressions, equations and functions, exponential and logarithmic functions and equations, sequences and series, probability and statistics and triangle trigonometry. Practical applications, patterns, MCAS (Massachusetts Comprehensive Assessment System) exam review and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
This course is for students who have strong interest and ability in mathematics as well as a solid background in Algebra 1. This course is similar to Algebra 2 except that the topics will be studied more rigorously and additional topics including matrices and circle trigonometry are studied. Practical applications, projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
IB Math Studies 1 is the first course of the two-year IB sequence. This course is designed for students who require a basic college preparatory course in mathematics. Coursework builds on and extends skills and knowledge from Algebra I and Geometry. Specific topics include linear, quadratic, exponential, and trigonometric functions and equations, inequalities, operations with polynomials, sequences and series, operations with functions including inverse and composition of functions, an introduction to probability and statistics, and triangle trigonometry. Practical applications, projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
IB Math Studies 2 extends the topics studied in Math Studies 1. New topics include trigonometry of three-dimensional shapes, further topics in statistics (correlation, regression formula, and chi-squared test), logic and truth tables, a brief introduction to differential calculus, and topics from financial mathematics. An important part of Math Studies 2 is the independent project. Practical applications, projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
This is the first year of the two year sequence. This sequence is designed for students who have both an interest and ability in mathematics. This is the recommended level for students planning to study science, economics, business and/or psychology. This course is comparable to a pre-calculus course and thus reviews and extends the concepts studied in Algebra 2 and Geometry, especially polynomial, exponential and logarithmic functions, matrices, and probability and statistics. New concepts include polynomial functions and their transformations, circle trigonometry, trigonometric equations and functions, and trigonometric identities. Practical applications, portfolio projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
This course reviews and extends the topics studied in Mathematics SL1. New topics include vectors in two and three dimensions and vector equations of lines, further work with statistics including the normal and binomial distributions, differential and integral calculus, and applications such as graphing, optimization, velocity and acceleration, graphical behavior of functions, areas under curves, and volumes of revolution. Practical applications, portfolio projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
This is the first year of the two year sequence. This sequence is designed for students who have both a strong interest and ability in mathematics. This course goes into greater depth of all topics studied in IB Math SL, and it includes additional topics such as complex numbers, polynomial functions, additional trigonometry, vectors, and additional topics in statistics and probability. Practical applications, portfolio projects, and appropriate use of the graphing calculator are integrated throughout the course. A graphing calculator is required.
This course reviews and expands the topics studied in Mathematics HL1. New topics include statistics, differential and integral calculus at greater depth than IB Standard SL2 plus a selected focus topic chosen from statistics, discrete math, and differential equations. Practical applications, portfolio projects, and appropriate use of technology are integrated throughout the course. A graphing calculator is required.
This two-year course is designed for students who require a basic college preparatory course in mathematics. Students who take IB Mathematics: Applications and interpretations will be those who enjoy describing the real world and solving practical problems using mathematics and the power of technology. Students interested in studying the social sciences, natural sciences, statistics, and business in college should consider taking IB Mathematics: Applications and Interpretations.
Some topics include arithmetic and geometric sequences and series and their applications in finance, logarithms and exponentials, modeling with linear, exponential, logarithmic, cubic and trigonometric functions, geometry and trigonometry, probability, data collection and sampling techniques, regression, the normal distribution, chi-square tests for independence and goodness of fit, and an introduction to the calculus topics of differentiation and integration.
Suggested prior course: Integrated Math 10 or Algebra 2
This two-year course is designed for students who have interest and ability in mathematics. They will explore real and abstract applications, sometimes with technology, create mathematical arguments and develop strong skills in mathematical thinking. Students interested in studying mathematics, engineering, and the physical sciences in college should consider taking IB Mathematics: Analysis and Approaches.
Some topics include sequences and series and their applications in finance, exponential equations and the binomial theorem, solutions to equations found algebraically and graphically, trigonometric equations, statistics and probability, and the calculus topics of informal limits and convergence, differentiation including analyzing graphical behavior of functions, equations of normal and tangents, kinematics, optimization, as well as definite and indefinite integration.
Suggested prior course: Algebra 2 or Algebra 2 with Trigonometry
This two-year course is designed for students who have both strong interest and ability in mathematics. They will explore real and abstract applications, sometimes with technology, create mathematical arguments and develop strong skills in mathematical thinking. Students interested in studying mathematics, engineering, and the physical sciences in college should consider taking IB Mathematics: Analysis and Approaches.
Some topics include the factor and remainder theorems, odd and even functions, functional inequalities and the modulus function, inverse trigonometric functions, compound angle identities, complex numbers, proofs by induction, vector theory, probability density functions and expectation algebra, and an in-depth study of calculus covering implicit differentiation, integration by substitution and by parts, volumes of revolution, convergence and divergence, and the solution of first order differential equations using Euler’s method and separation of variables.
Suggested prior course: Algebra 2 with Trigonometry
This is a 1 year course based on the curriculum stated in Massachusetts Frameworks for Biology. Particular emphasis is placed on the science and engineering practices of using models; constructing explanations; engaging in argumentation from evidence; and obtaining, evaluating, and communicating information. The first semester includes the study of biological molecules, cells, organisms, cellular processes, and heredity. The second semester continues the study of heredity, moving on to ecosystems, evolution, and anatomy and physiology. Labs are integral parts of the curriculum, used to explain complex concepts while allowing for hands-on experience of science. Some labs provide an introduction to the IB method of lab assessment, laying the groundwork for students’ success in their future IB science courses.
This is a 1 semester course based on the curriculum stated in Massachusetts Curriculum Frameworks Learning Standards. In this course, students will gain foundations in chemical concepts, problem solving skills and laboratory skills. Students will also gain an appreciation for the organization of chemical knowledge and efforts of scientists to extend it. Topics to be studied include the structure of the atom, the periodic table, bonding, chemical and physical properties of elements and compounds, writing chemical equations, introduction to moles, numbers in science and the scientific method.
This is a 1 semester course based on the curriculum stated in Massachusetts Curriculum Frameworks Learning Standards. In this course, students will investigate, through readings, lectures and lab work, the fundamental concepts of: rates, motion, acceleration, vectors, force, work, power and energy. Students explore questions that have puzzled mankind since antiquity concerning motion, statics, gravity, centripetal forces and our solar system. They will use physics principles and their respective equations and will apply experimental methods to investigate practical, everyday phenomena.
The IB Standard Level Biology course content is spread over two years, including a 20% practical laboratory component. This course encourages analytical and creative thinking and use of the scientific method. One curriculum option must be studied as a part of each course. It is intended that by studying biology, students will develop their problem solving skills and understanding between structure and function and of the universality and diversity of genetic information. Discussions about epidemics and human activities affecting the world will lead to understanding that the species, including ourselves, are connected and interdependent. The topics of the first year include biochemistry, cells and cell functions, cell energetics, nucleic acids, ecology, and genetics. IB standards and assessment criteria are used to evaluate student performance through labs, field work, tests and exams.
Standard Level Biology continues with evolution, anatomy and physiology of the human body, and one curriculum option chosen from the IB syllabus. These options include neurobiology and behavior, biotechnology and informatics, ecology and conservation, and human physiology (the latter two addressed in greater depth). During this year, students will complete an Internal Assessment, an independent research project of their choice, as well as an interdisciplinary group project. IB assessment criteria will be used to evaluate student work. At the end of the two year course the students will take the Standard Level IB Biology exam.
The IB Biology Higher Level is a rigorous two year course designed to give highly motivated students a broad understanding of the field of biological science. The course includes a 25% practical component. The standard level and the higher level courses have a common core, but the higher level includes additional depth for each curriculum topic and an additional unit on plant science. This course encourages analytical and creative thinking and use of the scientific method. One curriculum option must be studied as a part of each course. It is intended that by studying biology, students will develop their problem solving skills and understanding between structure and function and of the universality and of the diversity within genes. Discussions about epidemics and human activities affecting the world will lead to understanding that the species, including ourselves, are connected and interdependent. The topics of the first year include biochemistry, cells and cell functions, cell energetics, nucleic acids, ecology, applied plant science, and genetics. IB assessment criteria will be used to evaluate student performance through exams, labs, projects, and field work.
Higher Level Biology continues with evolution,anatomy and physiology of the human body, and one curriculum option chosen from the IB syllabus. These options include neurobiology and behavior, biotechnology and informatics, ecology and conservation, and human physiology (the latter two addressed in greater depth). As in HL1, this course includes additional depth for each curriculum topic. Student success requires 90 more hours of study than in the SL course, well developed reasoning, and self motivation. During this year, students will complete an Internal Assessment, an independent research project of their choice, as well as an interdisciplinary group project. IB assessment criteria will be used to evaluate student performance through exams, labs, projects, and field work. At the end of the two year course the students will take the Higher Level IB Biology exam.
Higher Level Biology continues with evolution,anatomy and physiology of the human body, and one curriculum option chosen from the IB syllabus. These options include neurobiology and behavior, biotechnology and informatics, ecology and conservation, and human physiology (the latter two addressed in greater depth). As in HL1, this course includes additional depth for each curriculum topic. Student success requires 90 more hours of study than in the SL course, well developed reasoning, and self motivation. During this year, students will complete an Internal Assessment, an independent research project of their choice, as well as an interdisciplinary group project. IB assessment criteria will be used to evaluate student performance through exams, labs, projects, and field work. At the end of the two year course the students will take the Higher Level IB Biology exam.
This first year course is suitable for students who have interest in science and math. Students in the first year course will study the following core topics: stoichiometry, atomic theory, periodicity, bonds, energetics, kinetics, and equilibrium. In addition, students will perform 10 hours of practical work closely related to the core topics.
This second year course is suitable for students who have interest in science and math. Students in the second year course will study the following core topics: acids and bases, oxidation and reduction, organic chemistry, and one additional topic to be selected by the students in the course. In addition, students will perform 10 hours of practical work closely related to the core topics, 10 hours of lab work on their IA for chemistry, and 10 hours of lab work for the Group 4 project.
This first year course is suitable for students who have strong interest in science and math and a desire to study science in college. Students in the first year course will study the majority of the SL1/SL2 curriculum and begin work on their IA. In addition, students will perform 20 hours of practical work closely related to the core and additional HL topics.
This intensive study of chemistry continues from year 1 with the following topics: electrochemistry, organic chemistry, further studies in atomic structure, periodicity, bonding, energy, kinetics, equilibrium, acids and bases, electrochemistry, and organic chemistry. In addition, students will study an optional topic, complete 30 hours of practical time, and an internal assessment.
This two-year lab science course fulfills Sturgis’s lab science requirement and the I.B.’s requirement for an experimental science (Group 4). The course introduces students to the fundamentals of computer science. There is an emphasis on the computer as part of a larger system which includes the human stakeholders. By the end of Year 2, all students will complete a project that involves finding a “client” who has a need that can be solved with a computer program. The student will create the required program and document its functionality as well as how it meets the client’s needs.
At the Standard Level, topics include fundamentals of computer systems; the organization of a computer’s hardware and software; networks; computational thinking, problem-solving, and programming; and a further topic chosen from among databases, modelling and simulation, web science, or object-oriented programming.
Students at the Higher Level will study the above topics as well as abstract data structures, resource management, and computer controls.
In this course, students will explore the complex interactions of Earth’s natural systems as well as the impact humans have on the environment. Year one focuses on atmospheric and oceanographic science, as well as geology and what role these systems play in the distribution and diversity of life on Earth. Labs consist of extensive field work culminating in a day long research project off the coast of Woods Hole.
In this second year, students explore the human impact on the environment, discussing causes and possible solutions of problems currently threatening our world and strategies of how to best manage resources. Specific topics include groundwater contamination, energy sources, water availability, renewable resource management, and human population growth.
IB Physics Standard Level (SL) and High Level (HL) are two-year courses in which the students will obtain a broad knowledge of the laws and principles of physics, and of the investigatory skills and tools required to study the nature of physical phenomena using scientific methods. It develops the foundation knowledge and skills needed by students to score well on the IB Physics exam papers at the end of the second year course, provide college-bound students with a strong foundation for college physics courses, and understand and use physics principles effectively in adult careers. The course includes a practical component, including the design and completion of an independent investigation, and completion of an interdisciplinary Group 4 Project. The IB Physics SL and the HL courses share a common core, but the HL course has additional content and depth. The first year primarily covers content common to both the SL and HL curriculum. This first year of Physics SL/HL will generally cover the subjects of physical measurement and uncertainties, classical mechanics, circular motion and gravitation, thermal energy, wave characteristics and wave behavior, and an introduction to electricity. Due to the emphasis on mathematically modeling physical phenomena, a student should have good algebra knowledge and skills for taking this course.
This course is a continuation of IB Physics SL1. The second year of Physics SL will cover the subjects of electricity and magnetism; power generation; and atomic, nuclear, and particle physics. In addition, one option topic is selected by the instructor for study as a part of the course. These options include relativity, engineering physics, imaging, and astrophysics. The second year curriculum will also include a review of the principles and skills covered in the first year to assist students taking the IB Physics SL exam. The interdisciplinary Group 4 Project and the independent investigation (Internal Assessment) will be completed during the second year.
This course is a continuation of IB Physics HL1. The second year of Physics HL will cover the subjects of: electricity and magnetism; electromagnetic induction; power generation; and atomic, nuclear, quantum, and particle physics. In addition, one option topic is selected by the instructor for study as a part of the course. These options include relativity, engineering physics, imaging, and astrophysics. The second year curriculum will also include a review of the principles and skills covered in the first year to assist students taking the IB Physics HL exam. The interdisciplinary Group 4 Project and the independent investigation (the Internal Assessment) will be completed during the second year. The HL Physics course includes 90 more hours of content and practical work than the SL course, so student success relies on self-motivation and a dedicated approach to homework and study.
The goals of this class are to introduce students to the basics of the Latin language and to improve their language skills in general. Students concentrate on learning vocabulary, inflectional patterns of different parts of speech, and rules of agreement. Students also translate Latin sentences into English and connected Latin prose passages of moderate complexity that deal with Greek myth. Students are encouraged to reflect on the ways in which Latin expresses concepts differently from English. Explorations into Roman History, geography, mythology, and culture complement the linguistic aspects of the course.
After a review of the material learned in Latin 1, students approach the study of forms and structures that characterize complex Latin writing: participles, the subjunctive mood and its uses, and indirect discourse. Adapted Latin readings during the first semester deal with the legends and history of Rome. By the second semester, students read authentic excerpts from various Latin authors. Students also pursue independent projects in order to develop the skills necessary for completing the Internal Assessment in IB Latin in the following year.
While continuing to improve their facility with Latin grammar and syntax, students begin their study of authors featured in the IB curriculum. Students translate from the Metamorphoses of Ovid to prepare for the IB translation exam (Paper 1). Careful attention is paid to the limits of translations in conveying all the meanings contained in the original language. They also study texts they will encounter on the thematic portion of the IB exam (Paper 2). Students work toward gaining an understanding of the literary devices and social context that is necessary for accurately comprehending and appreciating these texts. Students also complete a research dossier for the fulfillment of the IB Internal Assessment.
While maintaining their facility with reading Ovid in preparation for the IB Paper 1, students complete their study of the authors prescribed for the Paper 2. As in SL1, a significant portion of this course is devoted to studying the social context in which the ancient works were produced. The course ends with a review of all the texts studied throughout the two year cycle in preparation for the IB exams in May.
While continuing to improve their facility with Latin grammar and syntax, students begin their study of authors featured in the IB curriculum. Students translate extensively from the Metamorphoses of Ovid to prepare for the IB translation exam (Paper 1). Careful attention is paid to the limits of translations in conveying all the meanings contained in the original language. They also study texts they will encounter on the thematic portion of the IB exam (Paper 2). The amount of Latin read is greater than that read in SL, and expectations for competency in translation and sophistication of interpretation are higher than in SL. Students work toward gaining an understanding of the literary devices and social context that is necessary for accurately comprehending and appreciating these texts. Students also complete a research dossier for the fulfillment of the IB Internal Assessment.
While maintaining their facility with reading Ovid in preparation for the IB Paper 1, students complete their study of the authors prescribed for the Paper 2. As in HL1, a significant portion of this course is devoted to studying the social context in which the ancient works were produced. Students also hone their skills in writing broad-ranging essays that include evidence from various sources, including works of modern scholarship. The course ends with a review of all the texts studied throughout the two year cycle in preparation for the IB exams in May.
French 1 is designed for absolute beginners or those who may have had an introductory French course but do not qualify for an advanced course on the basis of the school’s placement test. As a modern language course, five proficiencies begin development here: speaking, listening, reading, writing, and knowledge of the cultures where the language is spoken. French is the primary language of classroom instruction and class participation. By the end of French 1, students will be able to understand, speak, and write in a number of tenses: present, future, and past. Assessments are varied to accommodate various learner strengths and include written and oral exams. The text, Belleville 1, is used with accompanying audio recordings.
Juniors who wish to pursue a second modern language at Sturgis and who have not previously studied French in school may begin French as juniors in order to prepare for the IB Ab initio assessments as part of an IB Diploma program.
Seniors may take Ab Initio 1 if they transferred to Sturgis as a sophomore, and did not have French in the 9th grade. Summer assignments will be required of Ab initio students. Seniors will sit for an Ab Initio IB exam.
French 2 systematically continues the development of the student’s ability to understand spoken French as well as use it as a meaningful tool for written and spoken communication. The acquisition of vocabulary is essential along with grammatical knowledge and is largely achieved through substantially increased reading. Students gain additional insights into the culture of the countries where the language is spoken. Written and oral expressions are repeatedly assessed throughout the year. By the end of French 2, the student should be able to confidently use all major verb tenses and moods in spoken and written speech in a variety of situations. The textbook, Belleville 2, is used with accompanying audio recordings.
Seniors may take this course following French Ab initio 1 in preparation for IB Ab initio assessments.
French 3, IB Standard Level 1, prepares students to fulfill their IB Language B requirement. Students continue to develop competency in the skills of listening, speaking, reading, and writing through extensive creation and practice. The culture of the countries where the language is spoken continues to be stressed. French is used exclusively as the vehicle for communication. The course will allow students to read and speak French with an increased sense of enjoyment, to write with greater clarity, precision, and style accuracy, and to understand spoken French with greater facility. The text, Belleville 3, is used with the accompanying audio recordings. More than before, the use of current news articles and other authentic sources serve as a resource for gaining knowledge and language skills. All written and oral assessments will be composed and analyzed using IB models.
French 4, IB SL2 / HL1, prepares students to fulfill their IB Language B requirement at the Standard Level and serves as year one of Higher Level for students pursuing that option. Students will employ their skills of listening, speaking, reading, and writing in an appropriate variety of culturally and linguistically sophisticated formats. Students will use their acquired skills to analyze the grammar, vocabulary, and content of a wide variety of sources of information dealing with French culture and society. All written and oral assessments will be composed and analyzed using IB models and assessment criteria. The material resources for this course will come from a variety of original documents, thematically organized, as well as live media such as that available on TV5 and DVDs.
Seniors in this course will sit for the Standard Level IB Language B exam in the spring. Juniors who intend to pursue Higher Level French may expect some summer work. Alternatively, Juniors may choose to sit for the Standard Level exam and complete their studies in French.
French HL 2 prepares students to fulfill their IB Language B Higher Level requirements. The course involves intensive study of numerous French original documents. Extensive composition and discussion require students to demonstrate their sensitivity to the language and structure of writing as well as their own power and precision in organizing and expressing thoughts. Students will be able to communicate efficiently and articulately in academic, social, and professional settings. All written and oral assessments will be composed and analyzed using IB models and assessment criteria. Seniors in this course will be able to sit for the Higher Level IB Language B exam in the spring.
Spanish 1 is designed for absolute beginners or those who may have had an introductory Spanish course but do not qualify for advanced courses on the basis of the school’s placement test. As a modern language course, five proficiencies begin development here: speaking, listening, reading, writing, and knowledge of the cultures where the language is spoken. Spanish is the primary language of classroom instruction and of class participation. By the end of Spanish 1, students will be able to understand, speak, and write in a number of tenses: present, future, and past. Assessments are varied to accommodate various learner strengths and include written and oral exams.
Juniors who wish to pursue a second modern language at Sturgis and who have not previously studied Spanish in school may begin Spanish as juniors in order to prepare for the IB Ab initio assessments as part of an IB Diploma program.
Seniors may take Ab Initio 1 if they transferred to Sturgis as a sophomore, and did not have Spanish in the 9th grade. Summer assignments will be required of Ab initio students. Seniors will sit for the Ab Initio IB exam.
Spanish 2 systematically continues the development of the student’s ability to understand spoken Spanish as well as use it as a meaningful tool for written and spoken communication. The acquisition of vocabulary is essential along with grammatical knowledge and is largely achieved through substantially increased reading. Students gain additional insights into the culture of the countries where the language is spoken. Written and oral expressions are repeatedly assessed throughout the year. By the end of Spanish 2, the student should be able to confidently use all major verb tenses and moods in spoken and written speech in a variety of situations.
Seniors may take this course following Spanish Ab initio 1 in preparation for IB Ab initio assessments.
Spanish 3, IB Standard Level 1, prepares students to fulfill their IB Language B requirement. Students continue to develop competency in the skills of listening, speaking, reading, and writing through extensive creation and practice. The culture of the countries where the language is spoken continues to be stressed. Spanish is used exclusively as the vehicle for communication. The course will allow students to read and speak Spanish with an increased sense of enjoyment, to write with greater clarity, precision, and style accuracy and to understand spoken Spanish with greater facility. More than before, the use of current news articles and other authentic sources serve as a resource for gaining knowledge and language skills. All written and oral assessments will be composed and analyzed using IB models.
Spanish HL 2 prepares students to fulfill their IB Language B Higher Level requirements. The course involves intensive study of numerous Spanish original documents. Extensive composition and discussion require students to demonstrate their sensitivity to the language and structure of writing as well as their own power and precision in organizing and expressing thoughts. Students will be able to communicate efficiently and articulately in academic, social, and professional settings. All written and oral assessments will be composed and analyzed using IB models and assessment criteria. Seniors in this course will be able to sit for the Higher Level International Baccalaureate Language B exam in the spring.
Spanish 3, IB Standard Level 1, prepares students to fulfill their IB Language Spanish 4 IB SL2 /HL1, prepares students to fulfill their IB Language B requirement at the Standard Level and serves as year one of Higher Level for students pursuing that option. Students will employ their skills of listening, speaking, reading, and writing in an appropriate variety of culturally and linguistically sophisticated formats. Students will use their acquired skills to analyze the grammar, vocabulary and content of a wide variety of sources of information dealing with Spanish culture and society. All written and oral assessments will be composed and analyzed using IB models and assessment criteria. The material resources for this course will come from a variety of original documents, thematically organized, as well as live media available on Spanish language television and internet. Juniors and seniors in this course can sit for the Standard Level IB Language B exam in the spring. Juniors who intend to pursue Higher Level Spanish may expect some summer work as well.
Seniors in this course will sit for the Standard Level IB Language B exam in the spring. Juniors who intend to pursue Higher Level Spanish may expect some summer work. Alternatively, Juniors may choose to sit for the Standard Level exam and complete their studies in Spanish.
The goal of this course is for students to learn the elements of music such as beat, rhythm, pitch, and melody, in order to understand how they combine to form a means of expression that is valued in societies around the world. An exploration of current music and music from other cultures will expose students to new ways of thinking about and appreciating music. Students will participate in activities that will fully engage them in their study of music such as playing hand-held percussion instruments, keyboards, guitars, or ukuleles; reading and writing music; and analyzing, listening to, and responding to music.
This course prepares sophomores for the skills needed to succeed in IB Music, such as listening to and analyzing contemporary and world musics using proper music vocabulary, composing, and performing. Basic music literacy will be developed via note and rhythm reading, improvisation, and an introduction to basic music theory. Sophomores who are extremely motivated and interested in pursuing music should elect to take this course.
This is a performance-based class for students who are particularly interested in learning to sing well in an ensemble. Students will focus on vocal technique, sight-singing, and ensemble skills while also learning relevant elements of music theory, history, and analysis. Performance in the winter and spring concerts is mandatory. Other performance opportunities may be available.
This is a two year course for students with a good background in music who are serious about studying music in depth. The course focuses on many different aspects of music including performance, listening analysis, music theory, composition, music history, cultural music, and the role of music and musicians in society. Students will focus on preparing for assessments in the second year in each of four areas: solo performance, composition, research paper, and a listening analysis exam. It is strongly recommended that students take private lessons in an instrument of their choice outside of school and participate in a musical ensemble for successful growth and understanding.
This is a two year course for students with a good background in music who are serious about studying music in depth. The course focuses on many different aspects of music including performance, listening analysis, music theory, composition, music history, cultural music, and the role of music and musicians in society. Students will focus on preparing for assessments in the second year in each of three areas: choice of solo performance, group performance or composition; research paper; and a listening analysis exam. It is strongly recommended that students take private lessons in an instrument of their choice outside of school and participate in a musical ensemble for successful growth and understanding.
In this course, students have opportunities to create art using a variety of materials and to explore, discuss, and develop an understanding of the intentions of art. Most of all, this course encourages students to think, discuss and create as young artists. It’s a place where taking risks is okay, problem solving is a constant, and recognizing the difference between criticism and constructive criticism is taught. Ultimately, it’s an environment that allows students to experience their own creativity, and feel comfortable to see art as a source of enjoyment. Students also maintain a sketchbook that introduces key vocabulary and analysis skills used in writing about art. This course is designed to give students a taste of artistic endeavor with the understanding that these foundations will be used regularly in the I.B. courses in junior and senior year.
This course builds upon the previous foundational course work with a greater emphasis on versatility within a variety of mediums, developing technical skills and art analysis. Students continue to develop skills needed to analyze and interpret the social and cultural influences in art as well as the expressive, technical, and formal properties of art. In addition, students continue to work in a sketchbook, with more emphasis on written and visual investigation. All work incorporates related terminology and history of that particular unit of study. Students develop critical thinking by understanding how the visual arts reflect cultural, historical, and societal aspects. Studio work often reflects research and connection to a local and global awareness. This course is designed to help students be introduced to the idea of guided independent working and time management, two skills necessary for success in IB Art.
In the first year of the SL 1, this course requires students to approach the visual arts from three assessment components: a comparative study, workbook processes, and studio work. It is a thought provoking course that allows students to respond to their perspective of various issues or human experience by using a broad range of materials to enhance their learning process. Standard level students are exposed to the same content and curriculum as higher level, but they produce less work within each assessment criteria. This course is filled with supervised independent coursework that is determined by the nature of the student’s chosen theme or interests. Assessment include reviewing IB rubrics and constant peer and teacher review.
This is the student’s final year in the two year IB Art course. Students should have already completed their comparative study produced extensively in the process portfolio and have a distinct direction with which to produce a body of art. The culmination of the senior year is to refine and reflect on studio work and to plan a curatorial exhibition for IB review. There is greater emphasis on being able to express ideas and intentions about art. Students are expected to clearly articulate intentions, inspirations, and research in order to produce exhibition text for their submitted studio works. Students continue to investigate ideas of art theory and work alongside peers as in an artist’s community to create informed, interesting artwork. Assessment includes reviewing written IB rubrics and constant peer and teacher review.
This course requires students to approach the visual arts from three assessment components: a comparative study, workbook processes, and studio work. Higher Level students are expected to produce four more artworks than SL students, seven more workbook pages, and three to five additional slides in the comparative study. It is a thought provoking course that allows students to respond to their perspective of various issues or human experience by using a broad range of materials to enhance their learning process. This course is filled with supervised independent coursework that is determined by the nature of the student’s chosen theme or interests. In addition, smaller hands-on and written exercises are incorporated to enhance student technique and knowledge of art theory. Through the visual arts course, students actively examine their impact or role as artists by building proficiency and technical skills in the art-making process in combination with informed academic enrichment. Assessment includes reviewing written IB rubrics and constant peer and teacher review.
This is the student’s final year in the two year IB Art course. Students should have already completed most of their comparative study, produced extensively in the process portfolios and have a distinct direction with which to produce a body of art. The culmination of the senior year is to refine and reflect on studio work and to plan a curatorial exhibition for IB review. There is greater emphasis on being able to express ideas and intentions within studio work. Students are expected to clearly articulate intentions, inspirations, and research in order to produce exhibition text and a curatorial rationale for their submitted studio works. Students continue to investigate ideas of art theory and work alongside peers as in an artist’s community to create informed, interesting artwork. Assessment will include reviewing written IB rubrics and constant peer and teacher review.
Theatre 9 is an introductory course where no previous experience on stage is required. In this one semester course, students learn basic theatre terminology. They are exposed to production and performance skills on an introductory level. Students participate in a wide range of actor training including theatre games, theatrical movement exercises, voice exercises, and improvisation. Students write and perform short scenes as a culmination of their learning at the end of the course.
Theatre 10 is an extension of Theatre 9 and recommended for students interested in pursuing IB Theatre SL1 or HL1. In this one semester course, students are exposed to all aspects of theatre including performance, production, and journal building. Students participate in a broad range of actor training including theatre games, theatrical movement exercises, improvisational scenes, and performances of monologues and scenes.
This IB Diploma theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors, and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. SL students work with play texts, examine world theatre traditions, and collaboratively create original theatre, as well as create theatre based on a theatrical theory.
This IB Diploma theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors, and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. HL students work with play texts, examine world theatre traditions, and collaboratively create original theatre as well as create theatre based on a theatrical theory.
SL2 Theatre is an continuation of SL1 Theatre. In year two, students are expected to complete three IB assessment tasks: The Director’s Notebook, Research Presentation, and the Collaborative Project.
HL2 Theatre is an continuation of SL1 Theatre. In year two, students are expected to complete four IB assessment tasks: The Director’s Notebook, Research Presentation, the Collaborative Project, and a Solo Theatre Piece.
The Creativity, Activity, and Service (CAS) program is part of the “core” of the International Baccalaureate (IB) curriculum and designed to encourage 11th and 12th graders to learn from experiences outside of the classroom. This experiential learning component contributes to making an IB education a holistic learning experience with real-world outcomes.
ELD 1 develops English language proficiencies in multilingual learners in grades 9-12 usually at the entering, emerging, developing, and/or sometimes expanding levels of linguistic acquisition. ELD 1 students will engage with a range of topics, texts (such as expository and narrative), and content areas through listening, speaking, reading, writing, and multimodal activities that address language expectations. Students will work towards independence as deliberate readers and writers and effective communicators. Students are provided with interactive instruction and activities to demonstrate their growing linguistic repertoire. Students engage with interpretive and expressive language featuring grammatical structures and language forms that enable students to communicate effectively. This culturally responsive course provides opportunities for students to share and value their native language(s) and cultures. Students are placed in this course as a result of their most recent ACCESS scores and consultations with their language team. Students receive a numerical grade. This course can be taken for 1 credit or 0.5 credits. A student could potentially be dually enrolled in ELD 1 and ELD study.
ELD 2 develops English language proficiencies in multilingual learners in grades 9-12 usually at the developing, expanding, bridging, and/or reaching levels of linguistic acquisition. ELD 2 students will engage with a range of topics and content areas through listening, speaking, reading, and writing activities that address language expectations. Students are provided with interactive instruction and activities to demonstrate their growing linguistic repertoire. Students engage with interpretive and expressive language featuring greater grammatical complexity and lexical density. Students are placed in this course as a result of their most recent ACCESS scores and consultations with their language team. The goal of the course is for students to develop the interpretive and expressive language skills needed to begin the reclassification process. Students are placed in this course as a result of their most recent ACCESS scores and consultations with their language team. Students receive a numerical grade. This course can be taken for 1 credit or 0.5 credits. A student could potentially be dually enrolled in ELD 2 and ELD study.
Multilingual Learner Support is designed for current ELs and some FELs who would benefit from targeted support, including academic language support. This course is encouraged for all 9th and 10th grade students identified as ELs at the entering, emerging, developing and/or sometimes expanding levels of language acquisition, and is usually taken in addition to ELD class for those students. This course is also encouraged for FELs who would benefit from extra ELD support and may be taken in place of, and sometimes along with, a second world language. In MLS students will work on skills such as: communication with teachers and classmates, navigating school systems such as Google Classroom and extra help, organization, academic writing, oral presentation skills, oral participation skills, student specific language goals, annotating and/or previewing content, and/or previewing tier 2 and content specific vocabulary related to upcoming learning. MLS teachers may also help administer assessments as part of language accommodations, including up to 50% extra time. Students receive a P/F grade. This course can be taken for 1 credit or 0.5 credits.
Fill out the form below and a member of the Sturgis staff will reach out as soon as possible to help answer it. You can also give us a call at the numbers located below during normal school hours.
Sturgis East Main Office: (508) 778-1782
Sturgis West Main Office: (508) 771-2780
