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Upper School Program of Studies 2021/22 Learn, Care, Challenge, Lead
Table of Contents
Upper School Program of Studies 2021/22
3 ZIS Vision and Mission
4 ZIS Learning Principles
5 ZIS Character Standards
6 School Calendar 2021/22
7 Directory
8 Graduation Requirements and Scheduling Information
9 ZIS Academic Pathways
9 Academic Program in Grades 9 and 10
9 Academic Pathways in Grades 11 and 12
9 The ZIS and IB Diploma Pathway
10 The ZIS Diploma with ZIS and AP Courses
12 Course Offerings 2021/22
14 Creative Arts Curriculum Area – Visual Arts
18 Creative Arts Curriculum Area – Music and Theater
21 English Curriculum Area
25 Mathematics Curriculum Area
29 Physical Education Curriculum Area
31 Science Curriculum Area
36 Social Studies Curriculum Area
40 World Language Curriculum Area
48 Theory of Knowledge
49 Learning Support
50 Online Learning/Independent Study
Cover photo: IB Biology students at work
ZIS Upper School Program of Studies 2021/22 | 2 © ZIS Updated 2021.01.14ZIS Vision and Mission
Vision
Our vision is for all ZIS students to join and strengthen a global community of citizens, determined to make a difference
to the organizations and communities in which they work and live. We’re committed to ensuring our students develop
the intellect, skills and character to become caring individuals and adaptable and independent thinkers.
Mission
We are a learning community of students, faculty, staff, and parents. At ZIS, educational excellence commits us to
Learn, Care, Challenge, Lead.
Learn
— We learn by creating meaning, developing habits of mind, and acting on values.
— We teach to multiple learning styles.
— We learn to understand and to become imaginative thinkers.
— We believe that effective teaching leads to meaningful learning,
and that effective teachers continue to be learners.
Care
— We provide a caring environment for the social, emotional, physical,
and intellectual development of our students.
— We care for the world around us and our planet.
— We value diversity and plurality of voices.
— We are committed to the United Nations Declaration of Human Rights.
Challenge
— We challenge ourselves to be open to risk, change, and innovation.
— We challenge ourselves to ensure the success of each student.
— We challenge our students and teachers to share the responsibility for learning.
— We challenge our students to exceed their own academic expectations.
Lead
— We enable students, faculty, and staff to become confident and responsible leaders.
— We lead with a clear sense of direction and purpose.
— We lead through best practice and educational innovation.
— We aspire to lead by example.
ZIS Upper School Program of Studies 2021/22 | 3 © ZIS Updated 2021.01.14ZIS Learning Principles
The ZIS community shares the following Learning Principles:
We have a shared understanding of learning.
All students can and do learn. Learning is a purposeful
process of extending conceptual understanding, mastering
competencies, and developing character traits.
Everyone can learn how to learn.
When students learn how to learn, they become confident
and independent, able to own, and direct their learning.
Lifelong learning is a valuable skill.
Authentic contexts make learning meaningful.
Learning is more meaningful, engaging and enduring when
students inquire into real world issues, dilemmas,
and perspectives.
The quality of learning is more important than the
quantity of content.
Content coverage alone does not equal learning. Extension
of conceptual understanding, mastery of competencies, and
development of character traits requires selective use of
illustrative content.
Learning is personal.
Individuals have different starting points, different interests,
and will follow different learning pathways. We personalize
learning by providing appropriate challenge, choice,
constructive feedback, and opportunities to act on
that feedback.
Learning is social.
We learn from one another in safe environments when
we are connected through positive, caring relationships.
Interaction and collaboration form an important part
of learning.
Everyone learns.
Our principles of learning apply to all members of the
ZIS community.
ZIS Upper School Program of Studies 2021/22 | 4 © ZIS Updated 2021.01.14ZIS Character Standards
The following character standards describe the dispositions Learners are REFLECTIVE
and values we strive to promote and nurture amoung our They:
community of learners. — think before acting, considering options for achieving a
goal based on analysis of that goal
Character Standards — monitor progress, make adjustments and adapt
Character Learning is happening when students are: strategies appropriately whilst engaged in
— considering the potential impact of applying dispositions learning situations
and values in specific authentic contexts — increase self-knowledge of strengths, weaknesses and
— acting as a result of these considerations areas for growth through considered reflection on
— reflecting on the effects of these actions particular strategies or actions used in
learning situations
Dispositions
Values
Learners are OPEN-MINDED
They: Learners value INTEGRITY
— initially withhold judgement, recognizing how past They:
experiences influence reactions — identify and refine what they believe is right in light of
— are receptive to information and ideas which may our school’s mission and values
challenge their beliefs — do what is right even when no-one is watching
— identify and investigate alternative perspectives — articulate how their beliefs influence their actions
— attempt new ways of doing things — translate their beliefs into local and/or global actions
— recognize when their actions contradict their beliefs and
Learners are RESILIENT reflect on why that discrepancy occurred
They:
— recognize and manage distractions Learners value FAIRNESS
— identify and use strategies for overcoming obstacles to They:
achieve goals — consider the impact of a decision or action on others
— persevere through difficulties when it is productive to — recognize that fair does not always mean equal rather
do so fairness depends on the circumstances and who
— learn from failure or mistakes by reflecting and altering is involved
strategies for success — can make and justify a decision based on how fair it is
— formulate goals and work to attain them over for all concerned
sustained periods
Learners value COMPASSION
Learners are PLAYFUL They:
They: — are able to sense other people’s emotions and able to
— take risks when approaching new situations and learning empathize
experiences — actively attempt to understand why people hold certain
— creatively engage with ideas and materials, perspectives, are in certain circumstances, and/or feel
experimenting with them in novel and possibly counter- particular emotions
intuitive ways — feel motivated to relieve another person’s suffering
— avoid drawing conclusions too soon — work to understand the needs of others in order to
— explore imaginative alternatives and possibilities by achieve desirable outcomes for all
wondering “what if?” — consider actions that will have a positive impact
on others
ZIS Upper School Program of Studies 2021/22 | 5 © ZIS Updated 2021.01.14School Year Calendar 2021/22
July (2021) January (2022) Comments
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun 2021
1 2 3 4 1 2 August 1: Swiss National Holiday
5 6 7 8 9 10 11 3 4 5 6 7 8 9 August 3: New faculty report
12 13 14 15 16 17 18 10 11 12 13 14 15 16 August 9: LS, MS, US, HoD and
19 20 21 22 23 24 25 17 18 19 20 21 22 23 TL report
August 10: LS, MS, US returning faculty
26 27 28 29 30 31 24 25 26 27 28 29 30
report
31 August 13: MS new student orientation
August August 16: LS, US new student
February orientation
Mon Tues Wed Thurs Fri Sat Sun
August 17: First day of classes for
1 Mon Tues Wed Thurs Fri Sat Sun
LS, MS, US
2 3 4 5 6 7 8 1 2 3 4 5 6
9 10 11 12 13 14 15 7 8 9 10 11 12 13 October 11–15: Fall break
16 17 18 19 20 21 22 14 15 16 17 18 19 20 October 18–19: No school, Professional
23 24 25 26 27 28 29 21 22 23 24 25 26 27 Development Days (1 + 2)
30 31 28
November 19: No school
September March
December 17: Last day of classes
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun December 20–31: Winter break I
1 2 3 4 5 1 2 3 4 5 6
6 7 8 9 10 11 12 7 8 9 10 11 12 13
13 14 15 16 17 18 19 14 15 16 17 18 19 20
20 21 22 23 24 25 26 21 22 23 24 25 26 27 2022
27 28 29 30 28 29 30 31 January 1–7: Winter break I
January 10: 2nd semester begins
October April
February 14–18: Winter break II
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun February 21–22: No school, Professional
1 2 3 1 2 3 Developments Days (3 + 4)
4 5 6 7 8 9 10 4 5 6 7 8 9 10
April 11–22: Spring break
11 12 13 14 15 16 17 11 12 13 14 15 16 17
April 17: Easter Sunday
18 19 20 21 22 23 24 18 19 20 21 22 23 24
25 26 27 28 29 30 31 25 26 27 28 29 30 May 1: May Day, Swiss Labor Day
May 26 & 27: No school, Ascension
November May
June 4: US Graduation
Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat Sun June 6: No school, Pentecost
1 2 3 4 5 6 7 1 (Whit Monday)
8 9 10 11 12 13 14 2 3 4 5 6 7 8 June 16: Last day of classes
15 16 17 18 19 20 21 9 10 11 12 13 14 15 June 17: Faculty work day
22 23 24 25 26 27 28 16 17 18 19 20 21 22
29 30 23 24 25 26 27 28 29
30 31
December
June
Mon Tues Wed Thurs Fri Sat Sun
1 2 3 4 5 Mon Tues Wed Thurs Fri Sat Sun
Color key:
6 7 8 9 10 11 12 1 2 3 4 5
New and returning faculty report
13 14 15 16 17 18 19 6 7 8 9 10 11 12 New student orientation
20 21 22 23 24 25 26 13 14 15 16 17 18 19 Semester begins (first day of classes)
27 28 29 30 31 20 21 22 23 24 25 26 Semester ends (last day of classes)
27 28 29 30 No school
Faculty work day
July US Graduation
Mon Tues Wed Thurs Fri Sat Sun Abbreviations:
1 2 3 EC = Early Childhood
4 5 6 7 8 9 10 LS = Lower School
MS = Middle School
11 12 13 14 15 16 17
US = Upper School
18 19 20 21 22 23 24
HoD = Head of Department
25 26 27 28 29 30 31 TL = Team Leader
ZIS Upper School Program of Studies 2021/22 | 6 © ZIS Updated 2021.01.14Directory
Position/Name E-mail Position/Name E-mail
Principal Creative Arts Curriculum
David Markus dmarkus@zis.ch Area Leader
Keri Jolley kjolley@zis.ch
Assistant Principal (Academics)
Jonathan Kirkwood jkirkwood@zis.ch Educational Technology and
VHS Coordinator
Assistant Principal (Student Life) Anka Vonic avonic@zis.ch
Alison Callaghan acallaghan@zis.ch
English Curriculum
Area Leader
AP Coordinator Robert Friesen rfriesen@zis.ch
Jonathan Kirkwood jkirkwood@zis.ch
Learning Support Curriculum
IB Diploma Coordinator Area Leader
Sean Maley smaley@zis.ch Ainsley Taylor ataylor@zis.ch
Mathematics Curriculum
Grade 9 Leader Area Leader
Claudia Glass cglass@zis.ch Joel Lobland jlobland@zis.ch
Grade 10 Leader Physical Education Curriculum
Andrea Cole acole@zis.ch Area Leader
Michael Johnston mjohnston@zis.ch
Grade 11 Leader
Ann Fritzen afritzen@zis.ch Science Curriculum
Area Leader
Grade 12 Leader Diya Kanoria dkanoria@zis.ch
Martin Samuelsson msamuelsson@zis.ch
Social Studies Curriculum
Area Leader
School Counselors Dan Bixon dbixon@zis.ch
Ann Infante ainfante@zis.ch
Catherine Richardson crichardson@zis.ch World Language Curriculum
Area Leader
University and Career Counselors Christine Jordan cjordan@zis.ch
Kathleen Schultz kschultzd@zis.ch
Rich Modica rmodica@zis.ch
Ann Infante ainfante@zis.ch
Zurich International School Phone
Upper School
Eichenweg 2
CH-8134 Adliswil
www.zis.ch 058 750 24 00
ZIS Upper School Program of Studies 2021/22 | 7 © ZIS Updated 2021.01.14Graduation Requirements and Scheduling Information
Graduation Requirements Course Selection and Scheduling Process
Graduation requirements are established and revised by Course Load
the Upper School Administration in consultation with the Bearing in mind that students must earn at least 23 credits
faculty, and are subject to approval by the Board of Trustees. to graduate, Grade 9 and 10 students usually enroll in a
In order to qualify for the ZIS high school diploma a student minimum of seven courses, and students in Grades 11 and
must attend the Upper School for the full Grade 12 year or 12 enroll in six courses. Students are encouraged to select a
the full Grade 11 year and one semester of the Grade 12 year. program of study that meets their ability-level, engages their
interests, fulfills graduation requirements, and furthers their
Course credits college/university admission and/or career objectives.
Students must earn 23 credits to graduate. Each year-
long course is worth one credit. Over four years, credits must Course Request Process
be distributed as follows: The course selection process begins in February and
concludes in March. The Counselors, the Assistant Principals,
4 English and faculty members assist students in the selection of
2 World Language (intermediate proficiency in appropriate academic courses. In conjunction with their
at least one world language during Grades 9–12) parents, students enroll in classes by completing a Course
3 Social Studies Request Form. Schedules will be finalized in June.
3 Mathematics
3 Science Course Request Changes
2 Creative Arts Decisions regarding the courses offered, the number of
2 Physical Education sections of each course, staffing and scheduling are based
4 Electives (courses beyond required courses) on the data collected through Course Request Forms. As a
—— result, is not always possible to accommodate changes once
23 Credits scheduling is complete.
——
Course Prerequisites
These are minimum credit requirements for the ZIS high Some courses require that one or more specific courses be
school diploma. Most students exceed these requirements. completed prior to enrollment. The first year of a cumulative
Students enrolled in the IB Diploma Programme during subject, for example, is a prerequisite to the second year
Grades 11 and 12 must satisfy all requirements stipulated by of the subject (e.g., French I is the prerequisite to French
the IB Organization in order to qualify for the IB Diploma. II). Prerequisites are indicated in course listings. Student
performance in the prerequisite course should be considered
indicative of future success.
Course Recommendation/Placement
Teacher recommendations based on student performance
guide the selection of appropriate courses. If a student
is not recommended for a course but wishes to enroll
in the course, he/she should first talk to his/her current
subject teacher and if necessary, appeal to the appropriate
Curriculum Area Leader. Final decisions are made by the
Principal, in conjunction with the family and the Curriculum
Area Leader.
ZIS Upper School Program of Studies 2021/22 | 8 © ZIS Updated 2021.01.14ZIS Academic Pathways
Students in Grades 9–12 must complete a rigorous and ZIS and IB Diploma Pathway
balanced program of studies in English, History, World
Languages, Mathematics, Science, Creative Arts, and Physical The International Baccalaureate Diploma Programme (IB)
Education/Health. is a rigorous two-year pre-university program leading to
assessments in six subject areas.
Academic Program in Grades 9 and 10
In Grades 9 and 10, courses have been created by Upper Established in 1968, the IB offers a challenging
School teachers to ensure that students are well prepared curriculum noted for its depth and its international
to enroll in the International Baccalaureate Program, and perspective. The two-year IB Diploma provides a coherent
access Advanced Placement (AP) courses or ZIS courses in and demanding educational experience across the full
Grades 11 and 12. curriculum. Beyond completing university-level courses and
examinations, IB students are also required to engage in
A typical course load for Grade 9 students includes: community service, individual research, and an inquiry into
— English* the nature of knowledge.
— Mathematics
— Coordinated Science I What is the IB Diploma?
— History I The International Baccalaureate Diploma, based upon best
— Physical Education/Health practices from national systems of education around the
— German world, was designed to provide students with a rigorous
— Elective 1** and holistic education centered upon 21st century skills
— Optional: Elective 2 or study hall and global citizenship and resulting in an internationally
recognized credential.
A typical course load for Grade 10 students includes:
— English* — Group 1 First Language
— Mathematics — Group 2 Second Language
— Coordinated Science II — Group 3 Individuals and Societies
— History II — Group 4 Experimental Sciences
— Physical Education — Group 5 Mathematics and Computer Science
— Elective 1** — Group 6 The Arts
— Elective 2
— Optional: Elective 3 or study hall Students choose one course from each group, except
Group 6, where students may elect to take a second course
* EAL students enroll in EAL as their English credit and from Groups 1–4 instead of an Arts course. Three courses
take English 9 or English 10 as Elective 1. must be taken at the higher level (HL) and three courses at
** Students are encouraged to fulfill the Arts credit the standard level (SL). Higher level examinations are more
requirements during Grades 9 and 10. demanding academically.
Academic Pathways in Grades 11 and 12 Other Requirements for the IB Diploma
In Grades 11 and 12 there are two pathways toward In addition to six subject courses, Diploma candidates must
graduation: the ZIS and IB Diploma pathway, and the ZIS fulfill three central requirements:
Diploma with AP and ZIS courses. Both of these options — Theory of Knowledge, an externally assessed course that
allow students to pursue their interests and challenge examines how knowledge is produced, validated and
themselves and to meet the requirements for diverse evaluated in different disciplines
university programs prepared for success in post-secondary — Extended Essay, an externally assessed, independent
education. research project of 4,000 words in one of the six
subject areas
— The ZIS and IB Diploma Pathway: Students earn a — Creativity, Activity, Service (CAS), regular involvement in
ZIS Diploma by enrolling in seven classes and working artistic, physical and community service activities
toward the IB Diploma.
Students who do not wish to enroll in the full IB
— The ZIS Diploma with ZIS and AP Courses: Students Diploma may enroll in a combination of individual IB
earn a ZIS Diploma by enrolling in a combination of AP courses and will earn IB certificates in those subjects upon
courses and ZIS courses created by ZIS faculty. In some completion of the IB exam.
instances it is possible for students to enroll in individual
two-year IB courses as well.
ZIS Upper School Program of Studies 2021/22 | 9 © ZIS Updated 2021.01.14IB assessments are scored on a 1–7 scale, with up to ZIS Courses
three additional points available for exemplary work on ZIS courses are one-year courses designed by ZIS faculty in
Theory of Knowledge and the Extended Essay. To earn an each curricular area to develop conceptual understanding,
IB Diploma, a student must achieve a minimum total score content knowledge and skills. These courses are accessible
of 24 points without any failing conditions. to all students with support and extension as needed. They
do not have the same time demands as AP courses, allowing
Generally speaking, the final IB grade of 1–7 consists of students to balance their course load.
two major elements:
— Between 20 and 50 percent of the grade is based on Advanced Placement (AP) Courses
internal assessment, classroom work done during the The Advanced Placement Program (AP) enables willing and
IB course and graded by IB teachers against specific academically prepared students around the world to pursue
published criteria. university-level studies while still in high school. By taking
— The remaining 50–80 percent of the grade is based AP courses, students demonstrate their mastery of a subject
on external assessment, which are developed by an and their ability to work at the academic level required in
international board of chief examiners, with input from higher education.
IB teachers from around the world.
AP courses are developed by a committee of higher
These criterion-based assessments are graded by an education faculty and expert AP teachers who ensure
international body of trained IB examiners, consisting of that the course reflects college- and university-level
university professors and master secondary school teachers. expectations. These committees define the scope and goals
The work of the examiners is moderated by an examining of the AP course, articulating what students should know
board that is also responsible for ensuring that scoring is and be able to do upon completing it. AP courses are fast-
consistent across subjects and across the world. paced and intended to provide a broad survey of a particular
discipline or subject area. Courses allow students to develop
How do colleges and universities recognize a global perspective, as well as critical thinking and problem-
International Baccalaureate courses and the solving skills.
IB Diploma?
The IB Diploma has long been viewed as a strong indicator AP is recognized as a highly desirable academic
of academic promise and achievement. IB students often credential around the globe: it is recognized in the
have an advantage in the admissions process at selective admissions process by more than 4,000 universities
universities. In addition, IB courses and exams are recognized worldwide, and outside the U.S., more than 600 universities
for the purpose of advanced credit and/or placement at in more than 65 countries recognize qualifying AP Exam
more than 1,000 North American colleges and universities. scores. AP courses and exams measure students’ mastery of
Many institutions now grant a full year of credit to students university-level course content.
who have earned the IB Diploma.
Who creates the AP Examinations, and how are the
The IB Diploma is accepted as an admissions credential exams graded?
at universities in more than 102 countries. In addition, AP Examinations are created by a committee of experienced
high scores on IB exams often entitle students to credit AP secondary school teachers and university professors
or placement at university. The IB Diploma Programme is specializing in each of the disciplines for which an
offered at over 2,300 schools around the world. examination is offered.
The multiple-choice portion of AP Exams is scored
ZIS Diploma with ZIS and AP Courses by computer. The free-response sections of AP Exams
are scored by AP teachers and university professors in a
Students select ZIS and AP courses to create a personalised week-long June scoring session. Detailed scoring rubrics
two-year program of study. Graduation requirements are established for each examination by Chief Faculty
ensure that the program is balanced, resulting in a well- Consultants for each discipline, who oversee the scoring of
rounded student, developing both academically capable the free-response questions. Great care is taken by the Chief
and empathetic learners, aware of self and others in ethical Faculty Consultants to ensure accuracy and consistency
interactions and decision making. Courses develop in scoring to result in a fair assessment of student free-
21st century skills in critical and creative thinking and response performances.
problem-solving, information literacy, collaboration
and communication. Total composite scores for the combined multiple-
choice and free-response portions of the exams are
ZIS Upper School Program of Studies 2021/22 | 10 © ZIS Updated 2021.01.14converted into AP grades of 1 (no recommendation) to 5 — A continuum of identified domains of language
(extremely well qualified), which are released in mid-July learning is used to plan pathways for student
to the students and the colleges and universities of language development.
their choice. — The IB strongly recommends that, wherever possible,
students should work towards developing their
How do colleges and universities recognize mother tongue(s).
AP courses? — Language B is an additional language-learning [i.e.
Approximately 3,000 North American universities recognize foreign language] course designed for students with
AP courses and examinations. Students presenting qualifying some previous learning of that language.
grades on AP Exams may earn anywhere from 3 to 6 credits — Language courses should be a challenging educational
(for a single course) to one year of college credit, and on experience for the student. All final decisions on the
occasion, two years of credit, thereby earning second-year appropriateness of the course for which students
and sometimes third-year standing. are entered are taken by coordinators in liaison with
teachers using their experience and professional
As universities in North American and abroad differ judgment to guide them.
regarding the exact nature of their acceptance policies, AP
students are advised to inquire directly to the universities IB Language B Placement Policy at ZIS
concerning their respective policies for specific AP Language B is appropriately designated for foreign language
Examinations. AP courses and qualifying grades are also learners; the content and method of approach required
used as acceptance and admissions criteria by an increasing for Language B is not suited to the abilities and needs of
number of universities in identifying high performing and fluent speakers. Neither will it be sufficiently challenging to
highly motivated students. fully develop their potential. In many cases, fluent speakers
will have already met some of the intended outcomes
for Language B or will easily meet these outcomes. While
ZIS and IB Language Policy some schools do not have preparatory courses for fluent
speakers, ZIS is fortunate to have the resources to be able to
Multilingualism is a tremendous asset in a globally offer these courses in French, German and Spanish. Fluent
interconnected world. ZIS requires students to study a speakers are not admitted to Language B.
language other than English for at least two years through
language acquisition and mother tongue courses. Swiss law Exceptions
requires that all students study German until the end of When a fluent speaker student joins ZIS in Grade 10 or
Grade 9. 11 and has not had the benefit of any academic classes in
the language, consideration may be given for admission
ZIS recognises that language develops along a to Language B at the Higher Level. Applicants should seek
continuum and organises the progression of language approval from the Principal. The application will be reviewed
courses accordingly. The language acquisition track develops by the Principal, IB Coordinator and the Curriculum Area
foreign language acquisition abilities up to the B2 level of Leader (CAL) for the World Language Curriculum Area. The
the Common European Framework of Reference where committee’s decision is final.
language learners transition to the fluent speaker track.
ab initio Language Placement
In accordance with these principles… The language ab initio course is designed for students with
Language Acquisition courses are intended for: little or no prior experience of the language they wish to
— Foreign language learners up to the B2 level study. All final decisions on the appropriateness of the course
for which students are entered are taken by coordinators in
Fluent speaker courses are intended for: liaison with teachers, using their experience and professional
— Native/mother tongue language students judgment to guide them. The most important consideration
— Non-mother tongue speakers who have reached near- is that the language ab initio course should be a challenging
native fluency (completion of CEFR B2 level) educational experience for the student.
IB Language Placement Policy Guidelines
According to the IB:
— Schools must develop a Language Policy consistent with
IB expectations to place students who have complex
language profiles, deciding which courses are best for
their particular context according to available resources.
ZIS Upper School Program of Studies 2021/22 | 11 © ZIS Updated 2021.01.14Course Offerings 2021/22
Please note: It should be understood that the viability of courses will be dependent upon student interest,
available staffing, and timetable limitations.
Creative Arts Curriculum Area (Visual Arts) 27 AP Calculus BC
15 Foundation Art and Design 28 AP Statistics
15 Studio Art 28 IB Mathematics SL, Applications and Interpretations
15 Digital Graphic Design 28 IB Mathematics HL, Applications and Interpretations
15 Digital Photography 28 IB Mathematics SL, Analysis and Approaches
15 AP Drawing 28 IB Mathematics HL, Analysis and Approaches
16 AP 2-D Art and Design
16 AP 3-D Art and Design Physical Education Curriculum Area
16 IB Visual Arts SL 30 Physical Education/Health 9
16 IB Visual Arts HL 30 Physical Education and Wellness 10
30 Physical Education 11/12 – Fitness and Wellness
Creative Arts Curriculum Area (Music and Theater)
18 Essential Theater Science Curriculum Area
18 Acting and Directing 32 Coordinated Science I
18 New! Actors’ Workshop 32 Coordinated Science II
18 IB Theater Arts SL/HL 32 Computer Science (STEM)
18 Creative Music 32 New! AP Computer Science Principles
19 Music Studio I 32 AP Computer Science A
19 Music Studio II 33 Honors Biology
19 Music Studio III 33 Honors Chemistry
19 Concert Band 33 AP Biology
19 String Orchestra 33 AP Chemistry
20 Vocal and Choral Music 33 AP Physics 1: Algebra-Based
20 AP Music Theory 33 AP Physics 2: Algebra-Based
20 IB Music SL/HL 34 Design Technology (STEM)
34 New! Sports Science
English Curriculum Area 34 New! Astrophysics
22 English as an Additional Language (EAL) 34 New! Environmental Science
22 English 9 34 IB Environmental Systems and Societies SL
22 English 10 35 IB Biology SL
22 English Literature 35 IB Biology HL
22 English Language 35 IB Chemistry SL
22 English Research and Composition 35 IB Chemistry HL
23 IB English A: Literature SL 35 IB Physics SL
23 IB English A: Literature HL 35 IB Physics HL
23 IB English A: Language and Literature SL
23 IB English A: Language and Literature HL Social Studies Curriculum Area
24 Digital Journalism I 37 History I
24 Digital Journalism II 37 History II
24 Digital Journalism III 37 AP World History
37 AP Art History (2021/22)
Mathematics Curriculum Area 37 New! Philosophy (2022/23)
26 Integrated Mathematics 1A 37 Contemporary History
26 Integrated Mathematics 2A 38 AP European History
26 Integrated Mathematics 1B 38 AP Psychology
26 Integrated Mathematics 2B 38 AP Economics
26 Integrated Mathematics 1C 38 New! AP Human Geography
27 Integrated Mathematics 2C 38 IB Environmental Systems and Societies SL
27 Integrated Mathematics 3C 39 IB History SL and HL
27 PreCalculus 39 IB Psychology SL and HL
27 Personal Finance 39 IB Economics SL and HL
27 AP Calculus AB 39 IB Geography SL and HL
ZIS Upper School Program of Studies 2021/22 | 12 © ZIS Updated 2021.01.14World Language Curriculum Area 44 Spanish III (Common European Framework of
(Language Acquisition) Reference Equivalent B1.1)
41 French I (Common European Framework of Reference 44 Spanish IV (Common European Framework of
Equivalent A1) Reference Equivalent B1.2)
41 French II (Common European Framework of 45 Spanish V (Common European Framework of
Reference Equivalent A2) Reference Equivalent B2.1+)
41 French III (Common European Framework of 45 IB Spanish ab initio SL (Common European
Reference Equivalent B1.1) Framework of Reference Equivalent A2/B1.1)
42 French IV (Common European Framework of 45 IB Spanish B SL (Common European Framework of
Reference Equivalent B1.2) Reference Equivalent B2)
42 French V (Common European Framework of 45 IB Spanish B HL (Common European Framework
Reference Equivalent B2.1+) Equivalent B2+)
42 IB French ab initio SL (Common European Framework
of Reference Equivalent A2/B1.1) World Language Curriculum Area
42 IB French B SL (Common European Framework of (Fluent Speakers)
Reference Equivalent B2.) 45 Fluent I and II French
42 IB French B HL (Common European Framework of 46 IB French A: Language and Literature SL
Reference Equivalent B2+) 46 IB French A: Language and Literature HL
43 German I (Common European Framework of 46 Level VI Fluent German Studies (Common European
Reference Equivalent A1) Framework of Reference Equivalent B2.2+)
43 German II (Common European Framework of 46 Fluent I and II German Standard Level
Reference Equivalent A2) 46 IB German A: Language and Literature SL
43 German III (Common European Framework of 46 IB German A: Language and Literature HL
Reference Equivalent B1.1) 47 Fluent I and II Spanish
43 German IV (Common European Framework of 47 IB Spanish A: Language and Literature SL
Reference Equivalent B1.2) 47 IB Spanish A: Language and Literature HL
43 German V (Common European Framework of 47 IB A Literature SL Self-taught
Reference Equivalent B2.1+)
44 IB German B SL (Common European Framework of Theory of Knowledge
Reference B2) 48 IB Theory of Knowledge
44 IB German B HL (Common European Framework of
Reference Equivalent B2+) Learning Support
44 Spanish I (Common European Framework 49 Learning Support
Equivalent A1) 49 Life Skills
44 Spanish II (Common European Framework
Equivalent A2)
Please note: On the following pages each course name
is followed by one or more color codes:
Grades 9 and/or 10 Courses
ZIS and/or AP Courses
IB Courses
Electives
For your convenience these colors correspond to
those used in the flowcharts and will help you locate
the respective courses in the grade levels and/or
academic pathways.
ZIS Upper School Program of Studies 2021/22 | 13 © ZIS Updated 2021.01.14Creative Arts Curriculum Area (Visual Arts)
Visual Arts
Grade 9
Foundation Art
Grade 10
Foundation Art or Studio Art or Digital Photography or Digital Graphic Design
ZIS and IB Diploma Pathway ZIS Diploma Pathway with ZIS and AP Courses
or
IB Visual Arts SL/HL AP 2-D Art & Design
Can be taken as a Foundation Art
(2-year course)
1 or 2-year course
(pre-requisite
Digital Photography
or Graphic Design)
Studio Art
Grades 11–12
AP 3-D Art & Design
Can be taken as a Digital
1 or 2-year course Photography
(pre-requisite
Studio Art)
Digital
Graphic Design
AP Drawing
Can be taken as a
1 or 2-year course
(pre-requisite IB Visual Arts SL/HL
Studio Art) (2-year course)
Grades 9 and/or 10 Courses ZIS and/or AP Courses IB Courses Electives
ZIS Upper School Program of Studies 2021/22 | 14 © ZIS Updated 2021.01.14Creative Arts Curriculum Area (Visual Arts)
Philosophy and Illustrator on Macintosh computers and Epson printers.
There will be opportunities to incorporate drawing,
The goal of the Creative Arts Curriculum Area is to involve photography and 3-D applications. A variety of assignments
students in the process of studying and producing Art, will guide students through the design process, from
Music and Theater, to develop inquiring and knowledgeable generating ideas, working to a brief and refining/developing
young people able to locate their ideas within historical drafts into a finished project. Some projects include
and cultural contexts. Theory and practice in the Arts are logos, magazine article/layouts, posters, infographics, and
dynamic and constantly changing, challenging students packaging, amongst others. Successful completion of this
to explore new possibilities for creative expression. course equips students to enroll in IB Visual Arts or AP 2-D
Engagement in the Arts provides students with an Art and Design.
opportunity to develop a critical and personal view of
themselves in relation to the world. Digital Photography
Grades: 10, 11 or 12
Foundation Art and Design Subject Area/Course Credit: Creative Arts, 1 credit
Grades: 9–12 Prerequisite: None
Subject Area/Course Credit: Creative Arts, 1 credit
Prerequisite: None Digital Photography provides a thorough introduction to
This course aims to provide a firm foundation in the photography in color and black and white. It begins with
fundamentals of Art and Design. The curriculum provides the basics and concludes with a deeper consideration
a broad range of experiences utilizing the full range of of photography as a form of art, looking at the context
media available in the Art department, including painting, and meaning of images. The curriculum explores digital
drawing, graphic design, sculpture, digital software and editing/processing possibilities using Adobe Lightroom
photography. Students will acquire a wide range of two and and Photoshop. The main goal of the course is to develop
three-dimensional skills, together with an understanding of a creative portfolio of digital photographs comparable in
the historical and cultural context relating to class themes. quality to printing from film. Successful completion of this
By the end of the course, students will have discovered their course equips students to enroll in IB Visual Arts or AP Art
strengths and interests, which will be helpful in choosing one 2-D Art and Design.
of the more specialized Art classes.
Required Materials:
Studio Art A digital SLR camera with a large storage card (at least
Grades: 10, 11 or 12 32 GB) must be available to start the school year. The
Subject Area/Course Credit: Creative Arts, 1 credit camera must be capable of taking pictures with manual
Prerequisite: Foundation Art and Design or another exposure in RAW and JPEG file formats. A good comparison
comparable Art class website for prices in Switzerland is www.toppreise.ch. For a
list of camera recommendations please contact Keri Jolley at
Studio Art aims to provide a solid platform from which kjolley@zis.ch.
to move onto the more advanced Art classes. Over the
course of the year, students will experience a variety of AP Drawing
subjects and approaches to looking at art. Skills will be Grades: 11 and/or 12
developed in a range of two and three-dimensional media, Subject Area/Course Credit: Creative Arts, 1 credit
particularly drawing, painting and sculpture. Developing Prerequisite: Teacher recommendation based on a review
an understanding of the historical and cultural context of a portfolio from a previous Art class
relating to class themes will be an integral component of
the curriculum. Successful completion of this course equips AP Drawing is a challenging course designed for students
students to enroll in IB Visual Arts or AP Drawing. who have a serious interest in the subject. Works in any
drawing/painting media are acceptable for this option,
Digital Graphic Design provided they conform to the specific requirements of the
Grades: 10, 11 or 12 final portfolio regarding content and size. It is difficult to
Subject Area/Course Credit: Creative Arts, 1 credit complete the exam portfolio in one year unless a candidate
Prerequisite: None has already successfully completed a previous Art class
and has a substantial collection of work, so many students
This course looks at graphic design in a broad context, choose to take the class over two years. At this level in order
including the history of the subject with a focus on to be successful students must be prepared to develop an
typography, layout, and two and three-dimensional independent portfolio.
solutions. Students will use Adobe Photoshop, In-Design
ZIS Upper School Program of Studies 2021/22 | 15 © ZIS Updated 2021.01.14AP 2-D Art and Design IB Visual Arts SL
Grades: 11 and/or 12 Grades: 11–12 (two-year course)
Subject Area/Course Credit: Creative Arts, 1 credit Subject Area/Course Credit: Creative Arts,
Prerequisite: Teacher recommendation based on a review 1 credit each year
of a portfolio from a previous class Prerequisite: Teacher recommendation.
To enroll in the photography concentration of AP 2-D Although it is preferable and advantageous to have
Art and Design, it is essential that a student complete the successfully completed a previous Art class, it is not a
Digital Photography course prior to or in conjunction with requirement for SL. With strong motivation it may be
AP 2-D. To enroll in the graphic design concentration it is possible to succeed with a limited background in the subject
essential that a student complete the Digital Graphic Design at this level.
course prior to AP 2-D.
IB Visual Arts SL is a two-year course designed for
AP 2-D Art and Design is a challenging course designed students who have a serious interest in the subject. Students
for students who have a serious interest in the subject. are required to curate an exhibition of their own art at the
Photography and graphics are acceptable for this option, end of the course, using any of the media available within
provided they conform to the specific requirements of the the Art Curriculum Area, such as photography, sculpture,
final portfolio regarding content and size. It is possible to drawing and painting. They must also document the
take the exam in one year if a candidate has previously development of the portfolio in an Art Journal and complete
completed the photography or digital graphic design a Comparative Study focusing on selected artworks by
classes and has a strong collection of work. Alternatively, several different artists. In the second year, emphasis is
some students prefer to take the class over two years after placed on independent research as students explore their
completing the photography or digital graphic design course. personal themes in greater depth.
At this level in order to be successful students must be
prepared to develop an independent portfolio based upon a IB Visual Arts HL
theme of their choice. Grades: 11–12 (two-year course)
Subject Area/Course Credit: Creative Arts,
Required Materials: 1 credit each year
Students taking the 2-D syllabus and entering a Prerequisite: Teacher Recommendation. Successful
photography portfolio will require a digital SLR camera with completion of a previous Art class is strongly advised to
a large storage card (at least 32 GB). It must be capable of consider this course at the Higher Level
taking pictures with manual exposure in RAW and JPEG
file formats. IB Visual Arts HL is a two-year course designed for students
who have a serious interest in the subject. Students are
AP 3-D Art and Design required to curate an exhibition of their own art at the end
Grades: 11 and/or 12 of the course, using any of the media available within the Art
Subject Area/Course Credit: Creative Arts, 1 credit Curriculum Area, such as photography, sculpture, drawing
Prerequisite: Studio Art or teacher recommendation based and painting. They must also document the development of
on a review of a portfolio from a previous Art class the portfolio in an Art Journal and complete a Comparative
Study focusing on selected artworks by several different
AP 3-D Art and Design is a challenging course designed for artists. In the second year, emphasis is placed on
students who have a serious interest in the subject. Works in independent research as students explore their personal
any sculptural media are acceptable for this option, provided themes in greater depth.
they conform to the specific requirements of the final
portfolio. It is difficult to complete the exam portfolio in one
year unless a candidate has already successfully completed
a previous Art class and has a substantial collection of work.
Many students choose to take the class over two years.
At this level in order to be successful students must be
prepared to develop an independent portfolio.
ZIS Upper School Program of Studies 2021/22 | 16 © ZIS Updated 2021.01.14Creative Arts Curriculum Area (Music and Theater)
Music Theater
Grade 9
Creative Music Essential Theater
Creative Music Music Studio I Essential Theater
Grade 10
AP Music Theory Acting and Directing
ZIS Diploma Pathway ZIS Diploma Pathway
ZIS and IB ZIS and IB
with ZIS and AP with ZIS and AP
Diploma Pathway or Diploma Pathway or
Courses Courses
Creative Music Essential Theater
IB Music SL/HL IB Theater SL/HL
(2-year course. (2-year course.
Course viability is Course viability is
dependent upon Music Studio I / II / III dependent upon Acting and Directing
Grades 11–12
sufficient student sufficient student
enrollment.) enrollment.)
AP Music Theory Actors’ Workshop
IB Music SL/HL IB Theater SL/HL
(2-year course. (2-year course.
Course viability is Course viability is
dependent upon dependent upon
sufficient student sufficient student
enrollment.) enrollment.)
Music Performance Concert Band
Based Classes
Grades 9–12
Grades 9–12
May be repeated
String Orchestra
Vocal and Choral Music
Grades 9 and/or 10 Courses ZIS and/or AP Courses IB Courses Electives
ZIS Upper School Program of Studies 2021/22 | 17 © ZIS Updated 2021.01.14Creative Arts Curriculum Area (Music and Theater)
Essential Theater IB Theater Arts SL/HL
Grade: 9 Grades: 11–12 (two-year course)
Subject Area/Course Credit: Creative Arts, 1 credit Subject Area/Course Credit: Creative Arts, 1 credit
Prerequisite: None each year
Prerequisite: Acting and Directing, other advanced theater
Essential Theater is an introductory course designed to course or teacher recommendation
give students a sampling of what the theater has to offer.
The course covers both work on stage and backstage. IB Theater Arts SL and HL is a two-year course designed to
Students are exposed to acting and to the history of theater develop personal, academic, aesthetic and practical theater
through scripted work and improvisation. Through readings, skills and learn to understand the holistic nature of theater.
workshops and games students learn how theater has Year 1 focuses on the skills and experiences required for
different styles and how these styles require different acting Year 2. In Year 2 students prepare projects for grading. The
techniques. The course involves individual and group work. three main focus areas of study are Theater in Context,
At the end of the course students perform for a live audience Theater Processes, and Presenting Theater. The students will
to apply the skills and techniques acquired during the year. engage actively in the creative process, transforming ideas
into action as inquisitive and productive artists. The course
Acting and Directing emphasizes the importance of working both individually and
Grades: 10, 11 or 12 collaboratively as part of an ensemble. Students are asked
Subject Area/Course Credit: Creative Arts, 1 credit to consider the cultural influences of theater, to go beyond
Prerequisite: Essential Theater, another beginning acting the scripted page as an actor, director, or designer and
course or teacher recommendation experience theater as the audience. Students will take on
the role of the Dramaturge and gain an understanding of the
Acting and Directing is an advanced Theater Studies course valuable role of research in the development of productions.
allowing students to undertake individual and group There are three Projects in total for both SL and HL as part of
presentations and workshops in new styles of theater. The the assessment for IB Theater.
role of the designer in theater is examined and a project is Note: HL students must present a solo theater piece in this
chosen from set, costume, or lighting design. Additionally, course, which will be their fourth project for assessment.
increased emphasis is placed on direction. Students work
on small to medium scale productions developing their Creative Music
skills and controls as the director of a show. At the end of Grades: 9, 10, 11, and 12
the course students perform for a live audience to apply the Subject Area/Course Credit: Creative Arts, 1 credit
skills and techniques acquired during the year. Prerequisite: None, though previous music experience
and enjoyment of music of any kind supports the
New! Actors’ Workshop curriculum
Grade: 11 or 12
Subject Area/Course Credit: Creative arts 1 credit Creative Music is an introductory level project-based course
Prerequisite: Acting and Directing or other advanced that enables students to create and explore music through
theater courses or teacher recommendation. a wide range of activities, and develop an understanding
of how the elements of music create impact and emotion
This is a one-year course that is designed to provide in composition and performance. Using current music
students with the opportunity to create original theater technologies such as Noteflight and GarageBand, students
in a collaborative setting. Students develop personal and compose melodies, explore sound effects and film scoring,
aesthetic theater skills and engage actively in the creative compose raps, work with MIDI, and learn the basics of
process, transforming ideas into action as inquisitive and mixing, production, and recording. Learning basic guitar
productive artists. The course emphasizes the importance skills during the course allows students to explore rock and
of working both individually and collaboratively. This course pop melodies and harmonies, as well as performance and
also provides students with directing and research skills. songwriting. Students will share work in class and learn
Note: This course will run concurrently with IB Theater to respond to the work of others. Students will engage in
Arts SL/HL. several independently-designed projects where they can
delve into their personal musical interests.
Note: Students who successfully complete this course will
be prepared for Music Studio I and may be considered for IB
Music or AP Music Theory.
ZIS Upper School Program of Studies 2021/22 | 18 © ZIS Updated 2021.01.14Music Studio I history, in order to be able to understand the complexities
Grades: 10, 11, and 12 of the musical works they are studying, performing, and
Subject Area/Course Credit: Creative Arts, 1 credit producing. Students will be required to perform/share, as
Prerequisite: Creative Music well as journal their process throughout the year. They will
also lead a small in-class end of year seminar session/mini
Music Studio I is an intermediate level project-based course lecture-recital based on their learnings.
that enables students to create, perform, and respond to
music in a variety of ways. Students can choose to work Concert Band
in groups or independently, to create, perform, and/or Grades: 9, 10, 11, and 12. This course can be taken over
produce music of various styles. Students will deepen their multiple years.
knowledge and understanding of rhythm, meter, melody, Subject Area/Course Credit: Creative Arts, 1 credit
harmony and form, while building these elements into both Prerequisite: Students in Concert Band usually have at
their performance and/or production projects. Students least three years of experience on their instrument and
will share work in class, as well as respond to works and have the ability to read music. The following instruments
recordings made by professional composers and artists, and make up the Concert Band: Flute, Oboe, Clarinet, Bassoon,
learn to give feedback based on their growing knowledge of Saxophone, French Horn, Trumpet, Baritone, Euphonium,
musical elements. Trombone, Tuba, and Percussion. Students must rent or
Note: Students who successfully complete this course will own their own instrument
be prepared for Music Studio II and may be considered for IB
Music or AP Music Theory. Concert Band is a performance-based course that
concentrates on technical and expressive skills in an
Music Studio II ensemble-focused setting. ZIS instrumental ensemble
Grades: 11 and 12 members create and experience music in a group,
Subject Area/Course Credit: Creative Arts, 1 credit while developing an understanding of their individual
Prerequisite: Music Studio I and teacher recommendation contributions. The Band performs a large repertoire of
musical styles for varied audiences. Participation in Concert
Music Studio II builds on foundational concepts learned in Band performances is a required part of this course. Concert
Music Studio I, with a focus on producing a concept album Band members also have the opportunity to mentor younger
for the year, while also beginning to investigate aspects of musicians at the Lower School. Advanced members of the
different World Music traditions. Students will continue to group may prepare an audition for the AMIS International
further their music theory knowledge, as well as explore Honor Band Festival or the WER Honor Band.
more complex research methods through looking into Note: Students who successfully participate in this course
composers and influential musicians of the past and present may be considered for IB Music or AP Music Theory.
who have shaped music as we know it today. Students may
also choose to further their knowledge and practice on String Orchestra
one or more instruments or music technology tools. They Grades: 9, 10, 11, and 12. This course can be taken over
will share work in class, as well as provide feedback based multiple years.
on their musical knowledge. They will also learn about Subject Area/Course Credit: Creative Arts, 1 credit
peer mentoring and teaching. Students who successfully Prerequisite: Students in String Orchestra usually have at
complete this course will be prepared for Music Studio III least three years of experience on their instrument and
and may be considered for AP Music Theory. have the ability to read music. The following instruments
make up the String Orchestra: Violin, Viola, Cello, and
Music Studio III Double Bass. Students must rent or own their own
Grade: 12 instrument
Subject Area/Course Credit: Creative Arts, 1 credit
Prerequisite: Music Studio II and teacher recommendation String Orchestra is a performance-based course that
concentrates on technical and expressive skills in an
Music Studio III is a focused, student-led and teacher- ensemble-focused setting. ZIS instrumental ensemble
coached, in-depth study of musical topics and challenges members create and experience music in a group,
chosen by each participating student individually. Students while developing an understanding of their individual
will work towards personally developed musical goals such contributions. The Orchestra performs a large repertoire of
as competitions, auditions, examinations, college-study musical styles for varied audiences. Participation in String
programs, performances, and demo record production Orchestra performances is a required component of this
under the coaching and mentoring of the course instructor. course. String Orchestra members also have the opportunity
Students will further their knowledge in music theory and to mentor younger musicians at the Lower School. Advanced
ZIS Upper School Program of Studies 2021/22 | 19 © ZIS Updated 2021.01.14members of the group may prepare an audition for the AMIS and analytical skills. Musicianship skills such as dictation,
International Honor Orchestra Festival. sight-singing and keyboard harmony are also important
Note: Students who successfully participate in this course parts of the course.
may be considered for IB Music or AP Music Theory.
IB Music SL/HL
Vocal and Choral Music Grades: 11–12 (two-year course)
Grades: 9, 10, 11, and 12. This course can be taken over Subject Area/Course Credit: Creative Arts, 1 credit
multiple years. each year
Subject Area/Course Credit: Creative Arts, 1 credit Prerequisite: Teacher recommendation. The ability to read
Prerequisite: Enjoy singing, group collaboration and want and write musical notation is recommended and the
to improve! student should also have acquired at least basic perfor
mance skills in voice or on an instrument and/or have
Vocal and Choral Music is designed for the student who some experience with music composition
enjoys singing or wants to challenge themselves to learn
more about the singing voice and using their body as IB Music SL/ HL is a two-year course designed to promote
an instrument. It has a strong performance/presenting greater awareness and understanding of both the power
component, including both in-class and public performances. and variety of musical experiences. This study of music is
Students will work on healthy vocal technique, while being concerned with the elements of music, and the music of
challenged to learn and perform a wide variety of vocal various cultures and eras. The course topics include a study
and choral music, from classical to pop, jazz, traditional, of music in western society, international music, musical
and world music, in a variety of languages. Students will literacy, music theory, solo or group performance, and/or
have the opportunity to exercise team-building skills as creation. Both worldwide and historical perspectives are
they work in both large and small ensembles, exploring required of students.
both set compositions, as well as beginning to create vocal Note: HL students are required to prepare assessments
improvisations and harmonies. Students will work towards in both Solo Performance and Creation. SL students may
building their vocal and performance confidence. They will choose between Solo Performance, Group Performance,
learn to respond and use their critical thinking skills through or Creation as their focus. Students who choose Solo
in-class sharing and feedback sessions. Students will look Performance at either level will require private instruction
at singing features of their favourite artists, learning to from a specialist on their instrument or voice, usually for a
identify components of those artists’ singing techniques, and fee, in addition to the work done in class.
connect this to understanding how they produce their singing
voices. Students may be eligible to audition for the AMIS
International Honor Choir Festival or the WER Honor Choir.
Note: Students who successfully participate in this course
may be considered for IB Music or AP Music Theory.
AP Music Theory
Grades: 10, 11, and 12
Subject Area/Course Credit: Creative Arts, 1 credit
Prerequisite: Teacher recommendation. Previous music
experience, whether in a school setting or through private
studio instruction, is desirable.
The College Board states that “the student’s ability to
read and write musical notation is fundamental to the
course. It is also strongly recommended that the student
will have acquired at least basic performance skills in
voice or on an instrument.”
AP Music Theory is comprised of the material usually
found in a first-year university course in Music Theory and
Musicianship. The goal of the course is to develop a student’s
ability to recognize, understand, and describe the basic
materials and processes of music that are heard or presented
in a score. To achieve this, the course focuses on developing
the student’s aural, sight-singing, written, compositional,
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