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  • Highest Quality Learning

    Our personalized approach engages and challenges students, empowering them to reach their highest potential.

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Ages 14 to 16

With college on the horizon, the entrance to High School is an exciting time. High School opens doors to further opportunities for students to demonstrate their growing independence and study subjects that appeal to their interests.

The curriculum for students in Years 10 and 11 aims to support academic, social, and personal growth through robust lessons in and out of the classroom. Students have the opportunity to tailor their individual learning program by selecting from a range of elective classes.  New to the 2020/21 academic year, we are excited to offer the option of three curriculum pathways shaped to connect disciplines, and foster creative thinking and personal growth.

Upon completion of this two-year program, students will have developed skills in creative thinking, inquiry, and problem-solving. Teachers continue applying a personalized approach to instruction, ensuring that every student feels confident to step outside of their comfort zone and achieve beyond what they may have thought possible.

Learning outside of the classroom is equally important. Through a full roster of extracurricular activities, peer mentoring, leadership opportunities, and community service initiatives, students apply their academic learnings to the real world and learn to manage the challenges and responsibilities that they will face in higher education and beyond.

In Year 10, students meet for the first time with the College Counselor to discuss course selections and extracurricular and career interests.

As students move on to Year 11, the College Counselor plays a key role in developing a long-term, individualized plan for standardized testing, college selection, and admissions. This holistic approach to learning helps students feel safe and secure to fulfill their full potential, and enables them to thrive in a world of opportunity.

Understanding the Curriculum

 

Course Routes

In addition to our program of core learning, students will elect one option from the World Languages group, one option from the Social Science group and one of the three Pathways.  These courses are designed as two-year programs of study, and provide the foundations for success within our Junior and Senior years.

Tracks

Students can complete each course by following the Honors or College Prep route, with Honors offering deeper academic challenge.  It would be typical at the British International School of Chicago, South Loop for students to begin each course on the Honors route, with careful review after the first six weeks of delivery.  Regardless of the combination of tracks followed, it is our intention to prepare all of our learners for success on the IB program, and beyond.

  • STEAM
  • IB Diploma
  • IGCSE
  • MIT - STEAM Program

Guidance and C.A.S.E.

Advisory Groups

Every student is part of an Advisory Group led by a teacher (Advisor) that meets daily for meetings, notices, and Personal, Social and Health Education (PSHE). PSHE helps students acquire the knowledge, understanding and skills needed to manage their lives now and in the future. The wide-ranging curriculum prepares students to manage the most critical opportunities, challenges, and responsibilities they will face and helps them connect and apply their knowledge in all school subjects to practical, real-life situations.

C.A.S.E.

Creativity, Action, Service, and Enrichment (C.A.S.E.) boosts students’ holistic learning, enabling them to develop new skills, take on new challenges, and perform community outreach. Every half-term, students may select one of five C.A.S.E. projects to pursue. They range from documentary filmmaking and MIT challenges, to Philosophy 101 and initiatives with local community organizations. Students work on projects, vertically in Middle and High School, on Friday afternoons during the last two lessons of the day.

Assessment

Assessment Purpose of Assessment Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do, and feel at different stages in the learning process; this information guides teachers in instruction. Assessment is an ongoing and daily part of school life, and the formative comments students receive develop their understanding of the skills and knowledge required to be successful in each course. The aims and purpose of assessment are to:

BISC Engineering

Secondary School Admissions

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