International Track FAQs

No prior French is required to enroll in the International Track (ITrack) as this is a French acquisition track. We will offer three language groups: one beginner and one advanced. Our goal is to open our community to families who are not necessarily French speakers.

While both the IB MYP (grades 6-10) and DP (grades 11-12) are inclusive and support any student capable of a general educational program, IB develops skills and attributes that support international-mindedness, curiosity, critical thinking, research skills that encourages them to make connections between their learning and the real world. The International Track is great for future leaders, changemakers, and innovators who want a holistic education that supports local and global initiatives. 

Both programs are widely recognized for their academic rigor and global recognition, however they have distinctive philosophies and approaches to education. 

The IB philosophy of the International Track is rooted in inquiry-based learning that encourages students to question, investigate and analyze information that they then apply to real world concepts and situations. The program is holistic in its approach, building skills to promote students agency, critical thinking, open-minded, and compassionate global citizens engaged in their communities. Learning is 80% in English and 20% in French with opportunities in other languages as well. Since no prior French is required, our goal is to open our community to families who are not necessarily French speakers.

The French track program offers a rigorous, structured curriculum that emphasizes critical thinking, analytical rigor, and cultural fluency. Rooted in the esteemed French educational system, it combines deep instruction in language, literature, science, mathematics, and the humanities, fostering intellectual curiosity and discipline. Students engage with classical and contemporary works, explore complex global issues, and develop strong reasoning and communication skills. Learning is approximately 70% in French and 30% in English. 

At the Lycée, we strive to take the best attributes of both programs to enrich the other, providing two pathways for students within one school. Both programs offer a bilingual education and diploma, as well as a US high school diploma. Students have opportunities to engage with each other through rich cultural experiences, field trips, electives, and clubs/ social time. 

While we have two excellent programs, we are one school. Students are together for lunch, recess, assemblies, cultural events, athletics, clubs, student council, field trips, global learning programs, and student & Wellness services. Students are together for PE as well. 

Programs that are in French are opportunities for students to be immersed in the French language and culture. Teachers support understanding of the programs by teaching vocabulary, and offering translation.

In the MYP grades (Gr6-10), International Track students are required to take

• Language Acquisition (French),
• English Language & Literature,
• Integrated Math,
• Integrated Science,
• Individuals & Societies (Humanities),
• Design,
• Art, &
• PE

In High School, Integrated Sciences covers Earth Science and Physics in Gr 9 and Chemistry and Biology in Gr 10. High School Integrated Math covers advanced algebra and geometry in Gr 9 and trigonometry and pre-calc in Gr 10. Students fluent in French can opt to take both French and English Language & Literature instead of Language Acquisition. They may take an additional language as an elective.

Students can also take electives including an additional language such as German, Spanish, or Mandarin; music including orchestra, group, or choir; arts plastiques or ceramics. Additional course offerings are available in French if the student is in an intermediate level of French or willing to be immersed in the language including: computer science, robotics, Latin and theater. 

In the DP grades (Gr 11 & 12), students select from 6 groups of courses and take 3 at a standard level (SL) and 3 at a higher level (HL):

• Group 1- Language & Literature: English or French (both for a bilingual diploma)
• Group 2- Language Acquisition: French (Spanish, German, Mandarin, upon request)
• Group 3- Individuals & Societies: History
• Group 4- Sciences: Biology, Chemistry, or Physics
• Group 5- Mathematics: Analysis & Approaches or Applications & Interpretation
• Group 6- Arts: Visual Arts*

*Students may opt to study an additional sciences, individuals and societies, or languages subject, instead of a subject in the arts.

As well as the six subject areas, students complete three core parts of the International Baccalaureate Diploma Program which are central to the philosophy of the program. These are:

Creativity, activity, service | The extended essay | Theory of knowledge

The IB approach in our International Track embraces a holistic approach to evaluating students’ progress on standards, skills, and personal growth. Teachers use criterion-referenced assessment, which is based on task specific criteria, focusing on students’ understanding and application of concepts. IB also emphasizes inquiry-based learning and engages students in real world application of knowledge and investigations. 

Assessment final marks are awarded on a best fit model and not averaged. Final grades are based on the most appropriate criterion description of their work. This allows students to show growth in learning. Students embrace feedback and use it to improve their grades. 

In the International Track, students are internally and externally assessed. The marks of internal assessments are submitted to the IB along with sample student work for an IB moderator to evaluate how the teacher applied the grading rubric. IB may then adjust the marks up or down to ensure schools globally are held to the same standards. External assessments are completed at the end of the second year of the program and are sent away to be marked by external IB examiners. 

International Track teachers are sent to IB subject specific training. They also participate in weekly collaboration planning and professional development with the IB coordinator. Teachers are encouraged to observe their peers to learn additional teaching strategies to support students not only in IB learning, but also holistic student support, including social and emotional learning strategies. 

During collaborative planning, teachers work together to build interdisciplinary units based around larger real world concepts, and also create experiential learning and community engagement experiences. We utilize a learning platform called Toddle that allows students to build their units with support for IB learning experiences.

Competitive universities look for students who are taking the most rigorous courses available at their school. The IB Diploma program is recognized around the world as a program that excels in preparing students for the collegiate years and beyond. An IB transcript reveals that the applicant is someone who accepts rather than avoids educational challenges. Students not only complete rigorous college level coursework, but they additionally complete a holistic portfolio of creativity, activity, and service (CAS) that can be used for their college applications. 

Most importantly, the research shows that in addition to improving chances of admission, students are more prepared than their peers to be successful in university studies. 

What admission directors have to say:

Harvard University, Marilyn McGrath Lewis, Asst. Dean of Admissions:

 “Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript.” GPA is not nearly as important a factor in university admission as the IB Diploma. If a student has to choose, choose the Diploma over protecting the GPA.” 

Duke University, Christoph Guttentag, Director of Undergraduate Admissions


"One of the advantages of an IB curriculum is its structure and quality. It is a coordinated program, well established, well known and well respected. We know the quality of IB courses, and we think the IB curriculum is terrific."  

Brown University, Panetha Ott, Admissions Officer 

“I don’t think there is anyone who does not respect the I.B.” 

McGill University, Karen J’Bari, Associate Director of Admissions :

“I would respond with these advantages:

• The IB teaches hard work and time management, two key university survival skills;

• The IB develops open-mindedness and intellectual curiosity which enhances your ability to learn, problem-solve and make vital social connections in the competitive McGill undergrad context;

• At McGill, IB diploma students with strong final grades are eligible for up to one full year of advanced standing (a saving of time and money)!”

Virginia Tech, Dr. Eugene Carson   :

“. . . IB students who attended that university (Virginia Tech) as freshmen significantly outperformed all other freshmen, including students who had taken Advanced Placement courses.”