Starting in Gr 9 : High School

Gr9 is a wonderful time to start with your international educational journey!

In the International Track, the High School years include Gr9 and 10 that still follow the MYP program of the IB, and Gr11 and 12 where LFSF students benefit from the academically challenging and balanced curriculum of the Diploma Program (DP) of the IB.

In years Gr9 and Gr10, students have the option to take courses from six of the eight subject groups, which provides greater flexibility. 

In schools that include MYP year 5, all students must complete the personal project. In programmes that include MYP year 4 or 5, students are offered the opportunity to do both the community project and  the personal project.

In the final two years of high school, students enter the Diploma Programme (DP) of the IB, a curriculum that emphasizes both breadth and depth of knowledge. Students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

The DP is an academically challenging and balanced program of education. It addresses the intellectual, social, emotional and physical well-being of students, and is respected by universities across the globe. 

The DP program is made up of six subject groups and a core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and a research paper of up to 4,000 words, the extended essay (EE).

The six subject groups are:

• Studies in language and literature
• Language acquisition
• Individuals and societies
• Sciences
• Mathematics
• The arts

There are different courses within each subject group.

The extended essay (EE) requires students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies EE option allows students to focus on a topic of global significance, which they examine through the lens of at least two DP subjects.

Theory of knowledge (TOK) develops a coherent approach to learning  that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, activity, service (CAS) emphasizes helping students to develop their own identities in accordance with the IB learner profile. CAS complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. It involves students in a range of activities alongside their academic studies throughout the DP. The three strands of CAS are creativity (exploring and extending ideas leading to an original or interpretive product or performance), activity (physical exertion contributing to a healthy lifestyle) and service (collaborative and reciprocal engagement with the community in response to an authentic need).

Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The grades awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on TOK and the EE. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the CAS requirement. The highest total that a DP student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against specified assessment criteria based on the aims and objectives of each subject’s curriculum, rather than the performance of other students taking the same examinations.

The Learner Profile represents a broad range of human dispositions, capacities and traits that encompass intellectual, personal, emotional and social growth. 

“It’s the most secure foundation available for successful college graduation.” Jonathan Burdick, Dean of College Admission, University of Rochester, USA

“This is an invaluable experience for a liberal arts education that emphasizes critical thinking.” Madhavi Menon, Director, Center for Studies in Gender and Sexuality and Professor of English, Ashoka University, Harayana, India

“When I entered my new college environment, my experience in IB gave me the foresight to understand the power of hard work and pushing through difficulty.” Alumnus Rachon Sweiss received his IB diploma from Granada Hills Charter High School in 2015.

“Learning in an IB environment involves critical thinking and depth of understanding, skills that are invaluable to making informed decisions in higher education and the workplace.”–Alumnus Byron Dolon received his IB diploma from the Shanghai American School, China.