High School Program

Transition to High School

The transition from Middle School to High School requires that students take increasing responsibility for their personal learning. Good time management skills and personal reflection on assignment feedback are important factors leading to academic success. Many High School assignments require that students develop timelines and completion strategies that
will provide balance to their daily workload. The independent learning strategies emphasized in the
IB Middle Years Program (IB MYP) at WAB prepare students for the increasing demands of Grade 11 and 12.

The WAB High School Program is Designed to:

  • Provide quality inquiry-based learning opportunities that support the development of independent learners.

  • Meet entry requirements to a broad range of university and tertiary educational institutions around the world. Successful WAB students are well prepared for the demands of post-secondary education and the world of work.

  • Support all students in attaining their educational goals. A wide range of course offerings and emphasis on differentiated teaching strategies ensure that all students are supported to reach their potential. Extensive EAL and learning support is available.

Grades 9 and 10

During each of the final two years of the IB MYP, students study at least one course from each of the eight subject groups. In addition, all students are strongly encouraged to participate in activities involving creativity, activity and service, and are required to complete a Personal Project in Grade 10.

Grades 11 and 12

In Grade 11 and 12, in the WAB High School, students typically study 6 courses from 6 different subject groups. In addition, they must complete Creativity, Activity, and Service (CAS). Students undertaking the IB Diploma Program are also required to study Theory of Knowledge (TOK). Grade 11 students are encouraged to take the Theory of Knowledge course, whether they are pursuing a full IB Diploma or not.

  • All students who fulfill the credit requirements for their courses across Grades 9-12 can graduate with a 24-credit High School Diploma or a 14-credit High School Diploma

  • Students who fulfill the IB Diploma Program requirements, and pass external examinations, will also earn the IB Diploma

  • Students who complete individual IB Diploma Courses, and pass external examinations, earn IB certificates for each course studied

  • Students may choose a combination of IB Certificate Courses, High School (HS) Courses or a Capstone program to fulfill the 24-credit or 14-credit graduation requirement

* Theory of knowledge and extended essay are open to all students in grades 11 and 12 and strongly recommended for everyone.

World Of Work Program (WOW)

The World of Work (WoW) Program is an innovative program that provides an opportunity for students to make informed choices about their future, learn about their strengths, discover new skills, and gain valuable work experience. This is a non-paid internship. All grade 10 students participate in this program.

Prior to the work experience week, students practice interview skills and writing cover letters and resumes. Placement can be arranged by the WoW Coordinator or by the individual student and their parents. All placements need to be approved by the WoW Coordinator. All students are required to be covered by their own health insurance provider.

As part of the WoW program, students also take part in WAB’s annual Career Fair. At this event, students meet various professionals in Beijing, in order to deepen the student’s understanding of a variety of professions. Approximately 50 to 60 professionals are invited to speak with our grade 10 and 11 students. Each student attends three 35-minute workshops to ask questions and explore their field of interest.

The WoW program allows students to make important decisions about their future careers, interests and goals.

Pathways To Graduation

High School Diploma

A High School College Preparatory Diploma is awarded upon attainment of the following credits:

English 4*
Science
3
Mathematics
3
Other Language
2
Individuals and Societies
3
Physical and Health (PHE)
2
Arts
2
Technology
3
Electives
3

Total

24

*One English class must be completed in Grade 12

A High School General Studies Diploma is awarded upon attainment of the following credits:

English 3
Science
2
Mathematics
2
Individuals and Societies
2
Physical and Health (PHE)
2
Arts
2
Electives
1

Total

14

*One English class must be completed in Grade 12

Course Credit

  • Course credit is awarded for a grade of 3 and above
  • Credits beyond the 21-credit subject-specific requirement may be assigned as electives
  • All interim and final grades will appear on the high school transcript

High School Transcript

The High School Transcript is a student’s official record of courses completed in the High School. The grades listed in the Interim and Final columns of the official transcript are final. The transcript also tallies a student’s successful completion of credits towards the 24 credits required for graduation from WAB.

International Baccalaureate Middle Years Program (IB MYP) at WAB

All WAB students in Grades 6-10 follow a curriculum that is organized around the guiding principles of the International Baccalaureate Middle Years Program, an internationally recognized curriculum framework. Within that framework WAB has developed its own academic programs that meet the needs of students and prepare them for the demands of the IB DP and High School Courses in Grades 11 and 12.

Basic Requirements of the IB MYP

  • Study of one subject from each of the eight subject groups:
    • Language and Literature – English, Chinese
    • Language Acquisition – English, French, Chinese, Spanish
    • Individuals and Societies – Integrated Individuals and Societies
    • Integrated Science course incorporating Physics, Chemistry and Biology, Sports Exercise and Health Science
    • Mathematics – Standard Mathematics or Extended Mathematics
    • The Arts – Visual Arts, Drama, Music, Film, Dance
    • Design – Design Technology, Information and Communication Technology
    • Physical and Health Education

  • Completion of a Personal Project in the final year of the program (Grade 10)

Students who participate in the Learning Support Program may complete complete a modified version of the IB MYP. The IB MYP provides students with a strong conceptual and knowledge base. It emphasizes the interdisciplinary nature of learning, the importance of self-reflection and self-evaluation and the need for independence and initiative. The IB MYP subjects also approach topics from a variety of points of view, including the perspectives of other cultures.

The major aims of the IB MYP are to:

  • Think critically and independently

  • Work collaboratively

  • Take a disciplined approach to study

  • Help students become informed about the experiences of people and cultures throughout the world

  • Develop within students a commitment to help others and to act as responsible members of their communities

  • Develop the skills to cope with the uncertainty that characterizes adolescence

Approaches to Learning (ATL)

Approaches to Learning are the skills students develop to be successful independent learners. The inquiry-based nature of the IB MYP means we help our students to learn:

  • Research and inquiry skills
  • Thinking skills (for example, the ability to analyze, evaluate and solve problems)
  • Self-management skills
  • Effective communication skills
  • Social skills

The Personal Project

In the final year of the IB MYP, students complete a Personal Project. This is an independent research project that students complete in their own time under the guidance of a supervisor. Students are required to devise their own goal, investigate the best options for achieving this goal and demonstrate initiative and independence throughout the process. As an independent research initiative, the Personal Project helps students prepare for the Extended Essay in the IB DP.

The Personal Project has three main components:

  • A Process Journal where students document all stages of the process they go through to plan, investigate, design, create and evaluate their product.
  • A Final Product which can be presented in many different ways.
  • A Reflective Essay in which students analyze their research, process, and product.

Assessment

In Grades 9 and 10, student work is assessed using criteria designed by the IB. These criteria are based on international standards and reflect the aims and objectives of each subject group. Teachers at WAB also use a variety of tools to assess student learning, including oral presentations, tests, essays and projects, all of which are internally assessed.

International Baccalaureate Diploma Program (IB DP)

“The IB Diploma Program (IB DP) is a rigorous pre-university course of study, leading to examinations, that meet the needs of highly motivated secondary school students between the ages 16 and 19 years.” 

(IB – The Diploma Program, Geneva, IB, 1997, p.2)

The IB DP is a well-rounded program designed to prepare students thoroughly for success in life beyond school. The IB’s reputation for rigorous assessment gives IB Diploma holders access to the world’s leading universities and solid preparation for high achievement.

Basic Requirements of the Program

  • Study of six courses covering major fields of learning. To allow for specialization normally three courses (but not more than four) are chosen at Higher Level (HL). To ensure a broad education, three courses are chosen at Standard Level (SL). The six groups from which students choose courses are:
    • First Language (Group 1)
    • Second Language (Group 2)
    • Individuals and Societies (Group 3)
    • Experimental Sciences (Group 4)
    • Mathematics (Group 5)
    • Arts and Electives (Group 6)
  • Participation in an interdisciplinary course, “Theory of Knowledge” (TOK)
  • Submission of an Extended Essay, maximum of 4000 words, on a topic of the student’s choice
  • Participation and completion of the Creativity, Activity, Service (CAS) Program

The major aims of the IB DP are to:

  • Ensure knowledge of traditional academic disciplines and the individual’s own heritage, while fostering inquisitiveness and openness to new ideas
  • Educate young people to act intelligently and responsibly in a complex society
  • Equip students with a genuine understanding of themselves and others, raising their capacity of tolerance and engendering respect for different points of view

Who should choose the International Baccalaureate Diploma Program?

The IB DP is best suited for motivated and responsible students with a combination of the following characteristics:

    • Capacity for thinking critically and creatively
    • Ability to embrace university courses when they leave WAB
    • Willingness to develop positive and productive personal study habits, including self-discipline, self-motivation, and time management
    • Some fluency in a second language, or willingness to become fluent
    • International outlook and a genuine concern for others

While rigorous and demanding, the IB DP is open to an academically diverse range of students. Throughout their studies, students discover that effective learners following an IB Program need to be knowledgeable, reflective, strategic in their learning, ethical, compassionate, and socially interactive.

Theory of Knowledge

“Theory of knowledge (TOK) explores questions about knowledge and the process of knowing. TOK emphasizes comparisons and connections between areas of knowledge and encourages students to become more aware of their perspectives and the perspectives of others.”

The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours of class time. Currently, at WAB, the course meets twice each week for 50-minute blocks in both Grade 11 and Grade 12, with final course meetings coming in early March of the Grade 12 year.

The course centres on the exploration of knowledge questions, contestable questions about knowledge itself, such as:

  • “What counts as good evidence for a claim?”
  • “Are some types of knowledge less open to interpretation than others?”
  • “What constraints should there be on the pursuit of knowledge?”

The TOK curriculum is made up of deeply interconnected parts: Themes, such as Knowledge and the knower, Knowledge and language, and Knowledge and politics; and Areas of Knowledge which connect with the courses students take in very direct and deliberate ways.

There are two formal, required assessment tasks for the TOK course at the IB Diploma level:

  • The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is completed at the end of Grade 11 and is the internal assessment component of the course (ie, it is marked by the teacher and is externally moderated by the IB). The exhibition constitutes 33% of a student’s final (external) score in TOK.
  • The TOK essay engages students in a more formal, 1600-word sustained piece of writing in response to one of a series of prescribed titles which focus on the areas of knowledge. The essay written during the Grade 12 year and is the external assessment component of the course (ie, it is marked by IB examiners). The essay constitutes 67% of a student’s final (external) score in TOK.

On a day-to-day basis, WAB’s TOK course is currently assessed using a “pass/fail” model. Sustained engagement with class discussions and activities and completing a series of “required tasks,” such as practice versions of the formal assessment tasks, form the basis of this pass/fail decision at the end of each grading period.

Extended Essay

The Extended Essay builds on the research skills that students developed through the Personal Project.
It is based on a topic of the student’s choice, selected from one of the six discipline groups. Each student is assigned a teacher supervisor, who advises and guides them during the nine months spent researching and writing the essay. This is excellent preparation for similar tasks given at the tertiary education level.

Extended Essays should be completed by November of the Grade 12 year and are externally assessed.

Extended Essay Assessment Expectations
  • Length
    • All Extended Essays have an upper word limit of 4000 words
    • Note: Excessive length is consistently penalized.

The Extended Essay is externally assessed by an IB examiner and can earn, together with TOK, up to three bonus points towards the IB Diploma.

Creativity Activity Service (CAS)

The Western Academy of Beijing strongly believes that “education neither begins nor ends in the classroom.” WAB has incorporated the CAS program to help students realize their potential to become citizens of this global environment. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the Primary Years Programme (PYP) and Middle Years Programme (MYP).

CAS is organized around the three strands of creativity, activity, and service defined as follows.

  • Creativity – exploring and extending ideas leading to an original or interpretive product or performance.
  • Activity – physical exertion contributing to a healthy lifestyle.
  • Service – collaborative and reciprocal engagement with the community in response to an authentic need

At WAB, we expect all students in Grades 11 and 12 to develop their own individual CAS program. They are encouraged to strive for a balance of all 3 strands through a number of ‘experiences’ and ‘projects’. A CAS experience is a specific club or activity in which the student engages with one or more of the three CAS strands. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month.


Typically, a student’s CAS program combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS program must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the program.


One of the main themes of CAS links to the IB Learner Profile and this is the importance of risk-taking (going out of one’s comfort zone). Through CAS we hope students gain independence and leadership skills, which will help them through life. Students will be expected to plan and carry out projects. The emphasis of CAS is on the quality and depth of the projects leading to experiential-based learning through interaction with others around them. At WAB, students have over 60 different clubs and projects to choose from and are greatly encouraged to start their own projects in any community-related area where a ‘need’ has been identified.

Assessment

CAS is part of the IB DP as well as a WAB High School graduation requirement. In addition to regular active participation, all students must keep a portfolio
of their CAS planning, goals, and reflections via Managebac (online database) and complete a written end-of-year review, both in Grade 11 and Grade 12.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Some learning outcomes may be achieved many times, while others may be achieved less frequently. In their CAS portfolio, students provide the school with evidence of having achieved each learning outcome at least once through their CAS program. Successful completion of the program counts towards receiving both the HS & IB diploma.

Students have three formal interviews with their CAS advisor (mentor) over the course of the 18-month program. Their final assessment also involves a 20-minute exit interview with the CAS coordinator. Students will receive an additional certificate of their recorded CAS achievements at the end of Grade 12.

High School Courses at WAB

Students not undertaking the full IB Diploma in Grades 11 and 12 are able to study access IB courses, the Capstone program and/or WAB High School courses as well. These courses were developed in recognition of the diverse needs and career paths of our student body. They are organized around clearly articulated achievement standards, assessment tasks, and criteria that span knowledge and understanding, concepts and skills.

WAB High School courses have been evaluated and approved through our recent accreditation process and are accepted by the majority of universities and colleges around the world. Some of the courses are of a vocational nature whilst others are modeled
on IB Diploma courses. WAB High School courses are ideal for students seeking greater specialization in fields such as the arts or technology or who are looking for a more flexible program than that offered by the IB Diploma.

In order to truly live the School’s mission and core values, students doing high school courses are required to complete the Creativity, Activity and Service (CAS) component in order to graduate. This is to ensure students remain engaged with the holistic nature of knowledge and the importance of service to others.

Course Selection Process

Academic guidance is a key responsibility of the WAB High School Guidance Counselors work closely with students and families to help ensure that each are responsible for assisting each student in making appropriate selections for their high school program.

Going into Grade 9

Students make the following selections:

  • Arts: Students choose two (2) options out of five Arts subjects (Music, Art, Dance, and Drama and Film) courses. Students in Grade 9 study each course for one semester

  • Language: students choose a foreign language. Students are encouraged to follow the language they studied in Middle School

Going into Grade 10

Students make the following selections:

  • Arts: Students choose one (1) Arts subject (Music, Art, Dance, Drama, and Film) course to study for the entire year.

Going into Grade 11

In the second semester of Grade 10, students participate in a detailed course selection process to ensure thoughtful and appropriate choices for their final two years of high school. The following events are part of the course selection process:

  • Attend evening presentations to learn about possible pathways to graduation from WAB and how to prepare for goals after high school.
  • Attend departmental presentations about which courses are offered in each subject area.
  • Students should carefully review the High School Course Guide to educate themselves about the details of each course.
  • Students should discuss with each of their current teachers the most appropriate course placement (level) for them. Teachers’ recommendations are very important to making informed choices.
  • Students are required to meet with their individual counselor along with parents/guardians to review the balance of their course choices and how they meet their post-WAB plans.
  • Students enter their requests on the Course Request Form, but please note that while every effort is made to accommodate students’ requests, a student’s course choices are not complete until the high school timetable is finalized.

Going into Grade 12

Full IB Diploma students continue with the same program for two years. IB Certificate and students in WAB High School courses also typically continue with the same program for two years.

Newly admitted students meet with counselors prior to their enrollment at WAB to discuss their course selection. These selections are based on assessment tests and English as an Additional Language (EAL) placement, a review of a student’s previous records (and credits towards graduation), a student’s post- WAB goals, and the availability of courses.

Placement Exams

In the Mathematics, Foreign Languages, and EAL Departments, students may sit an exam to determine placement into the appropriate level in the following academic year. These placement exams are prepared and administered by each department. The EAL Department will place students who require additional support with English language in subject matter classes which are supported by an EAL teacher class in Grades 9 and 10, or in Academic Reading & Writing in Grades 11 and 12. Placement will be determined by an admissions test or by recommendation from the student’s current English teacher.