Curriculum

The goal of the Creative Arts Curriculum Area is to involve students in the process of studying and producing Art, Music and Theater, to develop inquiring and knowledgeable young people able to locate their ideas within historical and cultural contexts. Theory and practice in the Arts are dynamic and constantly changing, challenging students to explore new possibilities for creative expression. Engagement in the Arts provides students with an opportunity to develop a critical and personal view of themselves in relation to the world.

Visual Arts Curriculum Flowchart

The goal of the Creative Arts Curriculum Area is to involve students in the process of studying and producing Art, Music and Theater, to develop inquiring and knowledgeable young people able to locate their ideas within historical and cultural contexts. Theory and practice in the Arts are dynamic and constantly changing, challenging students to explore new possibilities for creative expression. Engagement in the Arts provides students with an opportunity to develop a critical and personal view of themselves in relation to the world.

Music & Theater Curriculum Flowchart

The goal of the English Curriculum Area is to create literate, inquisitive learners who can successfully negotiate an increasingly complex, information-rich world. Students will acquire and refine specific skills and strategies in reading, writing, speaking, listening, and viewing and will use these skills and strategies widely as tools for learning and creative response. Exploring a variety of texts and genres, students will understand and appreciate language, literature, and media as catalysts for deep reflection and inspiration.

English Curriculum Flowchart

The mission of the Mathematics Curriculum Area is to implement a balanced and rigorous instructional program that provides ALL students with the opportunities, experiences and resources to be successful. The expectation is that ALL students will become proficient in basic computational and procedural skills, develop conceptual understanding, and become adept problem solvers. The goals of the Mathematics Curriculum Area are twofold:

• To implement a coherent, school-wide conceptual and standards-driven mathematics program.
• To provide instructional and professional support to all teachers, so that ALL students will achieve proficiency and have the prerequisite skills for advanced mathematics courses.

These goals are supported strategically through four program components:

1. The development and use of grade-specific instructional units.
2. The support of teachers with targeted professional development and a commitment to working with external consultants.
3. The use and analysis of formative periodic assessments.
4. The use of assessment data to focus and implement immediate intervention where students most need help.

Note: The sequence of courses below represents a typical progression, however, students can be placed in courses according to need and ability irrespective of Grade level.

Mathematics Curriculum Flowchart

The goal of the Physical Education Curriculum Area is to encourage all students to develop their own physical, intellectual, emotional, social maturity, and moral wellbeing through a broad and balanced activities program. Students will learn how to demonstrate basic physical skills and concepts, and then successfully apply them in more complex and realistic contexts. Each student will be given challenges in a variety of traditional and alternative activities, with experience to achieve success and reach their potential within a safe environment, where managed risk-taking is encouraged. We encourage our students to care about their physical fitness and to develop an understanding and appreciation of the importance of an active, healthy, and safety-conscious lifestyle. We engage our students to relate to others in a positive manner and experience opportunities to take on the responsibility of leadership roles, while performing as individuals, in groups and in teams.

Physical Education Curriculum Flowchart

The goal of the Science Curriculum Area is to provide stimulating instruction and quality resources that will guide our students towards becoming scientifically literate citizens. We believe that in order to function effectively in and contribute positively to society, young people need to have a strong basic knowledge of natural phenomena and the underlying scientific processes. Through our curriculum, our students will learn to use their knowledge to evaluate the quality of scientific information on the basis of its source and the methods used for its generation. Our selection of course offerings allows students to follow their own interests as they develop their skills in research, observation and experimentation. Our Science curriculum fosters inquiry into how science influences the world around us and promotes a view of science as a global pursuit.

Science Curriculum Flowchart

The Social Studies department will foster critical, caring, creative, and well-informed students who understand the past and how it shapes the present; how humans interact with the earth; how scarce resources are utilized; and how to appreciate wisdom. The Social Studies department thus offers a wide variety of Social Studies subjects that teach core competencies and concepts. These courses reflect the talents and passions of the current staff to ensure the highest quality of instruction and learning experience.

Social Studies Curriculum Flowchart

The goal of the World Language Curriculum is to promote global citizenship. Since globalization, mobility and communication bring the world ever closer together, individuals who have language abilities can thereby provide their own nation or community with an insider’s view into foreign cultures and give insights into other perspectives on international situations and current events. A person competent in other languages can bridge the gap between cultures, contribute to international diplomacy, promote national security and world peace, and successfully engage in international business.

ZIS Language Policy

ZIS encourages multilingualism as a tremendous asset for life in a globalised world. To this end, ZIS requires that all students study a language other than English for at least two years. Though ZIS is not a bilingual school, we strongly encourage, and support students in developing language skills and conceptual understanding in their mother tongue. Swiss law requires that all students study German until the end of Grade 9. ZIS recognises that language develops along a continuum and organises the progression of language courses accordingly. The language acquisition track develops foreign language acquisition abilities up to the B2 level of the Common European Framework of Reference where language learners transition to the fluent speaker track. In accordance with these principles and with IB guidelines for language placement: Language B courses are intended for: — Foreign language learners up to the B2 level Language A courses are intended for the following students: — Fluent speakers — Non mother tongue speakers who have reached near native fluency (B2 level).

World Language Curriculum Flowchart

Graduation requirements are established and revised by the Upper School administration in consultation with the faculty, and are subject to approval by the Board of Trustees. In order to qualify for the ZIS Diploma a student must attend the Upper School for the full Grade 12 year or the full Grade 11 year and one semester of the Grade 12 year.

A student can earn a ZIS high school diploma based upon successful fulfillment of three requirements: attendance, course credit, and service learning.

Attendance

Students must satisfactorily complete four years of school beyond Grade 8.

Course Credits

Students must earn 23 credits to graduate. Each year-long course is worth one credit. Over four years, credits must be distributed as follows:

4 English
2 World Language 
3 Social Studies
3 Mathematics
3 Science
2 Creative Arts
2 Physical Education
4 Electives (courses beyond required
courses)
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23 credits

These are minimum credit requirements for the ZIS Diploma. Most students substantially exceed these requirements. Students enrolled in the International Baccalaureate Diploma Programme during Grades 11 and 12 must satisfy all requirements stipulated by the IB Organisation in order to qualify for the IB Diploma.

Service Learning

Students are encouraged to care about each other and their environment. Service plays an important role in our students’ learning experience. Therefore it is a part of the graduation requirements for students to participate in direct service within the school, the local community and abroad during Grades 9 and 10.

Honors Diploma

A student who completes the ZIS high school diploma requirements, including three Advanced Placement (AP) or International Baccalaureate (IB) Higher Level certificate courses (in at least two subject areas), maintains a "B" (3.0 GPA) grade average during his/her final four semesters and does not have a grade lower than a "C" in his/her final year, will be awarded the ZIS Diploma with Honors.