Challenging coursework that drives a love of learning
Along with excellence in academic skills, Upper School students build self-knowledge, communication skills, social and cultural awareness, and a strong sense of community. Learning is something they get to do.
As they approach their final years of education, each student is carefully guided in choosing the pathway that will best serve their long-term goals — a choice that is ideally made before the end of Grade 10.
All students are given an advisor who, together with subject teachers, the Director of Secondary Studies, the College Counseling department and the other student support networks at Chadwick, will track student progress throughout Grades 11 and 12.
In Chadwick's Upper School Grades 11 and 12, students have three diploma pathway options:
- Chadwick International Diploma
- IBDP - International Baccalaureate Diploma Programme
- IBCP - International Baccalaureate Career-related Programme
Regardless of their diploma pathway, all students take required courses in mathematics; individuals and societies; science; global language; arts; physical and health education; outdoor education; creativity, activity and service (CAS); and they must complete an Extended Essay or Senior Project.
All students who graduate from Chadwick International will receive a Chadwick Diploma — a U.S. accredited high school diploma.
At Chadwick, we’re preparing students for challenges and jobs that don’t even currently exist yet! That’s why Chadwick’s brand of education is so special.
- Chadwick International Diploma
- IB DIPLOMA PROGRAMME
- IB Middle Years Programme for Grades 9 - 10
- IB CAREER-RELATED PROGRAMME
Chadwick International Diploma
Our goal at Chadwick International is to align every student with their most successful pathway. All graduates receive a Chadwick Diploma, which is a U.S. accredited high school diploma.
Grade 11 students can choose to register for some DP courses as Chadwick International courses. Additional stand-alone Chadwick courses are available in English and Science. These courses are designed by subject specialists to meet relevant standards and benchmarks, Chadwick’s graduation requirements, and college and university entrance requirements.
The IB Diploma Programme (IBDP) develops internationally-minded students from a holistic perspective that includes physical, intellectual, emotional and ethical growth. The curriculum is made up of six subject groups and three DP core elements. Students go beyond their subject matter to develop a deeper understanding of the learning process itself and how it relates to the real world. They’re often challenged to apply that knowledge in practical situations, which prepares them for learning at the university level and beyond.
DP Subject Groups:
- Language and literature
- Language acquisition
- Individuals and societies
- The arts
Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.
DP Core Elements:
- Theory of knowledge (TOK): Students examine the source of knowledge itself and learn to question what we claim to know.
- The extended essay: A mandatory 4,000-word independent research paper that serves as preparation for university level research. It gives students a chance to dive deep into a topic they are passionate about that also relates to one of their six core subjects of study.
- Creativity, activity, service (CAS): Students must complete a challenging project that aligns with one or more of the CAS components (creativity, activity, service). Projects must be purposeful and produce significant measurable outcomes for the student and the community or subject matter.
- MYP Language and Literature
- MYP Language Aquisition
- MYP Sciences
- MYP Individuals and Society
- MYP Mathematics
- MYP Performing and Visual Arts
- MYP Physical and Health Education
- MYP Design
Chadwick language and literature studies are fundamental to promoting critical and creative thinking through the provision of an intellectual framework that supports conceptual development. The study of English, Korean and Mandarin language and literature courses plays a central role in Chadwick students’ cultivation of international-mindedness via the exploration of their own personal development and their own and others’ cultural identity.
Key concepts such as communication, connections, creativity and perspective broadly frame language and literature curricula. Related concepts such as genre, purpose, context and style, promote deeper learning grounded in specific disciplines.
Ideas and issues explored in English, Korean and Mandarin language and literature courses include:
identity, heritage, culture, diversity
communities, globalization, migration, displacement
social history, civilizations, journeys
media and mass communication
childhood, adolescence, youth, rebellion, innocence
experience, human sexuality
families, friendships, relationships
The ability to communicate in more than one language is essential to an education that promotes intercultural understanding. Chadwick students study English, Korean, Mandarin and Spanish language acquisition courses which help them to develop insights into the features, processes and craft of language and the concept of culture and also to realize that there are diverse ways of living, behaving and viewing the world.
For Chadwick students, the acquisition of an additional language and the exploring of cultural perspectives of other communities:
is central to developing critical thinking and international-mindedness
provides an intellectual framework to support personal development, cultural identity and conceptual understanding
greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills
equips students with the necessary multi-literacy skills and attitudes to communicate successfully in various contexts.
The aims of the subject area of MYP language acquisition are to encourage and enable students to:
gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
develop a respect for, and understanding of, diverse linguistic and cultural heritages
develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts
develop multi-literacy skills through the use of a range of learning tools
develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects
understand the nature of language and the process of language learning
gain insight into the cultural characteristics of the communities where the language is spoken
gain an awareness and understanding of the perspectives of people from own and other cultures
develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
With inquiry at the core, Chadwick science courses allow students to work independently and collaboratively to investigate issues through research, observation and experimentation and to explore connections between science and everyday life. Through real world application of concepts and theories, Chadwick science students discover the relationships between science and morality, ethics, culture, and the environment.
Scientific inquiry at Chadwick fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Chadwick science students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.
Key concepts such as change, relationships and systems broadly frame the MYP Science curriculum, and related concepts, such as energy, movement, transformation and models, promote deeper learning grounded in specific disciplines.
Topics explored in MYP Science courses include:
atomic structure and bonding
interactions between organisms
states and properties of matter
Individuals and societies courses at Chadwick are comprised of the study of a variety of disciplines traditionally considered the social sciences. Chadwick Individuals and Societies students learn to respect and understand the world around them and become equipped with the necessary skills to inquire into historical, geographical, political, social, economic, and cultural factors that impact individuals, societies and environments.
Chadwick Individuals and societies students learn to critically appreciate the diversity of human culture, attitudes and beliefs and to recognize that both content and methodology can be debatable and controversial.
Within Individuals and societies courses, there is a strong focus on inquiry and investigation wherein Chadwick students collect, describe and analyse data; test hypotheses; and learn how to interpret complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of Chadwick Individuals and societies courses.
Topics explored in MYP Individuals and societies courses include:
demographics and human movements
superpowers, empires, and supra-national alliances and organizations
significant individuals and civilizations throughout history
warfare and peacekeeping
rights and social protest
trade, aid, and exchange
industrialization and technological developments
Chadwick mathematics students learn to appreciate how mathematics is a powerful universal language used to develop analytical reasoning and problem-solving skills. Chadwick mathematics courses promote inquiry and application by helping students to solve problems and address issues transcend the subject area and are useful in the world outside of school.
Chadwick mathematics courses are tailored to the needs of students, seeking to intrigue and motivate them to want to learn. Students encounter authentic examples of how mathematics is useful and relevant to their lives and are encouraged to apply it to new situations.
Key concepts such as form, logic and relationships broadly frame the MYP mathematics curriculum, and related concepts, such as equivalence, measurement, quantity, and justification, promote deeper learning.
Chadwick students have access to music, drama and visual arts at all MYP grade levels. In Grades 6 and 7, they study all three of these arts courses for a trimester. In Grades 8-10 they select one to study for the entirety of the school year.
In MYP arts courses, students function as artists as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become reflective learners, inquirers and creative problem-solvers by creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. Through this practice, students acquire new skills and master those developed in prior learning.
Development in the arts is a dynamic process, and not necessarily linear. In music, drama and visual arts courses, Chadwick students move freely through a creative process towards a deeper understanding of the arts. The process of creating artwork, as well as the product itself, demonstrate what students have experienced, learned and attempted to convey.
Key concepts such as aesthetics, change, communication and identity broadly frame the MYP arts curriculum, and related concepts, such as interpretation, narrative, boundaries and innovation promote deeper learning.
At Chadwick, physical and health education aims to empower students to understand and appreciate the value of being physically active while also developing their motivation for making healthy and informed life choices. Chadwick physical and health education students explore a variety of concepts that help foster an awareness of physical development and health perspectives, as well as positive social interactions. Physical activity and health are of central importance to human identity and global communities, creating meaningful connections among people, nations, cultures and the natural world.
Through involvement in Chadwick physical and health education courses, Chadwick students learn to appreciate and respect the ideas of others and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help Chadwick students to develop a sense of social responsibility and intercultural understanding.
Key concepts such as change, communication and relationships broadly frame the MYP physical and health education curriculum, and related concepts, such as energy, balance, and refinement, promote deeper learning.
Chadwick design courses challenge students to apply practical and creative-thinking skills to solve problems and encourages them to explore the role of design in historical and contemporary contexts. Design courses also raise students’ awareness of their responsibilities when making design decisions and taking action.
Inquiry and problem-solving are at the heart of Chadwick design courses as they require the use of the design cycle as a tool to structure inquiry and analyze problems in order to develop feasible solutions. Chadwick design students engage in the creation of solutions - such as models, prototypes, products, or systems - as well as their testing and evaluation for effectiveness in meeting needs.
MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.
IB Career-related Programme
Chadwick International is currently a candidate school for the International Baccalaureate Career-related Programme (IBCP). For students who are confident in their career choice, the career-related program is a head-start that prepares them for higher education as well as an internship or apprenticeship position in their designated field of interest. It allows students to get practical, hands-on learning experience and to build skills applicable to their chosen career path.
Students who complete the program receive the International Baccalaureate Career-related Programme Certificate — awarded by the career-related study provider in their chosen field of study — and their secondary school degree.
Students who choose the Career-related Program engage in a three-part educational framework that includes:
- Courses from the IB’s Diploma Programme (IBDP)
- Courses from the Career-related Programme core, which include: a reflective project, language development, service learning and a personal and professional skills course
- Career-related studies at the Incheon Global Campus universities where Chadwick International has signed MOU’s:
- University of Utah - Film/Media Arts
- George Mason University - Computer Game Design