ACS HIGH SCHOOL COURSE DESCRIPTION

Size: px
Start display at page:

Download "ACS HIGH SCHOOL COURSE DESCRIPTION"

Transcription

1 ACS HIGH SCHOOL COURSE DESCRIPTION

2 Dear Students, The academic program at the American Community School of Abu Dhabi (ACS) prepares our culturally diverse student body for a lifelong commitment to learning, service and global citizenship. All high school students are enrolled in a rigorous college preparatory curriculum that culminates in a United States diploma; many pursue an International Baccalaureate diploma as well. Our dynamic educational approach encourages excellence in academics, athletics and the arts. Indeed, we take a holistic view of the child, and would like you to become well-rounded while also focusing on whatever field that interests you. ACS graduates leave high school with the knowledge, skills and attitudes necessary for success beyond high school. Our goal is to provide you with a well balanced, challenging and engaging course of study that will prepare you for university study and for success in your life and career. Please take time to review what you have already studied, what the high school offers, and consider your goals at the end of your senior year. As you select your courses, we encourage you to seek help and guidance from your parents, teachers and counselor. In many cases you may need to make some difficult decisions about your objectives, workload, and commitment to extracurricular activities. The more information you have, the better your decisions. Please understand that the master schedule is based on the choices of courses that you make. Although some flexibility exists toward the beginning of the semester in case you should decide to change your schedule, doing so often has costs, both to the individual student and to the organization as a whole. It is therefore quite important to select courses carefully and with the consultation of teachers, counselors and parents. Once you have met with the counselors and receive your schedule, we will only approve course changes when you have been placed in an inappropriate level of a course or if you re a transfer student and your previous course of study differed from our offerings. It is not appropriate to request a course change based on the instructor. The courses you are committing to now, you are committing to for the upcoming school year. To the extent possible, take the time to make wise decisions. ACS LEARNERS ARE: Thinkers Independent Critical Reflective Creative ACS HIGH SCHOOL COURSE DESCRIPTION PAGES 2-3 Responsible Respectful of Self, Others, and World Organized Open-minded Risk-takers Well-rounded Effective Communicators Inquisitive Adaptable Knowledgeable Balanced Leaders Motivated Confident Diligent Principled Collaborative

3 TABLE OF CONTENTS INTRODUCTION - HIGH SCHOOL GRADUATION REQUIREMENTS Requirement for Citizens of Arab Countries UAE High School Equivalency Requirements - INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM (DP) ENGLISH English 9 English 10 English 11/English 12 IB English A: Literature SL 1 IB English A: Literature SL 2 IB English A: Literature HL 1 IB English A: Literature HL 2 IB English A: Language and Literature SL Year 1 Year 2 IB English A: Language and Literature HL Year 1 Year 2 ENGLISH COURSE ELECTIVE OPTIONS World Literature: Mythology* Communications (TedTalks)* Literature and the Imagination (Dystopian/ Science Fiction)* Creative Writing (Soaked in Words: Tapping Into Your Inner Creative Writer)* WORLD LANGUAGES Arabic as a Native Language Arabic as a Native Language 9 (ANL 9) Arabic as a Native Language 10 (ANL 10) Arabic as a Native Language 11 (ANL 11) / IB Arabic B SL1 / HL1 Arabic as a Native Language 12 (ANL 12) / IB Arabic B SL2 / HL2 Arabic as Second Language Arabic as Second Language 1 (ASL1) Arabic as Second Language 2 (ASL2) Arabic as Second Language 3 (ASL3) Arabic as Second Language 4 (ASL4) Arabic as Second Language 5 (ASL5) French/Spanish French/Spanish Novice French/Spanish Intermediate and Intermediate 2 French/Spanish Intermediate High and Intermediate High 2 IB French/Spanish Ab Initio 1-2 IB French/Spanish B IB French/Spanish B SL 1 and SL 2 IB French/Spanish B HL 1 and HL 2 SOCIAL STUDIES Global Studies U.S. History in a Global Context IB History SL IB History HL IB Geography HL IB Economics SL 1/SL2 IB Economics HL 1/HL2 International Relations Sociology

4 SCIENCE Biology Chemistry Physics IB Biology SL 1/SL 2 IB Biology HL 1/HL 2 IB Chemistry SL 1/SL 2 IB Chemistry HL 1/HL 2 IB Physics SL 1/SL 2 IB Physics HL 1/HL 2 Earth and Environmental Science Sports, Exercise and Health Science MATH Integrated Math 9 Integrated Math 9 Extended Integrated Math 10 Core Integrated Math 10 Integrated Math 10 Extended IB Mathematical Studies SL IB Mathematics SL IB Mathematics HL THE ARTS PERFORMING ARTS Concert Choir (Non-Auditioned) Symphonic Band (non-auditioned) Wind Ensemble (Auditioned) Acting Stagecraft Advanced Theatre IB Theatre Arts HL 1/HL 2 IB Theatre Arts SL 1/SL 2 Dance ACS HIGH SCHOOL COURSE DESCRIPTION PAGES 4-5 VISUAL ARTS Artscape Sculpture Drawing and Painting IB Visual Arts SL/HL Year 1 and 2 MEDIA ARTS Yearbook TV and Video Production Introduction to Digital Cinematography Digital Photography Architectural Design and Modeling 3D Graphic Illustration 3D Product Design

5 COMPUTER SCIENCE Robotics Engineering Mobile Device: App Design & Development Web Design and Development Introduction to Computer Science Number of Semesters: 1 Software Engineering and Technology Principles PHYSICAL EDUCATION Physical Education 9 Physical Education 10 Health Recreational Sports Team Sports Dance Fitness/Resistance Training Aquatics Sport, Exercise and Health Science SERVICE LEARNING Community Activism Independent Service Learning NON-DEPARTMENTAL ELECTIVES Theory of Knowledge Islamic Studies For Native Arabic (ISL 9-12) Islamic Studies as Second Language (ISLS 9-12) Study Skills Self-Directed Studies Independent Project*

6 INTRODUCTION In presenting the courses offered in the high school at the American Community School of Abu Dhabi, it is intended that each student develop and continually evaluate a learning program appropriate to his/her goals and grade level. The selection of courses requires serious and careful consideration. It is important that students make wise course selections in consultation with teachers, parents, and counselors in order to develop a program that will meet the individual student s personal objectives, make maximum use of the educational opportunities available, and earn required credits toward graduation. Course selections should be based on ACS graduation requirements, prior academic performance, personal interests, and the student s future goals and career plans. The great majority of the courses listed in this book will be offered next year. Not all courses will be offered. In some cases the existence of a course depends on such factors as student demand and/or the availability of a teacher. ACS reserves the right to arbitrate requests for alternatives to prescribed course and/or prerequisite requirements. HIGH SCHOOL GRADUATION REQUIREMENTS A minimum of 25 credits is required for an ACS Abu Dhabi diploma. Students receive one-half credit for semester courses and one credit for year courses. Credit is given for courses taken in grades 9 12 only. No credit is given for summer school classes. For transcript and graduation purposes, grades and credit are assigned on a course completion basis. The 25 required credits must be distributed among subject areas as follows: ACS Diploma Required University Preparation Recommended English 4 credits 4 credits World Languages 2 credits 4 credits (2 must be in the same language.) Social Studies 3 credits 4 credits Science 3 credits 4 credits (incl. 1 Biology and 1 Chem or Physics) Mathematics 3 credits 4 credits The Arts 1 credit Physical Education 1.5 credits Health 0.5 credit Technology 0.5 credit ACS HIGH SCHOOL COURSE DESCRIPTION PAGES 6-7 Core Electives* Non-Core Electives TOTAL: 3 credits 3.5 credits 25 credits * Core Electives are additional credits in the core classes, including English, World Language, Social Studies, Science, and Mathematics. Students may apply additional core-elective credits to fulfill requirements for noncore electives as well. REQUIREMENT FOR CITIZENS OF ARAB COUNTRIES All students holding passports from the following Arabic speaking countries must take native language Arabic in grade 9 and grade 10: Algeria, Bahrain, Comoros Islands, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, and Yemen. All Muslim students are required to take Islamic Studies courses every year in high school. These courses are offered both in native Arabic and in English.

7 UAE HIGH SCHOOL EQUIVALENCY REQUIREMENTS The UAE High School Equivalency is a certification given by the Abu Dhabi Education Council (ADEC) to students of any nationality, graduating from a school in the UAE, and who wish to have the UAE equivalency authentication granted for their high school diploma. These students must meet the following requirements below that are set by ADEC. Most western countries do not require equivalency certification, but Arab countries require this to be eligible for certain jobs and most universities. Arab national students are highly advised to seek the UAE high school equivalency. COURSE REQUIREMENTS - Students must complete both their Islamic and Arabic courses every year in grades 9, 10, 11, and All students holding passports from the above mentioned Arabic speaking countries must take native Arabic courses in grades 9, 10, 11, and Non-Muslim students are not required to take Islamic courses. - Students holding passports from non-arabic speaking countries may take non-native Arabic courses. - Complete five classes out of the following ADEC approved courses every year in grades 10, 11, and 12: English Language or Literature, Mathematics, Physics, Chemistry, Biology, General Science, Economics, French, Computer Science, Social Studies, Health and Nutrition, History, Geography, Psychology, Information Technology, and Arts and Design. ARABIC AND ISLAMIC BOARD EXAMS - Students must pass both the Islamic Studies and Arabic ministry board exams in native or non-native Arabic. These examinations are offered and scheduled by ADEC to students in grade 12 on two separate days during the month of May. - Non-Muslim students are not required to sit for the Islamic ministry exam to earn the equivalency. - All students holding passports from the above-mentioned Arabic speaking countries are expected to take the appropriate Ministry of Education examination(s) in native (first) language Arabic. - Other requirements: - Original International TOEFL Certificate with a minimum score of 61 for online test and 500 for the written test - Original MATH/SAT 1 Certificate with minimum 400 score EXTERNAL EXAMINATION PROGRAM All students are required to pursue the ACS US diploma, which is earned at the end of grade 12. Integrated into our curriculum are courses that prepare students for the International Baccalaureate Diploma Program (DP). Higher Level IB courses cover content frequently taught in first year university courses; they are rigorous for high school students and place heavy demands on their time and energy.

8 INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM (DP) The International Baccalaureate Diploma Program (DP) program is concerned with the education of the whole person. It provides a thorough education in a broad scope of subject areas, and it aims, by balancing and interrelating these areas, to enhance the student s awareness of our common humanity and social responsibility. Additionally, it is intended to prepare the student for higher education or career employment, and to use programs devised by educators from different national systems to encourage an awareness of other cultures. Furthermore, it allows students the freedom to pursue their own needs and interests within the DP framework. The IB diploma is a two-year program of studies with syllabi and external examinations developed by the International Baccalaureate Organization (IBO) in Geneva, Switzerland. The IBO awards an internationally recognized diploma that facilitates college admission worldwide (based on each country s prerequisites). Students who score well on IB exams may receive college placement or credit in North American colleges. Students will need two years (Grades 11 and 12) to complete the requirements for an IB Diploma. Students may choose to enroll in specific IB courses, but not complete the requirements for the full diploma. Students completing all of the internal and external requirements for the IB courses are eligible to receive IB certificates for each course. Providing minimum scores are achieved, certificates for IB Higher Level courses can result in college credit. IB Standard Level Courses IB Standard Level Courses Arabic B Biology Chemistry Economics English Language & Literature English Lit. French Ab Initio French B History Mathematics Mathematical Studies Music Physics Spanish Ab Initio Spanish B Theater Arts Visual Arts Arabic B Biology Chemistry English Language & Literature English Literature Economics French B Geography History Mathematics Music Physics Spanish B Visual Arts Theater Arts OUTLINE OF THE ACS IB DIPLOMA PROGRAM To fulfill the requirements for an IB Diploma the student must: ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Successfully complete six externally examined courses. Three courses must be at the Higher Level (HL) and three at the Standard Level (SL). All students will be encouraged to take Directed Studies. -- Study seven subjects during the 11th and 12th grades -- Successfully complete the Theory of Knowledge 1 and 2 courses. -- Write a 4,000 word Extended Essay. -- Complete a minimum 150 hours (3-4 hours per week) of Creativity, Action, and Service (CAS). CAS hours may only begin at the start of the summer between sophomore and junior year. -- Select one course from each of the 6 subject groups with the exception that group 6 may be replaced with a course from groups 2-4 (please see below).

9 IB SUBJECT GROUPS (IN ORDER FROM 1-6) STUDIES IN LANGUAGE AND LITERATURE These courses include an intensive study of English LIt and World Literature translated into English. They aim to develop powers of expression, critical analysis of literature, an understanding of people through literature, and an appreciation of the modes of thought in the literature of different nations. Students whose best language is not English and are attempting the IB diploma may choose to study an alternative A language outside of school. Following approval from the school, the A language course must be arranged by a private tutorial program outside of the regular school day. LANGUAGE ACQUISITION These courses aim to develop the student s linguistic competencies in a language other than English. These courses are designed to provide students with knowledge of the culture of another nation, and an appreciation for literature written in a language other than their own. Students with no prior background in French or Spanish may start these languages at the Ab Initio language in Grade 11. B level languages may be taken in Arabic, French, or Spanish, but assume a certain proficiency level prior to taking those courses. INDIVIDUALS AND SOCIETIES These courses comprise the study of the nature of a human as an individual and as a member of a social group. In a larger sense, the character of human culture itself is investigated to develop the student s understanding of society both from the microcosmic and macrocosmic viewpoints. Objectives of this program include the ability to discuss and write about people from psychological and anthropological perspectives. Content includes the study of psychological, social, economic, political, religious, and artistic characteristics of individuals and their societies. EXPERIMENTAL SCIENCES These courses seek to familiarize the student with scientific principles and methods of scientific investigation, to develop powers of scientific analysis and laboratory skills, to create an awareness of life in a technological society, and to provide strong preparation for the study of sciences in universities. MATHEMATICS These courses aim to develop both an understanding of mathematics as a discipline and as an attitude that encourages practical use of math in higher education or in a career. Content includes Algebra, Trigonometry, Calculus, Statistics and Probability and Vectors and is designed to prepare students for university studies in mathematics, physics, chemistry, economics, and business. THE ARTS AND ELECTIVES Additional subjects may be selected from the sciences, world languages, individuals and societies, or the courses in visual arts or theatre arts.

10 ENGLISH IB LANGUAGE AND LITERATURE SL/HL 1 AND 2 ENGLISH 9 ENGLISH 10 IB ENGLISH LITERATURE SL/HL 1 AND 2 ENGLISH 11 AND 12 (NON-SEQUENTIAL) Semester Electives: World Literature: Mythology Communications (TedTalks) Literature and the Imagination (Dystopian/ Science Fiction) Soaked in Words: Tapping Into Your Inner Creative Writer Digital Journalism (ACS BuzzFeed) ENGLISH 9 Grade: 9 (Required) ENG English 9 is designed to help you understand the pleasure and power of literature in a high-challenge low-stress atmosphere where the focus is on critical and creative thinking through textual analysis. Throughout the year, you will develop your skills of reading, writing, listening, speaking and thinking. You will analyze and create descriptive, narrative, expository, and persuasive writing in response to poetry, short stories, essays, novels, film, non-fiction texts and drama. The key texts you will study are Harper Lee s To Kill a Mockingbird, William Shakespeare s The Tragedy of Romeo and Juliet, and John Steinbeck s Of Mice and Men. ENGLISH 10 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Grade: 10 (Required) ENG Experiencing the world through literature, and more specifically, using it as a means of reflection to assess yourself and society, you will explore a variety of texts in order to think about what your role and purpose is in society -- who are you? Units are based around thematic Essential Questions. This personal exploration into self has you reading all genres: novels, specifically Antigone, All Quiet on the Western Front, The Catcher in the Rye, as well as a wide range of short fiction, novels, poetry, drama, informational text, and media -- relating it to the world and yourself. You will be challenged in your reading and writing, speaking and listening skills. You will share and learn from class work and discussions, and independent and peer writing time. You will gain confidence in your language and communication ability, while exploring a range of cultures, thoughts and global perspectives. ENGLISH 11/ENGLISH 12 each year Grade(s): 11/12 ENG 1 each year Students who enroll in the non IB English for grade 11 and 12 will be part of a two year non-sequential course that will allow you to craft both your written and oratory skills. In order to gain competency as readers, writers, speakers, and listeners, you will analyze texts through a variety of lenses to gain a better understanding of their purpose and meaning. Through a mixed media delivery, you will be engaged in critically thinking about your learning process in order to enhance the ability to transfer your knowledge and skills to a real world context. Effective communication and collaboration skills will be honed as you develop a capacity to become active members of their class and community.

11 GENERAL IB ENGLISH COURSE DESCRIPTIONS For both SL and HL IB English, the aims are twofold: first, to facilitate a broadened perspective on literature by viewing the world through different perspectives; second, to develop your abilities to engage in both close, detailed analysis of a written text and intelligent discussion of all facets of the works studied. Course objectives for SL and HL are similar. You will learn to engage with works confidently and independently; to express ideas with clarity and fluency; to exhibit a command of language appropriate for the study of literature; to display a thorough knowledge of works studied and to appreciate the similarities and differences between works from different ages and/or cultures. You will also learn to structure ideas and arguments in a sustained and logical way using precise, relevant support; demonstrate an awareness of the effects of structure, technique, and style as employed by authors; and comment on the language, content, structure, meaning and significance of both familiar and unfamiliar texts. However, HL students must exhibit a wider-ranging appreciation of structure, technique, and style, a greater persuasive element in their presentation, and an ability to engage in textual commentary without prompts. IB ENGLISH A: LITERATURE SL 1 / 2 YEAR 1 Grade(s): 11 ENG In a world inundated with change, the study of literature continues to give us insight into the human heart and mind. IB Literature SL 1 cultivates the love and appreciation of literature by examining some of the most important literary texts of past and present. In addition to studying these works for their literary artistry, the course addresses the cultural context of these works, the ethical issues they address and the pivotal roles they have played in their respective societies. IB Literature prepares you for college courses by increasing your ability to read and write critically, to speak confidently, and to think and reflect analytically. In Semester One, you will investigate perhaps the most influential story of an escaped slave, Narrative of the Life of Frederick Douglass, and Fitzgerald s iconic tale of the Jazz Age, The Great Gatsby. Additionally, you will read a selection of poetry from the current poet and activist, Marge Piercy. In Semester Two, you will study two works of world literature: Gabriel García Márquez s Chronicle of a Death Foretold, translated from Spanish, and Henrik Ibsen s A Doll s House, translated from Norwegian. IB English Literature SL 1 is the first year of a two-year course. YEAR 2 Grade: 12 ENG IB English SL1 IB English Literature SL 2 is the second year of a two-year course. In Semester One, you will study Shakespeare s Macbeth, a story so powerful that it has been made into a movie numerous times, including the 2015 version with Michael Fassbender, and Things Fall Apart, a novel by Chinua Achebe, who is considered the father of African literature. In Semester Two, you will study three contemporary plays: The Glass Menagerie, a memory play by Tennessee Williams; Death of a Salesman, one of the towering works of American drama by playwright Arthur Miller; and Sam Shepard s True West, a quirky comedy about two brothers. All of these plays have been in production ever since their opening nights, on Broadway in New York, in the West End of London s theatre district, and elsewhere in the world. We will look at plays as works of literature, but also consider how they are brought to life in performance.

12 IB ENGLISH A: LITERATURE HL 1 / 2 YEAR 1 Grade(s): 11 ENG English 10 and teacher recommendation IB English HL 1 is the first year of a two-year course. In Semester One, you will study two nonfiction works, Richard Rodriguez s controversial and challenging Brown: The Last History of America, and perhaps the most influential story of an escaped slave, Narrative of the Life of Frederick Douglass. We will also read a selection of poetry by several poets, including the Palestinian-American Naomi Shihab Nye. In Semester Two, you will study three works of world literature: Naguib Mahfouz s The Thief and the Dogs, translated from Arabic; Albert Camus The Stranger, translated from French, and Gabriel García Márquez s Chronicle of a Death Foretold, translated from Spanish. Discussing these novels often proves to be a perfect opportunity for students to share their own cultural insights. If you enjoy thinking deeply about literature until you get to that aha! moment where you realize just how an author has made a text work, this is the course for you. YEAR 2 Grade: 12 ENG IB English HL1 IB English HL 2 is the second year of a two-year course. In Semester One, you will study Hamlet, the most influential play Shakespeare wrote, and Things Fall Apart, a novel by Chinua Achebe, who is considered the father of African literature. We also read a selection of poetry by the award-winning Canadian writer, Margaret Atwood. In Semester Two, you will study four contemporary plays, Tom Stoppard s Rosencrantz and Guildenstern Are Dead, a comic take on Hamlet; Sam Shepard s True West, a quirky comedy about two brothers; The Glass Menagerie, a memory play by Tennessee Williams; and Death of a Salesman, one of the towering works of American drama. All of these plays have been in production ever since their opening nights, on Broadway in New York, in the West End of London s theatre district, and elsewhere in the world. We will look at plays as works of literature, but also consider how they are brought to life in performance. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES IB ENGLISH A: LANGUAGE AND LITERATURE SL 1/2 YEAR 1 Grade(s): 11 ENG In our vast, varied, and ever-changing world, keeping up with how we process multiple types of information is paramount to our understanding of society. The course is directed towards developing and understanding the constructed meanings generated by language and the function of context in this process. It focuses on different aspects of written and spoken language, concentrating on how meaning within a text is shaped by culture and by the contexts of its production while also concentrating on the study of language in cultural context and language and mass communication. The study of language is based on texts from a variety of non-literary sources (websites, speeches, blogs, editorials, political cartoons, photographs, and so on), as well a literary texts ( a total of four over the two years of the course). These texts include The Handmaid s Tale by Margaret Atwood and The Narrative Life of Frederick Douglass, an American Slave by Frederick Douglass. Possible units of study include Power and the Language of Persuasion, Language & Gender, Propaganda & Advertising, and Language and Cultural Identity.

13 YEAR 2 Grade(s): 12 ENG English Language and Literature SL 1 This course is a continuation of English Language and Literature 1. While many of the concepts developed within the first year of the course are continued in more depth, Year 2 focuses on internal and external assessments which form the core of the IB curriculum. Comparative textual analyses, timed literary essays, individual oral commentaries and further oral activities will form the crux of the assessments. As well, a variety of written tasks meant to strengthen your ability to choose an imaginative way of exploring an aspect of the material studied will be written. You will also analyze a variety of literary texts (including works in translation), gaining a deeper appreciation of explicit and implicit meanings within a text as well as developing an awareness of the complexities and intricacies of a work s construction. IB ENGLISH A: LANGUAGE AND LITERATURE HL 1 / 2 YEAR 1 Grade(s): 11 ENG In our vast, varied, and ever changing world, keeping up with how we process multiple types of information is paramount to our understanding of society. This fast-paced course is directed towards developing and understanding the constructed meanings generated by language and the function of context in this process. It focuses on different aspects of written and spoken language, concentrating on how meaning within a text is shaped by culture and by the contexts of its production, while also concentrating on the study of language in cultural context and language and mass communication. The study of language is based on texts from a variety of non-literary sources (websites, speeches, blogs, editorials, political cartoons, photographs), as well a literary texts ( a total of six over the two years of the course). These texts include The Handmaid s Tale by Margaret Atwood, The Narrative Life of Frederick Douglass, an American Slave by Frederick Douglass, and The God of Small Things by Arundhati Roy Possible units of study include Power and the Language of Persuasion, Language & Gender, Propaganda & Advertising, and Language and Cultural Identity. Those students who are looking for a challenging adventure in English, taking risks, and discovering language and its power, will find this course fulfilling. YEAR 2 Number of Semesters 2 Grade(s): 12 ENG English Language and Literature HL 1 How we gather, digest, and disseminate information changes even as we reach out to grasp it, and this course, a continuation of English Language and Literature HL Year 1, will help you question and make sense of various nuances of style, purpose, and audience. While many of the concepts developed within the first year of the course are continued in more depth, students examination of text types strengthen the ability to dissect and explore a piece of literature. With your strong tools of analysis and understanding of the use of language, the key texts of HL Year 2, Chronicle of a Death Foretold by Gabriel Garcia Marquez, A Streetcar Named Desire by Tennessee Williams, The Great Gatsby by F. Scott Fitzgerald, and a selection of poetry-- bring to light the power in language, gaining awareness of the complexities and intricacies, especially culturally, of a work s construction.

14 ENGLISH COURSE ELECTIVE OPTIONS For each of the below options: Number of Semesters: 1 Grade(s): ELT 0.5 WORLD LITERATURE: MYTHOLOGY* Whether it s through the musicians Lady Gaga and Led Zeppelin, the brands Nike and Hermes, or the expressions Achilles heel and the Siren s song, mythological influences are everywhere in our society. This course in mythology is designed to give you an understanding of the mythological stories that are repeated and shaped through our art, music, literature, and pop culture. This course will appeal to students who like stories of adventure, psychology, and romance. COMMUNICATIONS (TEDTALKS)* Avoid those embarrassing class presentations and awkward conversations; instead, wow them with your newly developed skills in formal and informal communication. In this course, you will learn how communication strategies--speeches and presentations, varied media--can be used to capture the attention and imagination of your audience, and shape people s emotional and intellectual understanding of your presentation. Learning to use various styles of presentation will not only help improve your confidence but equip you with an invaluable life skill. The course concludes with a TED Talk -esque presentation. This course is for everybody, those with aspirations of leading the United Nations or those who simply want to enhance classroom presentations be a risk taker. LITERATURE AND THE IMAGINATION (DYSTOPIAN/ SCIENCE FICTION)* With warp speed to a planet far away or deep inside the caves, come investigate the twist and quirks, symbols and metaphors of the sci-fi and dystopian world. Consider the relationship between mind, reality and unreality and get ready to be beamed up! Among the texts that you might encounter are Martian Chronicles by Ray Bradbury, Frankenstein by Mary Shelley, and Brave New World by Aldous Huxley. Whether you like extrapolating science into futuristic technology or conjuring new forms of magic, these genres imagine what might have been or what might be, opening the door to any possibility. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES CREATIVE WRITING (SOAKED IN WORDS: TAPPING INTO YOUR INNER CREATIVE WRITER)* As the writer Hart Crane once said, one must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment. This course is designed as a writing workshop, with plenty of class time to compose, share and polish written pieces like short stories, poems, song lyrics, or scripts. JOURNALISM IN THE DIGITAL AGE* Number of Semesters: 1 or 2 (R) CMP, ELT 0.5 each semester In today s environment focusing on daily and weekly print cycles that use our resources only to be in tomorrow s recycling bin are a thing of the past. Content does not wait for the presses anymore. When something is happening in our school and larger community we want to know about it in real time and with the help of web and social content we can do just that. Think BuzzFeed for our school community! 21st century journalism requires a multitude of skills including information literacy, which aids in determining the credibility and authenticity of digital content. A student-driven digital portfolio will be created by focusing on the development of research, writing, and critical thinking skills through active participation in the content design and production efforts of an online platform. Throughout the semester you will also examine the design of an effective website, the integration of Twitter and other social media tools, and the analysis of who is viewing the site and what they are viewing. *Does not replace English credit for graduation, and is only offered based on significant interest and staffing.

15 WORLD LANGUAGES ARABIC AS A NATIVE LANGUAGE ANL 11 ANL 12 ANL 9 ANL 10 IB ARABIC B SL/HL 1 IB ARABIC B SL/HL 2 (Any student wishing to receive the UAE Ministry Equivalency must enroll in Arabic throughout high school. Those who have Arab League passports must take Arabic at the Native level.) ARABIC AS A NATIVE LANGUAGE 9 (ANL 9) Grade: 9 FLG, CELT, ELT The emphasis of the Grade 9 UAE Ministry of Education curriculum is on developing reading and comprehension and writing skills through texts, stories, and poems. Language usage and reading competence are practiced and tested through various written and oral assignments. The writing process will apply both grammar and spelling skills, and will include summarizing and writing essays that inspire logical and creative thinking. The UAE Ministry Curriculum is supplemented with materials from the Qissas program (ISS World Language Initiative). Any Grade 9 student who is registered at ACS under an Arabic League passport MUST be enrolled in this course. ARABIC AS A NATIVE LANGUAGE 10 (ANL 10) Grade: 10 FLG, CELT, ELT In Arabic as a Native Language 10, you will apply reading skills and strategies to a variety of texts, including short stories, novels, poetry, reports and articles. The writing process will be used to develop skills such as correct spelling and proper grammatical usage and will include writing essays that inspire logical and creative thinking. Language usage and reading are tested through various written and oral assignments. This course follows the UAE Ministry of Education curriculum. The UAE Ministry Curriculum is supplemented with materials from the Qissas program (ISS World Language Initiative). Any Grade 10 student who is registered at ACS under an Arabic League passport MUST be enrolled in this course.

16 ARABIC AS A NATIVE LANGUAGE 11 (ANL 11) / IB ARABIC B SL1 / HL1 Grade: 11 FLG, CELT, ELT ANL 10 or ASL 5 ANL 11 and IB Arabic B are based on both the Ministry of Education and the IBDP requirements. The content surveys Arabic literature, in both prose and poetry, in different subjects, themes, times and places. In addition, you will study current events, social life, culture and traditions in the Arab World, as well as global issues, recent technology and media. The focus for all three courses is on text comprehension and developing processes in writing (articles, letters, journals and reports) while addressing ideas in a logical and reflective manner with an advanced level of vocabulary, structure and style, following the rules of Arabic grammar and spelling. Students enrolled in the IB SL/HL are expected to have a solid foundation in Arabic grammar, reading, writing, and speaking, and will be required to write essays of 250 words for SL, and 400 words for HL. HL students must have a more sophisticated use of the language and the papers are also marked more strictly than SL papers. Reading literary works is also a HL requirement. This course prepares you for both Ministry exams and IB exams that take place by the end of the Grade 12/ IB year 2. Any Grade 11 student who is registered at ACS under an Arabic League Passport MUST be enrolled in this course. ARABIC AS A NATIVE LANGUAGE 12 (ANL 12) / IB ARABIC B SL2 / HL2 Grade: 12 FLG, CELT, ELT ANL 11 / IB Arabic B SL1/HL1 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES ANL 12 and IB Arabic B courses are based on the requirements of the Ministry of Education the IBDP themes and are a continuation of ANL 11/ IB SL1/HL1. The courses include thematic surveys of modern literature: short stories, novels, poetry, articles and reports. Reading and study skills, vocabulary, general grammar, process of writing, and speaking skills are integrated in the course. The purpose of the course is to broaden your understanding of literary concepts with elaboration of works from modern literature. You are expected to address, formal elements in speaking and writing such as imagery, points of view and reflections. To foster critical thinking skills and enhance the writing process, personal compositions are assigned through the year. ANL 12 prepares you for the Ministry Native Language exam and the IBDP exam. Students in the IB Arabic SL2/HL 2 course are expected to fulfill all IB course requirements (the Oral Internal Assessment, writing task and the external exam). Any Grade 12 student who is registered at ACS under an Arabic League passport MUST enrolled be in this course. ARABIC AS SECOND LANGUAGE ASL 1 ASL 2 ASL 3 ASL 4 ASL 5 (placement is proficiency based) IB ARABIC SL 1 IB ARABIC SL 2

17 ARABIC AS SECOND LANGUAGE 1 (ASL1) FLG, CELT, ELT The first year of the Arabic course is designed to provide you with basic communication skills, the ability to read and understand limited types of texts and skills, and to write simple and short compositions about everyday life. The main focus is on the building of listening and speaking skills, but you are also exposed to the Arabic alphabet and eventually to reading and writing easy texts containing vocabulary covered in class. Basic grammar is an important part of the course but used in the context of the themes and topics studied. Through class activities and authentic material, you are exposed to different aspects of Arabic cultures and traditions. A wide variety of curricular materials are used, including thematic units from ISS (World Language Initiative) Hiwaraat Non-Native Arabic program. ARABIC AS SECOND LANGUAGE 2 (ASL2) FLG, CELT, ELT Successful completion of ASL 1 or equivalent proficiency This course is the continuation of ASL I and is designed to build upon and enhance the basic skills learned in the previous course. Authentic material is embedded into the curriculum, exposing you to the products and perspectives of target cultures from the beginning. Vocabulary and grammar are acquired through the exploration of themes that are language-level appropriate. Each theme has a list of topics that provide you with opportunities to practice and explore the language both orally and in writing. A wide variety of curricular materials are used, including thematic units from ISS (World Language Initiative) Hiwaraat Non-Native Arabic program. ARABIC AS SECOND LANGUAGE 3 (ASL3) FLG, CELT, ELT Successful completion of ASL 2 or equivalent proficiency This course is designed to broaden your ability to understand proficient speakers conversing at a reasonable pace about a variety of topics. You will be able to read selected passages with appropriate pronunciation as well as learn to write a variety of essays, letters, and advertisements, demonstrate the use of a certain degree of grammatical accuracy. You will also learn about the major differences and/or comparisons of various Arabic cultures through in class and out-of-class activities and projects. A wide variety of curricular materials are used, including thematic units from ISS (World Language Initiative) Hiwaraat Non-Native Arabic program. ARABIC AS SECOND LANGUAGE 4 (ASL4) Grade(s): 9-12 FLG, CELT, ELT Successful completion of ASL 3 or equivalent proficiency Arabic 4 class is designed to provide you with the necessary language skills and intercultural understanding to enable you to communicate successfully in an environment where the language studied is spoken. This process encourages and requires you to go beyond the confines of the classroom, to work independently, and seek opportunities to strengthen language skills and foster respect for cultural diversity. The course is organized into themes and subtopics that allow you to acquire vocabulary and develop grammar. By the end of the course, and through the development of receptive, productive and interactive skills, you should be able to respond and interact appropriately in a defined range of everyday situation. A wide variety of curricular materials are used, including thematic units from ISS (World Language Initiative) Hiwaraat Non-Native Arabic program.

18 ARABIC AS SECOND LANGUAGE 5 (ASL5) FLG, CELT, ELT Successful completion of ASL 4 or equivalent proficiency During this most advanced level course of Arabic Second Language, you will continue to study more advanced themes, which gives you the opportunity to further explore the language as well as develop intercultural understanding. You will also continue to understand and produce a variety of spoken and written and visual texts. By the end of the course, you should be able to understand simple authentic texts and questions related to them, should communicate orally and respond appropriately to most questions on the themes studied, and should clearly communicate simple information and ideas. A wide variety of curricular materials are used, including thematic units from ISS (World Language Initiative) Hiwaraat Non-Native Arabic program. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES FRENCH/SPANISH World Languages: French/Spanish The goal of the World Languages program is to establish an understanding of the respective cultures and to develop language proficiency - in other words, focus on what students are able to do with the language (beyond what they know about the language). To this end, interpersonal listening and speaking skills are a key component of our program and are the primary focus in our Novice and Intermediate courses, as these are the skills that are most important in the first stages of learning a language. In the Intermediate High and Advanced courses, while students continue to develop their interpersonal listening and speaking skills, increasing attention is given to the development and assessment of the interpretive skills (listening and reading), as well as presentational communication (speaking and writing). Students proficiency will be tested using internal assessments and/or an external examination (Stamp or AAPPL) as well as determined by teachers professional judgment. Students new to ACS will take a proficiency based placement test in order to determine the appropriate placement. The new course names and design refer to the proficiency level being targeted by the end of each course (year-long or multi-year). It is necessary for students to reach the benchmarks before advancing to the next level because, as their language ability develops, their needs change, and, as such, instruction also changes. The multiyear courses (e.g., Intermediate, Intermediate High) are designed to allow students to take the time they need to build greater confidence and consistency in their language abilities, while they experience new culturally-rich thematic units over a period of two - perhaps, three - years. The amount of time indicated is the amount it generally takes to reach the proficiency levels for the communication skills being targeted. Since most colleges and universities require language study as an admission requirement, students are advised to attain at least an Intermediate-Mid level of proficiency. This level is generally acquired in three to four years of language study. FRENCH/ SPANISH 1 FRENCH/ SPANISH 2 FRENCH/SPANISH NOVICE FLG, CELT, ELT FRENCH/ SPANISH 2 FRENCH/ SPANISH 3 FRENCH/ SPANISH 3 IB FRENCH/ SPANISH SL 1 IB FRENCH/ SPANISH HL 1 IB FRENCH/SPAN- ISH AB INITIO 1 IB FRENCH/ SPANISH SL 1 IB FRENCH/ SPANISH SL 2 IB FRENCH/ SPANISH HL 2 IB FRENCH/SPAN- ISH AB INITIO 2 This year-long course is designed for students who have little or no experience with the language, and it provides students with the necessary skills to understand and create meaningful communication from early on in a supportive and rich environment. This course focuses on the development of listening and speaking through interpersonal communication, and the proficiency exit target is Novice High. Novice High speakers can manage a number of uncomplicated communicative tasks in straightforward social situations. They can express personal meaning by relying heavily on learned phrases (memorized language) or recombinations of these, as well as respond to simple, direct questions or requests for information. The skills of interpretive listening and reading, as well as writing, are also integrated into the course to the extent that they foster the development of students communicative ability as appropriate to the proficiency target.

19 FRENCH/SPANISH INTERMEDIATE AND INTERMEDIATE 2 FLG, CELT, ELT demonstration of appropriate proficiency This multi-year course is for students who have reached Novice High or Intermediate Low profi- Languages. In some cases, Novice Mid students can be admitted upon teacher recommendation. Through differentiation and accommodation, and in the context of new culturally rich thematic units each year, teachers engage and support students in the proficiency building process. This course focuses on interpersonal listening and speaking, and the proficiency exit target is Intermediate Mid. Intermediate Mid speakers are able to successfully handle a variety of uncomplicated communicative tasks in straightforward social situations. They can express their own thoughts and maintain conversations by asking and answering a variety of questions related to themes such as family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping and travel. This target is most commonly achieved over a period of two/three years. The skills of interpretive listening and reading, as well as writing, are also integrated into the course to the extent that they foster the development of students communicative ability as appropriate to the proficiency target. All Intermediate courses require a recommendation from the student s current language teacher. Students who are new to ACS will be assessed upon their arrival. FRENCH/SPANISH INTERMEDIATE HIGH AND INTERMEDIATE HIGH 2-4 FLG, CELT, ELT -2 demonstration of appropriate proficiency This multi-year course is for students who have reached Intermediate Mid proficiency in interpersonal listening and speaking. Through differentiation and accommodation, and in the context of new culturally rich thematic units each year, teachers engage and support students in the proficiency building process. While this course focuses on interpersonal listening and speaking, both interpretive (listening, reading) and presentational (speaking, writing) communication are also formally developed and assessed. More emphasis will also be on developing accuracy, mastery of more tenses and grammatical structures in order to communicate more effectively in different social situations, both in speaking and in writing. For French and Spanish the proficiency exit target for interpersonal listening and speaking, as well as presentational and interpretive communication, is Intermediate High. Intermediate High speakers are able to successfully handle uncomplicated tasks and social situations requiring an exchange of information related to their school, recreation, particular interests, and areas of competence. They also demonstrate an increasing ability to express their own ideas about some topics beyond themselves (current events/issues, matters of public and community interest), and to resolve problems they might encounter in their daily lives. They can narrate and describe in all major time frames using connected discourse of paragraph length, most of the time. This target is most commonly achieved over a period of two/three years. All Intermediate High courses require a recommendation from the student s current language teacher. Students who are new to ACS will be assessed upon their arrival. IB FRENCH/SPANISH AB INITIO 1-2 each year Grade: 11 FLG, CELT, ELT 1 each year Little to no former experience in the language Language ab intio is a two-year course focusing on language acquisition. It is designed for students who have little to no previous formal exposure to this language. It is an intensive language program designed to provide students with the necessary language skills and intercultural understanding to enable them to communicate successfully in an environment with the language studied is spoken. This process encourages and requires the students to go beyond the confines of the classroom, to work independently, and seek opportunities to strengthen language skills and foster respect for cultural diversity. The language ab initio course is organized into three broad themes (individual and society, leisure and work, urban and rural environments) that serve as the foundation of the acquisition of the language and the study of different text types. By the end of the course, and through the development of reading, writing and oral skills, students should be able to respond and interact appropriately in a wide range range of everyday situation.

20 By the end of the second year and through internal (oral exam and written task) and external assessment (reading and writing), students should be able to understand simple authentic texts and questions related to them, should communicate orally and respond appropriately to questions on the themes studied. They should communicate clearly, in writing simple information and ideas in response to a written task. IB FRENCH/SPANISH B Language B is a two year language course designed for students with previous (successful) learning of the target language. The main focus of the course is on language acquisition and the development of language skills through the study and use of a range of written and spoken authentic material. Such material will extend from everyday oral exchanges to texts dealing with more advanced topics that require the development and demonstration of critical thinking skills. The course includes a required IB language B core and incorporates options, all of which are suited to developing students intercultural understanding and fostering an international perspective and a concern for local and global issues. IB FRENCH/SPANISH B SL 1 AND SL 2 each year Grade(s): 11 FLG, CELT, ELT 1 each year Successful completion of French/Spanish Intermediate or equivalent Through the study of authentic texts featuring different themes and topics that are age and level appropriate, students will develop the ability to communicate clearly and effectively in a range of situations dealing with different text types. They will learn how to understand, analyze and respond to a range of written and spoken texts. Grammar is reviewed and studied in context, but the main focus is on effective oral and written communication in the target language. Students in the second year Standard Level language B course continue to strengthen their oral and writing skills through exposure to authentic texts containing more advanced vocabulary and more complex ideas. Internal and external assessment will take place during this year where students are expected to demonstrate good command of language and mastery of course content and skills. Students should be able to present, both orally and in writing simple and complex ideas clearly, coherently and effectively, and should be able to read, understand and interpret different authentic texts. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES IB FRENCH/SPANISH B HL 1 AND HL 2 each year Grade: FLG, CELT, ELT Successful completion of Intermediate Mid, Intermediate High, or equivalent The High Level of language B course has the same aims and objectives as the Standard Level; however, SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty. HL is a challenging course that requires students to have good command of the language and passion for language learning. Through the study of literary works and exploration of more advanced topics, students broaden their vocabulary and develop fluent reading and speaking skills. In addition, students should understand, interpret and use works of literature written In the target language of study. During the second year, students continue their language learning through the study of authentic texts about current events, aspects of everyday life, culture and literature. Extensive writing, reading and speaking take place during this last year, allowing students to further deepen their acquisition of the language and their awareness and appreciation of the target language cultures. By the end of second year, students will have to fulfill IB course requirements, including internal and external exams. They are expected to show understanding of complex authentic written texts related to the topics studied and analyze and appreciate literary works in the target language. They should be able to produce clear texts, orally and in writing, where the use of register, vocabulary and language structures are appropriate to the audience. They should be able to demonstrate interaction that flows coherently with a degree of fluency, accuracy spontaneity.

21 SOCIAL STUDIES GLOBAL STUDIES Grade: 9 (required) SS, CELT, ELT This is a one-year integrated course in which you will learn and use concepts from the different disciplines of history, economics and geography. You will develop a greater understanding of the evolution of global processes and the interaction of different human societies from various regions of the world. The regional focus for this course will be on Europe, Africa and the Middle East. The historical themes will be revolution, reaction, imperialism and decolonization, and will include a study of the historical development of the UAE. The geographic themes will be populations in transition and the five themes of geography. The economic themes will focus on the concepts of economic systems, growth, and development. The course will conclude with a student-driven research project culminating in a final paper. This course will help you develop a stronger knowledge of social studies content as well as the skills that lead to a better understanding and appreciation of global citizenship. US HISTORY IN A GLOBAL CONTEXT Grade(s): Grade 10 required; elective) SS, CELT, ELT How do economies grow? Should this mean their influence in the world expands? Why do economies contract and with what costs? Do governments mature with time? What leads society to embrace and reject change? This course is a one-year thematic survey of United States history within a global context. This course follows a thematic approach to understanding the evolving question of what constitutes the American identity, with a particular focus on the continuing shifts and changes in how Americans have defined and redefined their understanding of their own nation in an increasingly globalized world. Topics such as Reconstruction and Westward Expansion, immigration and Progressivism, The World Wars, The Cold War Through the Fall of Communism, Civil Rights Movement, and The Dawn of a New Era at the Start of the 21st Century. Through the acquisition of content knowledge, students will develop critical reading, thinking, and writing skills. This course will satisfy the U.S. History requirement of American colleges and universities. IB HISTORY SL 1/ 2 Number of Semesters: 4 Grade(s): SS, CELT, ELT 2 The IB History SL course teaches students how to analyze, synthesize and evaluate various sources to better understand historical events. By critically examining the circumstances and decisions surrounding these events, students not only gain an appreciation of history as an academic discipline, but also learn how the interplay of geopolitical dynamics, national experiences, and culture shape history as an area of knowledge. IB History SL also encourages reflection on the past with the goal of increasing students understanding of themselves and of contemporary society. Students study the following IB topics in the twentieth century world history: Move to Global War ( ); Causes, practices and effects of selected 20th century wars; and major Cold War developments from the end of the Second World War until the fall of Communism in the early 1990s. In addition to the main assessment components which consist of 20th century world history papers, SL history students must also complete a historical investigation on a topic of their own choosing.

22 IB HISTORY HL 1 / 2 Number of Semesters: 4 Grade: SS, CELT, ELT 2 The IB History Higher Level course covers the same core content as the Standard Level course but topics are studied in more depth. An additional difference between the courses is that HL history students also study a regional option: 19th and 20th century European history. The study of this regional option includes the following topics in addition to the SL core topics: Europe and the First World War ( ); domestic developments within selected European states ( ); and European Diplomacy ( ). HL history students are required to complete the same assessment components as SL history students (including the 20th century world history papers and the historical investigation), but must also complete an additional component focused on the regional option. IB GEOGRAPHY SL 1 / 2 Number of Semesters: 4 Grade: SS, CELT, ELT 2 The IB Geography student is someone who is interested in a combination of Environmental Studies, Population Demographics and Economic Growth and Development. This course is designed to challenge your preconceptions of the world we live in and how it operates. The view of Standard Level Geography presented in the IB Syllabus is thematic in organization, human in focus, and comprehensive in coverage. The course will cover the key themes: Populations in Transition, Disparities in Wealth and Development, Patterns in Environmental Quality and Sustainability, Patterns in Resource Consumption, Urban Environments and Leisure, Sport and Tourism. You will also complete an Internal Assessment based upon a fieldwork investigation which is submitted to the IB for external moderation. IB GEOGRAPHY HL 1 / 2 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Number of Semesters: 4 Grade: SS, CELT, ELT 2 The IB Geography student is someone who is interested in a combination of Environmental Studies, Population Demographics, Economic Growth and Development, and Globalisation. This course is designed to challenge your preconceptions of the world we live in and how it operates. The view of Higher Level Geography presented in the IB Syllabus is thematic in organization, human in focus, and comprehensive in coverage. The course will cover the key themes: Populations in Transition, Disparities in Wealth and Development, Patterns in Environmental Quality and Sustainability, Patterns in Resource Consumption, Urban Environments, Leisure, Sport and Tourism, Freshwater Issues and Conflict, Measuring Global Interactions, Changing Space - the Shrinking World, Economic Interactions and Flows, Environmental Change, Socio-cultural Exchanges, Political Outcomes and Global Interactions at the Local Scale. You will also complete an Internal Assessment based upon a fieldwork investigation which is submitted to the IB for external moderation.

23 IB ECONOMICS SL 1 / 2 Number of Semesters: 4 Grade(s): SS, CELT, ELT 2 Interested in exploring the underlying assumptions of human behavior and how they drive firms and households decisions? Interested in why governments feel they have a duty to provide education on the one hand and a right to tax what are referred to as sin goods? Want to know how and why falling oil prices affect the United Arab Emirates and Venezuela differently, despite both having large oil reserves? In SL Economics, you will examine the economic theories at the heart of rational decision making and evaluate the practicality of such an approach in the often less rational world. More specifically, you will explore microeconomic theory, including the price mechanism in supply and demand analysis, efficiencies found in competitive markets, the various ways that markets fail, and the justifications and means by which governments intervene. You will also examine economic models of the macroeconomy and the implications that different assumptions have on policy decisions to achieve the macroeconomic goals of growth, stable price levels, low rates of unemployment, and equity. In the second year of the course, you will more deeply explore the role of international trade as it pertains to the same macroeconomic goals with two lenses, that of a more economically developed versus less economically developed country. And finally, you will look more closely at the aims, measurements, obstacles, and factors of economic development, what local governments and international organizations are doing to achieve it, and the ethical implications for all of us involved. Ultimately, you will complete the course able to read and comprehend -- from cover to cover -- publications like The Economist and form educated and substantiated opinions of their contents. IB ECONOMICS HL 1 / 2 Number of Semesters: 4 Grade: SS, CELT, ELT 2 Teacher recommendation Interested in exploring the underlying assumptions of human behavior and how they drive firms and households decisions? Interested in why governments feel they have a duty to provide education on the one hand and a right to tax what are referred to as sin goods? Want to know how and why falling oil prices affect the United Arab Emirates and Venezuela differently, despite both having large oil reserves? In HL Economics, you will examine the economic theories at the heart of rational decision making and evaluate the practicality of such an approach in the often less rational world. More specifically, you will explore both the general and the mathematical principles of microeconomic theory, including the price mechanism in supply and demand analysis, efficiencies found in competitive markets, the various ways that markets fail, the justifications and means by which governments intervene, and how firms behave in varying degrees of competitive markets. You will also examine economic models of the macroeconomy and the implications that different assumptions have on policy decisions to achieve the macroeconomic goals of growth, stable price levels, low rates of unemployment, and equity. You will learn not only what the goals are, but how economists and statisticians calculate their indicators. In the second year of the course, you will more deeply explore the role of international trade as it pertains to the same macroeconomic goals with two lenses, that of a more economically developed versus less economically developed country. And finally, you will look more closely at the aims, measurements, obstacles, and factors of economic development, what local governments and international organizations are doing to achieve it, and the ethical implications for all of us involved. Ultimately, students complete the course able to read and comprehend from cover to cover publications like The Economist and form educated and substantiated opinions of their contents.

24 INTERNATIONAL RELATIONS Number of Semesters: 1 Grades: SS, CELT, ELT 0.5 This interdisciplinary course is designed to provide students with an opportunity to discuss, debate and present, using a variety of media technologies, their own creative solutions to pressing 21st century world problems, including international conflict, sustainability, human rights and economic disparity, political systems, and relations among nation-states. The course will invite students to engage in real world investigations of current global issues and examine the state of current relations among nation-states. The overall aim of the course it to inform, provoke and inspire students to become knowledgeable regarding current international relations. SOCIOLOGY Number of Semesters: 1 Grade(s): SS, CELT, ELT 0.5 Introduction to Sociology is a one semester course intended to give you a broad picture of the field of sociology. You will explore the nature of personal bias, discrimination and inequality; investigate values, norms, roles, deviants and sanctions of various cultures; and consider the reasons why people deviate from and conform to such social patterns. You will examine how the school operates as a social institution, analyzing human motivation, interaction and issues around group membership. Other factors such as how families, culture, and national identity influence behavior will be discussed as well. Ultimately the goal is for you to develop a sociological lens through which you may understand social concerns and generate responses to ameliorate them. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES 22-23

25 SCIENCE SEMESTER OR YEARLONG ELECTIVE ENVIRONMENTAL SCIENCE SPORTS, EXERCISE AND HEALTH SCIENCE BIOLOGY 9 CHEMISTRY (10-12) PHYSICS (10-12) PHYSICS IB PHYSICS SL IB BIOLOGY SL/HL IB CHEMISTRY SL/HL CHEMISTRY IB PHYSICS SL/HL IB BIOLOGY SL/HL IB CHEMISTRY SL BIOLOGY Grade(s): 9 (Required) for students that have not previously completed a biology course. Department: Science SCI Biology is a one-year introductory course concerned with the study of the intricacies of life on earth. As you uncover some of the mysteries of living systems, it is hoped you will gain an increased sense of wonder and respect for life s stunning complexity, yet elegant simplicity. Biology seeks to understand the many steps of life s dance of interdependence. It strives to provide the insights necessary for you to make informed decisions about personal and social issues that have their roots in biology. Topics covered in this course include structure and function of living things, energy transformations in organisms and ecosystems, genetic inheritance and variation, natural selection and evolution, and relationships in ecosystems. The course is designed to stimulate your curiosity, while also developing critical thinking skills and developing lab skills, including integrating technology with your lab work. CHEMISTRY Grade(s): SCI, CELT, ELT One year of high school science Chemistry is a one-year introductory course concerned with describing matter and its interactions. As you begin to uncover some of the mysteries of chemical interactions, it is hoped that you will gain an appreciation for the power of models and inductive reasoning in explaining chemical phenomena in the natural world. Topics include: the structure and properties of matter, chemical reactions, stoichiometry, energy, and the Earth s chemistry. You will complete regular lab work in order to develop a wide range of both analogue and digital techniques which ultimately culminate in planning your own investigations. PHYSICS Grade(s): SCI, CELT, ELT One year of high school science. Student must have successfully completed or be currently enrolled in Integrated Math 10. Physics is a one-year introductory course concerned with learning to describe the world through the language of physics. Attempting to explain how the world works in physics will require you to be competent with mathematical, trigonometric, and graphing skills. You will investigate forces and interactions, energy, waves and electromagnetic radiation in communication, and space systems. You will complete lab activities and projects that build not only your repertoire of traditional lab skills, but also develop and deepen your understanding of engineering design principles. You should expect to build stuff.

26 IB BIOLOGY OVERVIEW (DECIDING BETWEEN SL OR HL) IB Science students at standard level (SL) and higher level (HL) undertake a common IB core syllabus, a common internal assessment scheme and have some overlapping elements in the options studied. Both levels emphasize explanation, analysis and evaluation higher than simple content knowledge. While the skills and activities of Group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Therefore, if you enjoy studying topics in depth you are more suitable for HL courses than SL courses. IB BIOLOGY SL 1 / SL 2-4 Grade(s): SCI, CELT, ELT -2 IB Biology Standard Level is a two-year course covering the IB Diploma Biology syllabus and lab requirements. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. You will complete a minimum of 40 hours of lab work over the two years in preparation for the Internal Assessment for Biology. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to student-designed lab investigations. Topics in this course include cell biology, molecular biology, genetics, ecology, evolution and biodiversity and human physiology. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. IB Biology SL 2 is the second year of a two-year program, covering the IB Diploma Syllabus and lab requirements. The course topics not covered in Year One will be completed as well as one option topic in neurobiology and behavior, biotechnology and bioinformatics, ecology and conservation, or human physiology. IB Biology SL 2 will have a strong emphasis on individual lab work and you will complete a 10-hour personal investigation on a self-selected topic. IB BIOLOGY HL 1 / HL 2 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Grade(s): SCI, CELT, ELT -2 Successful completion of Biology and teacher recommendation IB Biology Higher Level is a two-year course covering the IB Diploma Biology syllabus and lab requirements. This course is designed for students interested in biology and considering pursuing this field in university. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. You will complete a minimum of 60 lab hours over the two years in preparation for the Internal Assessment in Biology. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to self-designed lab investigations. In order to meet the time demands of the course, you will also participate in an additional skinny approximately every two weeks. Topics covered in IB Biology HL include cell biology, molecular biology, genetics, ecology, evolution and biodiversity and human physiology. The additional topics covered are nucleic acids, metabolism, cell respiration and photosynthesis, plant biology. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. During HL 2, the course topics not covered in year one will be completed as well as one option topic in neurobiology and behavior, biotechnology and bioinformatics, ecology and conservation, or human physiology. IB Biology HL 2 will have a strong emphasis on individual lab work and students will also complete a 10-hour personal investigation on a self-selected topic.

27 IB CHEMISTRY SL 1 / SL 2-4 Grade(s): SCI, CELT, ELT -2 IB Chemistry Standard Level is a two-year course covering the IB Diploma Chemistry syllabus and lab requirements. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. Students will complete a minimum of 40 hours of lab work over the two years in preparation for the Internal Assessment for Chemistry. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to student designed lab investigations. Course topics may include stoichiometry, atomic theory, periodicity, bonding, states of matter, energetics, kinetics, and equilibrium. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. During the second year, SL 2, the course topics not covered in Year 1 (acids and bases, electrochemistry, and organic chemistry) will be completed as well as one option topic in either materials, biochemistry, energy or medicines. IB Chemistry SL 2 will have a strong emphasis on individual lab work and you will also complete a 10-hour personal investigation on a self-selected topic. IB CHEMISTRY HL 1 / HL 2-4 Grade(s): SCI, CELT, ELT -2 Successful completion of Chemistry and teacher recommendation IB Chemistry Higher Level is a two-year course covering the IB Diploma Chemistry syllabus and lab requirements. This course is designed for you if you are interested in Chemistry and considering pursuing this field in university, requiring strong math and analytic skills. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. You will complete a minimum of 60 lab hours over the two years in preparation for the Internal Assessment in Chemistry. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to self-designed lab investigations. In order to meet the time demands of the course, you will also participate in an additional skinny approximately every two weeks. In IB Chemistry HL, students will study the same topics as IB Chemistry SL, but in more depth. These course topics may include stoichiometry, atomic theory, periodicity, bonding, states of matter, energetics, kinetics, equilibrium. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. During the second year of IB Chemistry HL, students will complete the course topics not covered in Year 1 (acids and bases, electrochemistry, and organic chemistry) as well as one option topic in either materials, biochemistry, energy or medicines. IB Chemistry HL 2 will have a strong emphasis on individual lab work and you will also complete a 10-hour personal investigation on a self-selected topic.

28 IB PHYSICS SL 1 / SL 2 Grade(s): SCI, CELT, ELT Successful completion of Integrated Math 10 or equivalent and teacher recommendation IB Physics Standard Level is a two year course covering the IB Diploma Physics syllabus and lab requirements. This course is designed to introduce you to the laws of physics, the experimental skills required in physics, and the social and historical aspects of physics as an evolving body of human knowledge about nature. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. You will complete a minimum of 40 hours of lab work over the two years in preparation for the Internal Assessment for Physics. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to self-designed lab investigations. Course topics include Measurement and Uncertainties, Mechanics, Thermal Physics, Waves, Electricity and Magnetism, Circular Motion and Gravitation, Atomic, Nuclear and Particle Physics and Energy Production. The class will also study one of the four available options: Relativity, Engineering Physics, Imaging, and Astrophysics. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. The second year of IB Physics SL, is devoted to completion of the SL curriculum, a 10-hour personal investigation on a topic selected by you, and a summative review for the IB standardized exam. IB PHYSICS HL 1 / HL 2-4 Grade(s): SCI, CELT, ELT -2 Successful completion Physics and teacher recommendation ACS HIGH SCHOOL COURSE DESCRIPTION PAGES IB Physics Higher Level is a two-year course covering the IB Diploma Physics syllabus and lab requirements. This course is designed for you if interested in Physics and considering pursuing this field in university, requiring students to have strong math and analytic skills. Incorporated into this course is an emphasis on international-mindedness, the nature of science, and theory of knowledge. You will complete a minimum of 60 lab hours over the two years in preparation for the Internal Assessment in Physics. This laboratory work covers a range of topics and strives to develop your skills in collecting and analyzing data, eventually leading to self-designed lab investigations. In order to meet the time demands of the course, you will also participate in an additional skinny approximately every two weeks. Course topics include Measurement and Uncertainties, Mechanics, Thermal Physics, Waves and Wave Phenomena, Electricity and Magnetism, Electromagnetic induction, Circular Motion and Gravitation, Fields, Atomic, Nuclear and Particle Physics, Quantum and Nuclear Physics, and Energy Production. You will also study one of the four available options: Relativity, Engineering Physics, Imaging, and Astrophysics. All students enrolled in this course will also participate in the interdisciplinary Group 4 Project. The second year is devoted to completion of the HL curriculum, a 10-hour personal investigation on a topic selected by the student, and a summative review for the IB standardized exam.

29 EARTH AND ENVIRONMENTAL SCIENCE Number of Semesters: 1 or 2 Grade(s): SCI, CELT, ELT 0.5 per semester Successful completion of Biology With the emergence of the environment as one of today s most pressing and controversial concerns, the interdisciplinary field of environmental science is becoming increasingly important and interesting. Topics of study include: a study of Earth s systems including how this affects the relationships formed within the ecosystem, the history of Earth, human s impact on weather and climate, and human sustainability. Students in this course will engage in projects, research reports, labs and, hopefully, field trips will be part of this course. You may choose to take this course for a semester or for the entire year. SPORTS, EXERCISE AND HEALTH SCIENCE Number of Semesters: 1 or 2 Grade(s): SCI, CELT, ELT 0.5 per semester Successful completion of Biology This course is aimed at those students wanting to improve their knowledge of the body, performance and training. It is an ideal course for those who are interested in exercise science, sports medicine, physiotherapy, nursing, becoming an Athletic/Physical trainer, or a PE teacher. This course will enable you to critically analyze the science of movement and help in both physical and academic pursuits. You will learn about the anatomy of the body, how to improve physical performance through applying biomechanical, physiological and psychological principles to practical situations. Each semester students will also choose a current sport, exercise or health issue to investigate. You may choose to take this course for a semester or for the entire year. Semester 1 topics focus on anatomical and biomechanical analysis of movement (learning about the skeletal and muscular systems of the body, using Coach s Eye to analyze physical performance, technique and biomechanical application). Semester 2 focuses on physiological concepts, motor learning processes, and sports psychology principles. You will apply and reflect upon these principles in relation to your own physical performance.

30 MATH INTEGRATED MATH 9 INTEGRATED MATH 9 EXTENDED INTEGRATED MATH 10 CORE INTEGRATED MATH 10 INTEGRATED MATH 10 EXTENDED IB MATH STUDIES 1 IB MATH SL 1 IB MATH HL 1 IB MATH STUDIES 2 IB MATH SL 2 IB MATH HL 2 HS MATH COURSE DESCRIPTIONS The ACS high school mathematics program aims for students to develop their understanding of the methodology and practice of the discipline of mathematics and to equip students with the knowledge, understanding, skills and attitudes required to address further courses in mathematics, as well as to prepare students to use mathematics in their workplace and life in general. All courses take an integrated approach to teaching and learning mathematics and include content from several major branches of mathematics. All courses strive to teach students to consider mathematical problems critically, to use logical reasoning to approach problems, and to use these skills to make sense of the world through mathematics. Teaching and assessment emphasize knowledge and understanding, analytical and reasoning skills, problem solving, mathematical communication and appropriate use of technology. Daily activities and projects require students to have their own graphing calculator (TI-84 Plus/Silver edition) in each course. The ACS high school math courses have been developed at the standard level and the higher/extended level in all four grades in order to meet the different needs, interests and abilities of the students. Each course is designed to meet the needs of a particular group of students and great care should be taken to select the course that is most appropriate for each student at each level. Choosing the course that best suits the level of knowledge and skills of the student, the level of interest, and the level of effort that the student is willing to put into the course will be critical in determining the success of the student. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES 28-29

31 GRADE 9 INTEGRATED MATH 9 Grade: 9 MTH 1 / year Successful completion of Grade 8 Math The fundamental purpose of Integrated Math 9 is to formalize and extend the mathematics that you learned in middle school. You will deepen and extend their understanding of linear relationships and develop understanding of exponential relationships. You will apply linear models to data that exhibit a linear trend, and you develop more formal means of creating, analyzing and assessing the goodness of fit of statistical models. You explore more complex geometric situations and deepen their understanding of coordinate geometry, transformations and congruence. Through your work with the Pythagorean Theorem you will deepen their understanding of irrational numbers, and you will learn to work with square root radicals in simplified exact form. You will reexamine number properties and computation skills and they deepen their understanding of polynomial expressions, rewriting expressions in factored and simplified form. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition). INTEGRATED MATH 9 EXTENDED Grade: 9 MTH 1 / year Exemplary performance in Grade 8 Math or proficient performance in Grade 8 Math Extended. Teacher recommendation is also required. The Integrated Math 9 Extended course extends the depth and breadth of the topics studied in Math 9. Topics are studied at an accelerated pace, the content is more rigorous, and additional topics such as absolute value functions, quadratic functions, systems of equations with 3 unknowns, data and geometric modeling, geometric proofs, law of sines and cosines, etc/ are studied. Assessments are also more rigorous. You may choose to take Math 9 Extended because you have a genuine interest in mathematics and enjoy meeting its challenges and problems, or because you need mathematics for further studies in fields such as economics, physics, engineering or technology. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition). GRADE 10 INTEGRATED MATH 10 CORE Grade: 10 MTH, CELT, ELT 1 / year Successful completion of Integrated Math 9 or equivalent. The Integrated Math 10 Core course is a general math course that is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics at the post-secondary level. Graphic display calculators are used extensively and students spend time investigating mathematical concepts, understanding what they mean, relating mathematics to other subjects and solving problems using graphical approaches. You will reinforce your understanding of linear and exponential relationships and develop understanding of quadratic relationships. You develop understanding of right triangle trigonometry and begin to extend your understanding of triangular relationships through the study of the Law of Sines and the Law of Cosines. You deepen your understanding of surface area, volume and circle properties and use your knowledge of geometry to create models and solve contextual problems. You reexamine concepts from probability and statistics and use them to draw inferences and conclusions from data. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition).

32 INTEGRATED MATH 10 Grade: 10 MTH, CELT, ELT 1 / year Integrated Math 9 Extended or proficient performance in Integrated Math 9. Teacher recommendation is also required. The Integrated Math 10 course is designed to provide a background of mathematical thought and communication and a reasonable level of technical ability for you if you are planning to take IB Mathematics SL in grades 11 and 12. You will reinforce your understanding of linear relationships and develop deep understanding of quadratic relationships. You extend your understanding of exponents to include rational exponents and deepen your understanding of exponential relationships. You build on your middle school experience with probability and use the language of set theory to compute and interpret theoretical and experimental probability for compound events. You apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity and begin to solve problems using trigonometric ratios. You formalize your understanding of circles and deepen your understanding of surface area and volume. You bring together your experience with functions, probability and geometry to create models and to solve contextual problems. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition). INTEGRATED MATH 10 EXTENDED Grade: 10 MTH, CELT, ELT 1 / year Proficient performance in Math 9 Extended. Teacher recommendation is also required. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES The Integrated Math 10 Extended course is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. The course extends the depth and breadth of the topics studied in Math 10 and includes additional topics such as as complex numbers, polynomial functions, logarithms, and circular functions. Topics are studied at an accelerated pace, and the content and assessments are more rigorous than in Math 10. You may choose to take Integrated Math 10 Extended because you have a genuine interest in mathematics and enjoy meeting its challenges and problems, or because you need mathematics for further studies in fields such as physics, engineering or technology at the university level. If you intend on pursuing IB Mathematics HL, you must take Integrated Math 10 Extended; however, students who plan on taking IB Mathematics SL may also choose to take this course to enrich your knowledge and understanding of mathematics. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition). GRADE 11 AND 12 IB MATHEMATICAL STUDIES SL Number of Semesters: 4 Grade(s): MTH, CELT, ELT 1 / year Integrated Math 10, Integrated Math 10 Core, or equivalent The IB Mathematical Studies course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics at the postsecondary level. The course concentrates on mathematics that can be applied to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. Graphic display calculators are used extensively and you will spend time investigating mathematical concepts, understanding what they mean, relating mathematics to other subjects and solving problems using graphical approaches. The first year of the course includes linear, quadratic, and exponential equations and functions, triangle trigonometry, three-dimensional geometry, and statistics. The second year of the course includes sequences and series, probability, bivariate statistics, logic, and introductory calculus. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition).

33 IB MATHEMATICAL STUDIES SL Number of Semesters: 4 Grade: MTH, CELT, ELT 1 / year Math 10 Extended or proficient performance in Math 10. Teacher recommendation is also required. IB Mathematics SL is an integrated math course which is designed to provide a background of mathematical thought and a reasonable level of technical ability for those students planning to pursue further studies in fields such as chemistry, economics, engineering, medicine, geography and business administration. The first year of the course includes quadratic, rational, exponential, logarithmic, and trigonometric functions, triangle trigonometry, sequences and series, and differential calculus with applications. The second year of the course includes statistics, probability and probability distributions, integral calculus with applications, and vectors. This course is challenging since it contains a variety of mathematical topics and requires solid background knowledge in Algebra. It includes an in-depth study of abstract concepts and, therefore, requires you to possess strong study habits as well as a willingness to solve complex problems. Daily activities and projects require you to have you own graphing calculator (TI-84 Plus/Silver edition). IB MATHEMATICS HL Number of Semesters: 4 Grade(s): MTH, CELT, ELT 1 / year Proficient performance in Math 10 Extended and teacher recommendation. IB Mathematics HL is an integrated math course which is designed for students with a strong background in mathematics who are competent in a wide range of analytical and technical skills. You may choose to take this course because you are planning to include mathematics as a major component of your university studies, either as a subject in its own right or within courses such as physics, engineering and technology, or because you have a genuine interest in mathematics and enjoy meeting its challenges and problems. The first year of the course includes polynomial, rational, exponential, logarithmic, and trigonometric functions, triangle trigonometry, sequences and series, complex numbers, proof by mathematical induction, differential calculus with applications and statistics. The second year of the course includes integral calculus with applications, probability and probability distributions and vectors. The second year also includes an intensive study of advanced calculus topics relating to series and differential equations as part of the IB Mathematics HL option topic. The course is challenging because topics are studied at an accelerated pace, and the content and assessments are more rigorous than in Standard Level mathematics. Daily activities and projects require you to have your own graphing calculator (TI-84 Plus/Silver edition).

34 THE ARTS PERFORMING ARTS CONCERT CHOIR (NON-AUDITIONED) (R) FA, ELT Concert Choir is for all you if you love music and love singing! No prior experience is necessary and all enthusiastic, adaptive and creative students are welcome. This performance class offers basic instruction in reading music notation, and vocal technique (both ensemble and solo). Concert Choir students participate in a wide variety of performances throughout the year, including the Tri-M Coffeehouse, Winter Choir Concert, and early Spring Concert. In late spring, you conclude your year-long course learning about music arranging, stage presence, simple choreography and costuming and conclude your year-long course with the annual Variety Show. This production features students in solo and small ensemble performances of rock and pop music from a variety of genres. Additional Opportunities for Concert Choir Students: AMIS International Honor Choir (by audition only) MESAC Fine Arts Festival (by audition only) CHAMBER CHOIR (AUDITIONED) (R) Grade(s): 9-12 FA, ELT Successful Audition ACS HIGH SCHOOL COURSE DESCRIPTION PAGES This choir is for you if you love a challenge and thrive in a collaborative musical atmosphere. Chamber Choir expands on the concepts learned in Concert Choir, including reading music notation, developing vocal technique, and ensemble singing as well as solo singing. Accountability and independence are key areas of focus, as you are required to carry your part alone or with a very small group. In addition to music theory, units include arranging, ear-training, music history, and composition. This ensemble is a great option for 11th and 12th graders enrolled in the SL Music Group Performance course. Concert Choir students participate in a wide variety of performances throughout the year, including the Tri-M Coffeehouse, Winter Choir Concert, and early Spring Concert. These events will include combined and solo/ensemble repertoire. In late spring, you will conclude your year-long course learning about music arranging, stage presence, simple choreography and costuming and conclude your year-long course with the annual Variety Show. This production features students in solo and small ensemble performances of rock and pop music from a variety of genres. Additional Opportunities for Chamber Choir Students: AMIS International Honor Choir (by audition only) TAISM Festival of Choirs (no audition necessary) SYMPHONIC BAND (NON-AUDITIONED) (R) FA, ELT Previous study of woodwind, brass or percussion instrument Symphonic Band will advance and refine your instrumental proficiency through the study of music performance and theory in such areas as scales, modes, arpeggios and technique patterns in (eventually) all major/minor keys. Individual, group and ensemble skills will be strengthened during class time, in which small group sections and full band formats are utilized as needed. In addition, you will learn to tune yourself, make your own creative musical decisions, improvise and generally feel more confident about performing and experiencing music. Regular practice, playing tests, occasional after-school rehearsals, and concert attendance are required. Students with no prior experience may be admitted with director approval. Additional Opportunities for Symphonic Band Students: AMIS International Honor Band (by audition only) MESAC Fine Arts Festival (by audition only)

35 WIND ENSEMBLE (AUDITIONED) (R) Grade(s): FA, ELT Successful audition required & previous study of woodwind, brass or percussion instrument Wind Ensemble is an auditioned-based ensemble for those students interested in performing the highest quality wind ensemble repertoire. Auditions will be held in the spring to determine the ensemble for the following year. Band students will advance and refine their instrumental proficiency through the study of music performance and theory in such areas as scales, modes, arpeggios and technique patterns in (eventually) all major/minor keys. Individual, group and ensemble skills will be strengthened during class time, in which small group sections and full band formats are utilized as needed. In addition, you will learn to tune yourself, make your own creative musical decisions, improvise and generally feel more confident about performing and experiencing music. Regular practice, playing tests, occasional after-school rehearsals, and concert attendance are required. There will be one one-hour mandatory, graded sectional for each section per semester. Additional Opportunities for Wind Ensemble Students: AMIS International Honor Band (by audition only) MESAC Fine Arts Festival (by audition only) IB SL/HL MUSIC 1 Grade(s): FA, ELT SL/HL 1 Music is for any instrumental or vocal student who is keen to study music in greater depth, either in group performance, solo performance or composition. Solo instruments can be virtually any instrument including (but not limited to) guitar, strings, brass, woodwind, percussion, piano or voice. All IB music students will study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. SL Music is divided into three components: Listening paper/exam, Musical Links Investigation, and and either Solo performance, Group Performance or Creating (composition). HL Music is divided into four components: Listening paper/exam, Musical Links Investigation, Solo Performance, and Creating (composition) Special Notes: If you are enrolled in the SL Group Performance course you must also be enrolled in an instrumental or choral music course offered at ACS (unless otherwise approved by a music teacher), or an approved ensemble outside of school (orchestra, band, or choir). If you are enrolled in SL Solo Performance or HL Music you must also work with a private instructor outside of class to prepare your solo repertoire. The teacher will work closely with you and a private instructor to assist in the selection of repertoire and preparation for performances. Students enrolled in the SL Creating (composition) course do not have a solo or group performance component.

36 ACTING Number of Semesters: 1 FA, ELT 0.5 Acting is a chance to explore acting in a comfortable setting of your peers as you refine your voice, body usage, and thinking into that of a successful actor. Whether you have been on stage before or you have always wanted to try it this class will look at what it takes to give a great performance. You will perform monologues, group scenes, partner armed combat (sword fighting for the stage) while investigating characters motivations and intentions. Concentration, observation, imagination, and projection will be the skills targeted. In this active class you will examine theatre games, memorization, exploration, and creativity as well as vocabulary and group work. This class is for everyone. STAGECRAFT Number of Semesters: 1 (R) FA, ELT 0.5 This is a great course for those who want to get involved in theatre, but don t want to be on stage. It is also a great course for actors and directors who want to truly understand how all the elements work together to create a performance. Stagecraft is designed to develop your knowledge and skills for technical theatre and the workings involved in creating and running the backstage elements of a performance. The units of study include stage geography, set design, light design, costume design, publicity, and sound design as well as how to run our light and sound boards at ACS. ADVANCED THEATRE Number of Semesters: 1 (R) FA, ELT 0.5 Acting or Stagecraft ACS HIGH SCHOOL COURSE DESCRIPTION PAGES If you liked Acting or Stagecraft, you ll love Advanced Theatre. In this class you will focus on performing for targeted audiences. You ll learn to find great scripts, continue sharpening your acting or technical theatre skills, rehearse, perform, and learn to share a meaningful message with an audience. This is a great course for you if you want to continue learning and creating theatre.

37 IB THEATRE ARTS HL 1 / HL 2 per year Grade(s): FA, ELT 1 per year IB Theatre Arts HL a two-year sequence. The syllabus at Higher Level looks even further at the four roles within theatre -- creator, director, designer, and performer -- while grounding students in a strong foundation of influential contributors to the theatre world. This demanding class will provide you with a greater knowledge in all aspects of the theatre arts, be it on stage, back stage, directing or designing. The class prepares you for the required IB assessment at the end of the two-year course of study, which consists of four assessments;: collaborative devised performance, solo performance based on a theatre theorist research, director s notebook based on directorial experience, and research presentation on a theatre practice. The first year you will be practicing in these different roles, including directing your own 10-minute play. The second year you will be refining your work as you complete these four assessments. You will be immersed in directing, designing, performing, and ensemble performances as well as viewing an abundance of theatre. This creative and collaborative course will develop the knowledge and skills of any student with an interest in theatre. IB THEATRE ARTS SL 1/ SL 2 Grade(s): FA, ELT 1 per year IB Theatre Arts SL is a two-year sequence. The syllabus at Standard Level looks at the four roles within theatre; creator, director, designer, and performer. This demanding class will seek to provide students with a base knowledge in almost all aspects of the theatre arts, be it on stage, back stage, directing and designing. The class prepares students for the required IB assessment at the end of the two-year course of study, which consists of three assessments; collaborative devised performance, director s notebook based on directorial experience, and research presentation on a theatre practice. The first year students will be practicing in these different roles, including directing their own 10-minute play. Student will be immersed in directing, designing, performing, and ensemble performances as well as viewing an abundance of theatre. This creative and collaborative course will develop the knowledge and skills of any student with an interest in theatre. DANCE Number of Semesters: 1 (R) FA, PE, ELT 0.5 This is a great course for any student, male or female, who wants to learn how to move and shake it (and look GOOD doing it)! No prior experience is necessary; however, trained dancers are welcome. The Dance class is designed to introduce a variety of traditional forms of dance including jazz, hip-hop, modern/ballet, and movement for musical theatre. The class will also explore multi-cultural dance from various parts of the world. This will be done through the study of specific dance skills and techniques, professional examples, warm up and cool down techniques, and the exploration of dance as a means of communicating emotion and reflecting/addressing social issues and cultural diversity. You will be given the opportunity to both learn and create choreography through a variety of dance projects.

38 VISUAL ARTS ARTSCAPE Number of Semesters: 1 (R) FA, ELT Credits earned: 0.5 Artscape introduces the elements and principles of art that serve as a foundation for all works of art. You will study art history, art criticism, aesthetics, and focus primarily on art production. Emphasis is placed upon developing your observational drawing skills and strengthening perceptual awareness that lead to drawing more realistically. You will explore various drawing materials, techniques and subjects. You will investigate the fundamentals of elements of design through a variety of projects and mediums such as printmaking, photography, tempera, and mosaics. SCULPTURE Number of Semesters: 1 (R) FA, ELT Credits earned: 0.5 The 3-D sculpture course is of an introductory nature and does not require a prerequisite. You will explore basic concepts and art materials to produce hands-on artistic projects, which emphasize 3-D art assignments. Experiments in representational and abstract sculpture will explore a variety of three-dimensional materials through additive and subtractive sculptural processes such as ceramics, glass, plaster, papier mache, and wood. Particular emphasis will be on the development of fundamental skills and the understanding of design, form and structural elements. DRAWING AND PAINTING Number of Semesters: 1 (R) FA,ELT Credits earned: 0.5 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES This course is an introduction to drawing and basic painting materials and techniques. You will engage in sequential learning experiences encompassing art production, art criticism, aesthetics, and art history. Experiments in representational and abstract drawing and painting will explore graphite pencils, charcoal, conte, pastel, acrylic, and water-based media. Particular emphasis will be on the development of fundamental skills and the understanding of shade, color, shape, surface and pictorial structure.

39 IB VISUAL ARTS SL/HL YEAR 1 AND 2-4 Grade(s): FA, ELT 1/year Successful completion of two semesters of art and teacher recommendation. IB Visual Arts provides you with the opportunities to make personal, sociocultural and aesthetic experiences meaningful through the production and understanding of art. It exemplifies and encourages an inquiring and integrated approach towards visual arts in their various historical and contemporary forms and promotes visual and contextual knowledge of art from various cultures. The core elements are introduction to art concepts, criticism and analysis, acquisition of studio technical and media skills, and relation of art to sociocultural and historical contexts. Each Visual Arts course at SL and HL consists of three equal, interrelated areas, namely: Communicating Visual Arts, Visual Arts in Context, and Visual Arts Methods. These core areas have been designed to fully interlink with the assessment tasks. You are required to understand the relationship between these areas and how each area informs and impacts your work in visual arts, with many activities integrating work in the studio with workbook research. SL students prepare 5 studios in their first year and 4 in their second. HL students prepare 7 studios in their first year and 6 in their second. In addition, HL students must have one studio that was influenced by the artists they studied in their Comparative Analysis (see below). At the end of the 2-year sequence, both SL and HL students will prepare and exhibition that is viewed by the community and record an oral examination that is sent to the IBO for moderation. In the exhibition, HL students will display 8-11 selections of artwork and SL will display 4-7 pieces. The new IB Visual Arts Syllabus includes the following components. External Assessment: (20%): Comparative Study (independent analysis of various artists artwork) (40%): Process Portfolio (workbook of student experimentation, exploration, materials, and refinement of their own work) Internal Assessment: (40%): Exhibition (submission of student s finished work demonstrating technical accomplishment, understanding of use of materials, and ideas and practices appropriate to visual communication)

40 MEDIA ARTS YEARBOOK (R) CMP, ELT, FA.0 Prerequisites: It is recommended that students applying to this course have good organizational skills, be artistic, creative, and self-motivated. Yearbook is a two-semester practical course that gives valuable experience in journalism, photography and desktop publishing. Students design and produce the ACS Yearbook with content they originated or sourced. The Yearbook is a 300-page, full-color book covering the most memorable activities and events of the entire school. Each student will have critical positions of responsibility and will be expected to take initiative, follow through on journalistic assignments and meet deadlines. Familiarity with Adobe Photoshop and InDesign is useful, but not required. DIGITAL JOURNALISM (ACS BUZZFEED ) Number of Semesters: 1 or 2 (R) CMP, ELT, FA 0.5 each semester In today s environment focusing on daily and weekly print cycles that use our resources only to be in tomorrow s recycling bin are a thing of the past. Content does not wait for the presses anymore. When something is happening in our school and larger community we want to know about it in real time and with the help of web and social content we can do just that. Think BuzzFeed for our school community! ACS HIGH SCHOOL COURSE DESCRIPTION PAGES st century journalism requires a multitude of skills including information literacy, which aids in determining the credibility and authenticity of digital content. A student-driven digital portfolio will be created by focusing on the development of research, writing, and critical thinking skills through active participation in the content design and production efforts of an online platform. Throughout the semester you will also examine the design of an effective website, the integration of Twitter and other social media tools, and the analysis of who is viewing the site and what they are viewing.

41 TV AND VIDEO PRODUCTION Number of Semesters: 1 or 2 (R) (Recommended 2 semesters) CMP, ELT, FA 0.5 each semester In TV Production, you will be exposed to the fast-paced excitement of the TV industry as you learn the fundamentals of basic video and audio production. You will produce several TV segments demonstrating understanding of video and audio skills. In order to run the ACS TV station, you will be taken through the entire video production process, which incorporates topics such as concept development, storyboarding, scripting, operating a video camera, and sound and lighting techniques in the ACS production studio. You will also learn and demonstrate the skills necessary to live-stream certain ACS and MESAC events. DIGITAL CINEMATOGRAPHY Number of Semesters: 1 (R) CMP, ELT, FA 0.5 / semester Digital Cinematography is a beginner-level course, which explores the art of visual storytelling and provides a firm overview of the technical foundation in how to effectively use the camera, lighting, and other tools to convey your message. The course starts by examining the art of photography and video, and how to properly harness the medium to communicate your message. From there, you ll learn about the technical skills needed to create images and videos through a discussion of the camera and its components. You will learn to control the viewers experience through creative choices you make about where to put the camera, and how to create a mood in a scene with lighting techniques.

42 DIGITAL PHOTOGRAPHY Number of Semesters: 1 Grade(s): 9 12 CMP, ELT, FA 0.5 / semester This class combines photography with a range of digital techniques to create expressive, innovative pictures. You will further your knowledge of image construction, manipulation, retouching and collage techniques, using Adobe Photoshop and software extensions. You will apply these techniques to your work, and will critically examine the profound effects that new imaging technologies are having on the ways we see and capture images. A variety of topics will be covered, including the principles of composition, filter effects, and color management. You will develop a personal portfolio and have the opportunity to exhibit your work. ARCHITECTURAL DESIGN AND MODELING Number of Semesters: 1 Grade(s): 9 12 CMP, ELT, FA 0.5 / semester Prerequisites: None This class introduces you to careers in architecture and architectural design as you explore how products, buildings, and environments are imagined and made. You will experience, first-hand, what it s like to work in an architectural design studio. You apply the principles of design to develop both residential and commercial projects and document your work using 3-D architecture design software. The coursework covers freehand sketching, mechanical drafting, computer drawing, physical model making, and computer-based 3D modeling. The knowledge and skills you acquire throughout the course come together as you identify an issue and then research, design, and test a solution, ultimately creating a substantial portfolio and presenting your solutions to a panel of experts. 3D GRAPHIC ILLUSTRATION Number of Semesters: 1 FA, ELT, CMP 0.5 / semester ACS HIGH SCHOOL COURSE DESCRIPTION PAGES D graphic illustration is a course that combines the use of 3D modeling software with graphic design applications. By the end of this course you will be able to operate industry standard Computer Aided Design (CAD) software towards producing graphic illustrations. The 3D models produced while learning how to use new CAD software will be used to create expressive illustrations. This class is aimed at creative minds with little to no experience operating CAD programs and who wish to learn new mediums for producing contemporary masterpieces. 3D PRODUCT DESIGN Number of Semesters: 1 Grade(s): 9 12 CMP, ELT, FA 0.5 / semester None 3D product design introduces you to various careers such as industrial design and fashion design while learning how to operate industry standard Computer Aided Design (CAD) software. After completing this class you will have experienced the process of how an idea is developed into a concept and presented to a potential client. In addition to learning how to produce 3D models, you will develop your sketching ability, learn how to produce engineering drawings and finally exhibition panels that will communicate your final design.

43 COMPUTER SCIENCE ROBOTICS ENGINEERING Number of Semesters: 1 (R) Grade(s): 9 12 CMP, ELT 0.5 / semester The course will introduce you to robotics in engineering. You will develop engineering skills by building and programming LEGO Mindstorms EV3 robots capable of performing a wide range of tasks. You will learn how to determine robot behavior using motors and rotation, sound, light, touch and ultrasonic sensors. Through problems that engage and challenge, you will explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. You develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. You will have the opportunity to showcase your skills in local and possibly international competitions. MOBILE DEVICE: APP DESIGN & DEVELOPMENT Number of Semesters: 1 or 2 CMP, ELT 0.5 / semester It is recommended that students applying to this course have good organizational skills, strong logic and reasoning abilities, and enjoy problem solving. In this class, you will get a more formal introduction to programming by learning how to develop mobile applications (apps). You will learn core concepts and how to connect views/controls to code, create animations, respond to touch and motion events. Throughout the course, you will build varied applications, leading to a capstone project of designing, developing, testing, and marketing your own application. ACS is an authorized Apple App Developer and you, therefore, have the opportunity to include apps in the official Apple store. WEB DESIGN AND DEVELOPMENT Number of Semesters: 1 CMP, ELT 0.5 Web Design and Management is a class that covers the construction and publication of websites for the Internet. You will study and utilize a user-based approach to planning, design, implementation, and management of the websites, all with an entrepreneurial focus. You become very proficient in HTML, CSS, and PHP, and develop your final projects utilizing a Content Management System (CMS). After taking the course, you should have the ability and confidence to design and program a website for a small-to medium-sized business or organization. INTRODUCTION TO COMPUTER SCIENCE Number of Semesters: 1 CMP, ELT 0.5 Designed to be the first computer science course for students who have never programmed before, ICS is an optional starting point for the PLTW Computer Science program. You will work in teams to create apps for mobile devices using MIT App Inventor. You will explore the impact of computing in society and build skills in digital citizenship and cyber-security. Beyond learning the fundamentals of programming, students build computational thinking skills by applying computer science to collaboration tools, modeling and simulation, and data analysis. In addition, students transfer the understanding of programming gained in App Inventor to text-based programming in Python and apply their knowledge to create algorithms for games of chance and strategy.

44 SOFTWARE ENGINEERING AND TECHNOLOGY PRINCIPLES CMP, ELT Using Python as a primary tool and incorporating multiple platforms and languages for computation, this course aims to develop computational thinking, generate excitement about career paths that utilize computing, and introduce professional tools that foster creativity and collaboration. While this course can be a student s first in computer science, students without prior computing experience are encouraged to start with Introduction to Computer Science. CSE helps students develop programming expertise and explore the workings of the Internet. Projects and problems include app development, visualization of data, cybersecurity, and simulation. PHYSICAL EDUCATION PHYSICAL EDUCATION 9 Grade: 9 (Required) PE This course focuses on a variety of team and individual sports, activities and challenges. You will develop and demonstrate your personal and social responsibility skills, physical motor skills and application of knowledge in all units. These units may include selections from basketball, volleyball, softball, soccer, dance, swimming, track and field, lacrosse, team handball, wall climbing, ultimate frisbee, and badminton, as well as non-traditional invasion games. You are expected to participate actively in this class and exhibit exemplary personal and social responsibility skills in all lessons. You and the teachers will evaluate and reflect upon your personal development in all areas throughout the year. PHYSICAL EDUCATION 10 ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Number of Semesters: 1 Grade: 10 (Required) PE 0.5 This course focuses on a wide variety of team and individual activities and challenges in which you will continue to develop your physical motor skills, personal and social responsibility skills, and application of knowledge concepts to practical situations. Activities include a variety of invasion games, a sports education module, coaching opportunities, international games, team sports, target sports, fitness-based training, as well as recreation and challenge activities. You are expected to participate actively and positively in all classes and meet all course requirements. HEALTH Number of Semesters: 1 Grade(s): (Recommended in Grade 10: required for graduation) HLT 0.5 This course focuses on how health choices affect our physical, social, emotional and spiritual well-being. Health education aims to provide you with the knowledge and skills upon which to build healthy behaviors. Health provides you with learning experiences that empower you to engage in and value the importance of healthy, lifelong practices. Topics and discussions will include developing a wellness goal, nutritional health, mental and emotional health, managing stress, drug education, human sexuality education, CPR and First Aid.

45 RECREATIONAL SPORTS Number of Semesters: 1 (R) Grade(s): PE, ELT 0.5 / semester This course focuses on giving you the opportunity to explore recreational sports and activities, some of which may be based in your own community of Abu Dhabi. This course will aim to give you the opportunity to do varied recreational activities that individuals may want to pursue now and later in life, away from the traditional sports realm. Units of study consist of aquatic games, locomotion activities, original games, club games, indoor and outdoor pursuits. Some activities may also consist of tak kraw, bocce, archery, wall climbing and self-defense. There is the possibility of some field trips to participate in some community-based recreational activities. This course may be repeated, as different sports and activities are covered each semester. If you enroll in this class you must be prepared to exercise and work to improve your own participation. You will keep a portfolio of participation and reflection. TEAM SPORTS Number of Semesters: 1 (R) Grade(s): PE, ELT 0.5 /semester A team sport includes any sport which involves players working together towards a shared objective. This course focuses on skill development and factors affecting teamwork as well as rules and regulations of different sports. You will be able to choose activities from a variety of both traditional games such as soccer, basketball, volleyball, and non-traditional sports such as Gaelic football, speedball, and European handball. You will be required to peer-teach a skill with a partner or partners and lead the class through drills that will help the class improve and refine their ability to perform. You are expected to participate actively and keep a portfolio of participation and reflection. DANCE Number of Semesters: 1 (R) FA, PE, ELT 0.5 This course is open to girls and boys of all levels of ability. The aim of this course is to increase your appreciation of dance, as well as your individual skill level. This will be done through the study of specific dance skills, professional examples, dance history, warm-up and cool-down techniques, cultural dances, and the expression of social issues through dance. You will be given the opportunity to both learn and create choreography through a variety of dance projects. FITNESS/RESISTANCE TRAINING Number of Semesters: 1 (R) Grade(s): PE, ELT 0.5 This course focuses on the importance of providing you with the skills necessary to make healthier lifestyle fitness choices. This course concentrates primarily on the health-related aspects of physical fitness and you own fitness journey. You will learn to diagnose your own fitness levels and design and implement a personal fitness improvement program while learning basic relevant anatomy, nutrition, exercise physiology, and fitness theory. You will be exposed to the various types of fitness that exist and learn about the exercises, techniques and programs that can maximize your own development. Related topics of exercise, nutrition, weight training and stress management will also be explored. If you are enrolled in the course you must be prepared to exercise vigorously and work to improve your own personal fitness. There is the possibility of some field trips, where your can analyze and evaluate community and group fitness programs, such as plyometrics, circuits, Insanity, Zumba, H.I.I.T training, weights, running, and aerobic classes. You are expected to participate actively and keep a personal portfolio of participation and reflection.

46 AQUATICS Number of Semesters: 1 Grade(s): PE, ELT 0.5 Proficiency in swimming Interested in a great summer job? Through videos, group discussion and hands-on practice, you will learn teamwork, rescue and surveillance techniques, First Aid and CPR/AED and other skills needed to work as a professional lifeguard. You are registered with the American Red Cross, take the ARC exams and must demonstrate skills competently both in the water and on land. Successful completion results in a 2-year certification in Lifeguarding that includes First Aid, professional-level CPR and AED. Once certified, students are able to work at any pool that recognizes the American Red Cross. Students must be 15 years old by the end of the semester course. SPORT, EXERCISE AND HEALTH SCIENCE * For students interested in Sport, you may want to consider Sport, Exercise and Health Science, listed in the Science section. SERVICE LEARNING BE ON THE FRONTLINE OF SOCIAL ACTIVISM AND BATTLING SOCIAL INJUSTICE These electives are participatory action courses that foster empowerment and social change. These one-semester electives are open to students in grades THE ISSUES THAT LEAD TO ACTION: Poverty, Children and Education What are the challenges faced by day-to-day survival and keeping children in school? The action component will develop existing connections, such as our relationship with OCEAN NEPAL and look at how education is an effective tool for change. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Tackling Sustainability What does sustainability mean? What implementation of sustainable projects is happening? People living in poverty do not have the resources to make sustainable decisions; people living in affluence depend on overusing resources to maintain certain habits. The action component will be to look at what ACS needs to do to be considered a green school. Girls Rising The Girl Effect Global Sisterhood Why and how is gender such an important issue in battling many of the world s most pressing problems? The action component will work to develop already existing connections with networks that support girls. The Migrant: a Worker or a Refugee What is the daily reality of dislocation and living with the comforts of home? The large number of migrant workers and refugees is a relevant issue in this region. The action component will look at how to show awareness and appreciation of those who have much harder lives than ours. These courses can be a good choice for you if you wants to develop event planning and leadership skills.

47 SOCIAL ENTREPRENEURSHIP Number of Semesters: 1 Grade(s): 9-12 ELT 0.5/semester THE POWER OF YOU - SOCIAL ENTREPRENEURS AT ACS What can you achieve if you tap into your own entrepreneurial spirit? Could you live on a dollar a day? You will read about Doc Hendley, whose passion led him to Darfur to build wells for refugees. Through readings, film and social media, you will learn more about poverty due to scarcity and war. You will follow the Stanford Design Thinking model to tackle your bug lists and execute an action plan of your own. This course has resulted in toys to Sri Lanka, Books for Connection, a new mural at the front gate, new banners around campus, a Green Team and Animal Action website. COMMUNITY ACTIVISM Number of Semesters: 1 Grade(s): 9-12 ELT 0.5/semester MAKING A DIFFERENCE - THINK LOCAL AND ACT LOCAL AND BE GLOBAL How can communities be forces for social change? By reading the story of Little Princes, you will learn more about children at risk for human trafficking. You will explore how important a school can be for a community. You will also spend time with KG1. In Semester 1 specific attention will be given to the workers and outreach to that community. In Semester 2 specific attention is given to environmental issues and developing community awareness. These two electives are NOT sequential. These courses do demand a willingness to work in a variety of situations. You must be trusted to complete a task without direct supervision. Homework load is light, but there are out-of-class expectations related to event execution and volunteering. You do not earn service hours for taking the course. INDEPENDENT SERVICE LEARNING Number of Semesters: 1 Grade(s): With teacher permission and one of other service learning courses 0.5/semester Students in grades 11 or 12 are eligible to take an independent elective if they have taken Global Connections or one of the courses listed above. You must also gain teacher permission. These electives are independently designed and limited to 2-3 students per period. You MUST able to work without constant supervision and be willing to work collaboratively with members of the ACS Community. You will undertake a more sustained commitment towards the practice of social justice through community driven projects designed to create social change.

48 NON-DEPARTMENTAL ELECTIVES THEORY OF KNOWLEDGE (2nd Semester Grade 11 and 1st Semester Grade 12) Grade: 11 and 12 CELT, ELT 0.5 Only open to full IB Diploma candidates The course is a systematic exploration of how human beings attain knowledge. How do we come to know things? What is the relationship between personal and shared knowledge? How is knowing different in various areas of knowledge such as Science, the Arts, Mathematics and History? You will demonstrate an understanding of both the strengths and limitations of the various Ways of Knowing (including sense perception, emotion, reason and language) and of the Knowledge Framework that underpins the different Areas of Knowledge. You will also practice using tools such as Knowledge Claims, Counterclaims and Knowledge Questions to explore the ways in which knowledge is formed, propagated and sometimes challenged. In addition, all students in the first semester (Grade 11) of TOK must complete the IB Internal Assessment (the Oral Presentation), and in the second semester (Grade 12) the IB External Assessment (the TOK Essay). ISLAMIC STUDIES PLEASE NOTE: All Muslim students are required to take Islamic Studies courses every year in high school. These courses are offered both in native Arabic and in English. Students who are enrolled in Native Arabic and take Islamic must also take it in Native. Number of Semesters: 1 Grade: 9-12 (Required for all Muslim students) ELT 0.5 Only open to full IB Diploma candidates For all Arab registered Muslim students in Grade 9-12, Islamic Studies is REQUIRED as per the UAE Ministry rules. Students follow the Ministry requirements in Islamic Education textbooks. Only students in Grade 12 are required to take the Ministry Exam on the topics covered in Grade 12. ACS HIGH SCHOOL COURSE DESCRIPTION PAGES Islamic Education introduces Muslims to the essentials of their faith and practices, and brings to light the historical and cultural aspects of Islam in an elaborate manner. It also focuses on learning and understanding lessons from Surahs and Ayats in the Quran, and from the Sunnah of the Prophet Mohammad. The course includes recitation of selected Ayats (verses) from the Quran with Tajweed rules. ISLAMIC STUDIES AS SECOND LANGUAGE (ISLS 9-12) Number of Semesters: 1 Grade: 9-12 (Required for all Muslim students) ELT 0.5 For all non-arab registered Muslim students in Grade 9-12, Islamic Studies as Second Language is REQUIRED as per the UAE Ministry rules. Only students in Grade 12 are required to take the Ministry Exam on the topics covered in Grade 12. Students (9-10) follow the Ministry requirements in Learning Islam 2 textbooks and worksheets. Students (11-12) follow the Ministry requirements in Learning Islam 3 textbooks and worksheets. Learning Islam introduces Muslims to the essentials of their faith and practices, and brings to light the historical and cultural aspects of Islam in an elaborate manner. It also focuses on learning and understanding lessons from Surahs and Ayats in the Quran, and from the Sunnah of the Prophet Mohammad.

49 STUDY SKILLS Number of Semesters: 1 (R) Grade(s): 9 12 NONE NONE Study Skills is an individual, guided study period that focuses on goal setting, time management, test-taking skills and stress management to help students be successful at ACS and beyond. Recommended if you are new to the school and/or require a personalized focused program to develop study skills. This course is good for any student who is struggling or any student who feels like he/she may benefit from extra academic support. SELF-DIRECTED STUDIES Number of Semesters: 1 Grade(s): NONE NONE This is a teacher-supervised study period. You are expected to use your time wisely and to respect other students needs to have a quiet environment in which to get their work done. INDEPENDENT PROJECT* Number of Semesters: 1 Grade: ELT Credits earned: 0.5(Pass/Fail) Approval by Senior Project Coordinator, HS Principal, and HS Counselor The Senior Project gives seniors the opportunity to pursue an area of interest, that is not available in the regular ACS curriculum or to extend study, which was begun in an ACS course. The options available for you are limitless and will include, but are not limited to, presentations, displays, performances, laboratory work, field studies, and research. Although the ACS staff will aid with the structure and coordination of the program, you must be highly self-motivated and capable of handling independent work. At the end of the semester, you will present your completed project, highlighting your benchmarks, to a panel including a member of the high school leadership team, Senior Project Coordinator, HS Counselor, and Topic Advisor. This panel decides on whether you will receive credit for the course or not. Senior projects are usually of a semester s duration, but some may run throughout the school year. In any case, one half-unit of credit will be granted for these classes. The project title will appear on your final transcript. *Mitigating circumstances might permit underclassmen to enroll in this independent study, but only with the permission of the high school principal.

50 Reflecting Middle Eastern culture and the UAE, our host and home, the shape of the ACS logo has 8 points. These points represent: The four Pillars of ACS: Academics, Arts, Athletics and Service The four Core Values of ACS: Courage, Curiosity, Compassion and Integrity All eight points radiate outward, symbolizing how we share our values with our community and the world. All points also connect to the center, which symbolizes the heart of our supportive and strong community.

HIGH SCHOOL COURSE DESCRIPTION HANDBOOK

HIGH SCHOOL COURSE DESCRIPTION HANDBOOK HIGH SCHOOL COURSE DESCRIPTION HANDBOOK 2015-2016 The American International School Vienna HS Course Description Handbook 2015-2016 Page 1 TABLE OF CONTENTS Page High School Course Listings 2015/2016 3

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

IB Diploma Subject Selection Brochure

IB Diploma Subject Selection Brochure IB Diploma Subject Selection Brochure Mrs Annie Thomson Head of Senior School IB Diploma Coordinator German International School Sydney 33 Myoora Road, Terrey Hills, NSW 2084 P: +61 (0)2 9485 1900 F: +61

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Seventh Grade Course Catalog

Seventh Grade Course Catalog 2017-2018 Seventh Grade Course Catalog Any information parents want to give the school which would be helpful for the student s educational placement needs to be addressed to the grade level counselor.

More information

The International Baccalaureate Diploma Programme at Carey

The International Baccalaureate Diploma Programme at Carey The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

INFORMATION TECHNOLOGY AND TELECOMMUNICATIONS A $10.00 fee will be assessed for all computer education classes.

INFORMATION TECHNOLOGY AND TELECOMMUNICATIONS A $10.00 fee will be assessed for all computer education classes. INTERNATIONAL BUSINESS AND FINANCE A $10.00 fee will be assessed for all computer education classes. CODE CO-REQUISITE NOTES H02 820902001 Computing for College and Careers 09-12 Student Interest H40 881211001

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Junior Scheduling Assembly. February 22, 2017

Junior Scheduling Assembly. February 22, 2017 Junior Scheduling Assembly February 22, 2017 Graduation Requirements State Assessments Assessment Requirements New Jersey Biology Competency Test Taken when enrolled in Biology course PARCC English Language

More information

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Deering High School. Course of Study Guide Learning Without Borders

Deering High School. Course of Study Guide Learning Without Borders Deering High School Course of Study Guide 2016-2017 Learning Without Borders 1 TABLE OF CONTENTS TITLE PAGE Foreword 3 Statement of Purpose 4 Selecting Courses to Achieve Goals 4 Equal Opportunity 5 Graduation

More information

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families

INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Timeline. Recommendations

Timeline. Recommendations Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt

More information

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES Each student program of study must contain a minimum of 21 credit hours of course work in general education and must be chosen

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary Michael Clow, Principal Bill Parker, IB Coordinator Northeast Elementary School was designated an International Baccalaureate

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

IB Diploma Program Language Policy San Jose High School

IB Diploma Program Language Policy San Jose High School IB Diploma Program Language Policy San Jose High School Mission Statement San Jose High School (SJHS) is a diverse academic community of learners where we take pride and ownership of the international

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

International Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings.

International Baccalaureate (IB) Diploma. Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings. International Baccalaureate (IB) Diploma Source Material IBO Website, IB Handbook, Kristin School Auckland and a range of other relevant readings. International Baccalaureate Organisation (IBO) Founded

More information

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level. The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

GERMAN STUDIES (GRMN)

GERMAN STUDIES (GRMN) Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides

More information

Welcome Parents! Class of 2021

Welcome Parents! Class of 2021 Welcome Parents! Class of 2021 How to prepare for CHS! Finish strong!! 4 th quarter determines fall eligibility. Good habits now mean a successful start next year. Tour of CHS Volunteers from the class

More information

Fashion Design Program Articulation

Fashion Design Program Articulation Memorandum of Understanding (206-207) Los Angeles City College This document is intended both as a memorandum of understanding for college counselors and as a guide for students transferring into Woodbury

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Language Center. Course Catalog

Language Center. Course Catalog Language Center Course Catalog 2016-2017 Mastery of languages facilitates access to new and diverse opportunities, and IE University (IEU) considers knowledge of multiple languages a key element of its

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

2012 Transferable Courses BELLEVUE COLLEGE

2012 Transferable Courses BELLEVUE COLLEGE 2012 Transferable Courses COLLEGE Bellevue College courses that are similar to Puget Sound placement, transfer credit may be adjusted and a student HUMANISTIC APPROACHES (5 credits) courses numbered at

More information

Strands & Standards Reference Guide for World Languages

Strands & Standards Reference Guide for World Languages The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand

More information

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

More information

EDUCATION. Graduate studies include Ph.D. in from University of Newcastle upon Tyne, UK & Master courses from the same university in 1987.

EDUCATION. Graduate studies include Ph.D. in from University of Newcastle upon Tyne, UK & Master courses from the same university in 1987. Dr. Khaled A. Abbas: SYNOPSIS Director (Dean) Egypt National Institute of Transport Ministry of Transport - Professor of Transportation Policy, Planning & Modeling, Traffic Eng. & Logistics Management

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

TABLE OF CONTENTS Credit for Prior Learning... 74

TABLE OF CONTENTS Credit for Prior Learning... 74 TABLE OF CONTENTS Credit for Prior Learning... 74 Credit by Examination...74 Specific Course Credit...74 General Education and Associate Degree Credit by Exam...74 Advanced Placement (AP) Examination:

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Language A: language and literature Teacher support material

Language A: language and literature Teacher support material Diploma Programme Language A: language and literature Teacher support material First examinations 2013 This pre-publication has been released for information only, to help with planning. Although the content

More information

TEKS Correlations Proclamation 2017

TEKS Correlations Proclamation 2017 and Skills (TEKS): Material Correlations to the Texas Essential Knowledge and Skills (TEKS): Material Subject Course Publisher Program Title Program ISBN TEKS Coverage (%) Chapter 114. Texas Essential

More information

Middle School Curriculum Guide

Middle School Curriculum Guide Middle School Curriculum Guide 2017-2018 Our Mission Westside School prepares students for the world by challenging them to achieve academic success and by connecting their human spirit and imagination

More information

Seventh Grade Curriculum

Seventh Grade Curriculum Seventh Grade Curriculum The Academy is dedicated to the Sacred Heart of Jesus and the Immaculate Heart of Mary. We are committed to excellence in spiritual formation and academics. 19131 Henry Drive Mokena,

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Partners in education!

Partners in education! Partners in education! Ohio University has a three tiered General Education Requirement that all baccalaureate degree students must fulfill. Tier 1 course requirements build your quantitative and English

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Foreign Languages. Foreign Languages, General

Foreign Languages. Foreign Languages, General Foreign Languages, General Program Description This program introduces the fundamentals of language learning (listening, speaking, reading, writing, and culture) with emphasis on language production, grammar,

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

Modern Languages. Introduction. Degrees Offered

Modern Languages. Introduction. Degrees Offered Modern Languages Babbitt Academic Annex, Room 108 PO Box 6004, Flagstaff, A2 86011-6004 602-523-2361 Faculty Nicholas Meyerhofer, Department Chair: Anna-Marie Aidaz, Teresa Chapa, Bernd Conrad. Patricia

More information

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week Making Sales Calls Classroom at a Glance Teacher: Language: Eric Bartolotti Arabic I Grades: 9 and 11 School: Lesson Date: April 13 Class Size: 10 Schedule: Watertown High School, Watertown, Massachusetts

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Catalog Pasadena Campus 1539 East Howard Street Pasadena CA Tel: (626) Fax:(626)

Catalog Pasadena Campus 1539 East Howard Street Pasadena CA Tel: (626) Fax:(626) Excelsior School A College Preparatory School Since 1986 Catalog Pasadena Campus 1539 East Howard Street Pasadena CA. 91104 Tel: (626)398-2388 Fax:(626)398-2454 www.excelsiorschool.com Table of Contents

More information

AP English Literature & Composition Syllabus

AP English Literature & Composition Syllabus Syllabus Introduction The AP English Literature & Composition course is a college-level class that engages students in a careful and critical analysis of complex literary texts. Readings in the course

More information

EXTENSIVE READING AND CLIL (GIOVANNA RIVEZZI) Liceo Scientifico e Linguistico E. Bérard Aosta

EXTENSIVE READING AND CLIL (GIOVANNA RIVEZZI) Liceo Scientifico e Linguistico E. Bérard Aosta EXTENSIVE READING AND CLIL (GIOVANNA RIVEZZI) Liceo Scientifico e Linguistico E. Bérard Aosta LICEO SCIENTIFICO E LINGUISTICO E. BÉRARD AOSTA School year 2013-2014: Liceo scientifico: 438 students Liceo

More information

2011 Transferable Courses BELLEVUE COLLEGE

2011 Transferable Courses BELLEVUE COLLEGE 2011 Transferable Courses COLLEGE Bellevue College courses that are similar to Puget Sound placement, transfer credit may be adjusted and a student HUMANISTIC APPROACHES (5 credits) courses numbered at

More information

STEP 1: DESIRED RESULTS

STEP 1: DESIRED RESULTS GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,

More information

National Standards for Foreign Language Education

National Standards for Foreign Language Education A Correlation of Prentice Hall Ecce Romani I To the ACTFL American Council on the Teaching of Foreign Language National Standards for Foreign Language Education A Correlation of Statement of Philosophy

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

success. It will place emphasis on:

success. It will place emphasis on: 1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable

More information

Undergraduate Program Guide. Bachelor of Science. Computer Science DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING

Undergraduate Program Guide. Bachelor of Science. Computer Science DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING Undergraduate Program Guide Bachelor of Science in Computer Science 2011-2012 DEPARTMENT OF COMPUTER SCIENCE and ENGINEERING The University of Texas at Arlington 500 UTA Blvd. Engineering Research Building,

More information

JOURNALISM 250 Visual Communication Spring 2014

JOURNALISM 250 Visual Communication Spring 2014 JOURNALISM 250 Visual Communication Spring 2014 8:00-9:40am Friday MZ361 Professor David Blumenkrantz Office hours T12-2 & F10-12 MZ326 david.blumenkrantz@csun.edu COURSE DESCRIPTION Visual Communication

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Mater Dei Institute of Education A College of Dublin City University

Mater Dei Institute of Education A College of Dublin City University MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme

More information

National Survey of Student Engagement The College Student Report

National Survey of Student Engagement The College Student Report The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often

More information

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document?

World Languages Unpacked Content for Classical Language Programs What is the purpose of this document? This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

VISUAL AND PERFORMING ARTS, MFA

VISUAL AND PERFORMING ARTS, MFA Visual and Performing Arts, MFA 1 VISUAL AND PERFORMING ARTS, MFA Banner Code: AR-MFA-VPA Stevie Otto, Assistant Director of CVPA Graduate Admissions C211 College Hall Fairfax Campus Phone: 703-993-5576

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

Welcome upcoming juniors! Course selection instructions for 11 th grade

Welcome upcoming juniors! Course selection instructions for 11 th grade Welcome upcoming juniors! Course selection instructions for 11 th grade by the Albany High School Counseling Department Overview Course selection timeline and dates Reviewing transcripts Time and schedule

More information

Course Catalogue

Course Catalogue 2017 2018 Course Catalogue Central Catholic High School Pittsburgh, Pennsylvania 1 Introduction page 3 Religion page 5 English page 7 Social Studies page 16 Mathematics page 22 Science page 33 Language

More information

University of New Orleans

University of New Orleans University of New Orleans Detailed Assessment Report 2013-14 Romance Languages, B.A. As of: 7/05/2014 07:15 PM CDT (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)

More information

DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES

DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES FCC Curriculum 98 DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES The Department of Japanese Language and Studies has two majors: Japanese Linguistics and Teaching Methods Japanese Studies Students entering

More information

DRAFT. Reading Question

DRAFT. Reading Question DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary

More information

CENTENNIAL SCHOOL DISTRICT

CENTENNIAL SCHOOL DISTRICT CENTENNIAL SCHOOL DISTRICT MIDDLE SCHOOL PROGRAM OF STUDIES 2017-18 Klinger Middle School Log College Middle School 1 Table of Contents Middle School Program Overview 3 Core Course Descriptions 4 Grade

More information

Multi-genre Writing Assignment

Multi-genre Writing Assignment Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.

More information

Life Imitates Lit: A Road Trip to Cultural Understanding. Dr. Patricia Hamilton, Department of English

Life Imitates Lit: A Road Trip to Cultural Understanding. Dr. Patricia Hamilton, Department of English Life Imitates Lit: A Road Trip to Cultural Understanding Dr. Patricia Hamilton, Department of English Proposal for the 2012 Newell Innovative Teaching Award Hamilton 2 Life Imitates Lit: A Road Trip to

More information