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HIGH SCHOOL CURRICULUM HANDBOOK2017 - 2018

AMERICAN«INTERNATIONAL SCHOOL«

AMERICAN INTERNATIONAL SCHOOL • HIGH SCHOOL CURRICULUM HANDBOOK 2017-18

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INTRODUCTION

HIGH SCHOOL GRADUATION REQUIREMENTS

ENGLISH

MATHEMATICS

SCIENCE

HUMANITIES & SOCIAL STUDIES

WORLD LANGUAGES

PHYSICAL EDUCATION & HEALTH

VISUAL & PERFORMING ARTS

COMPUTER SCIENCE & TECHNOLOGY

TABLE OF CONTENTS


SCHOOL PURPOSE

Serving families from Hong Kong’s local and expatriate communities since 1986, the American International School (AIS) is a private, fully accredited co-educational international school for students from Early Childhood through to Grade 12. As a college-preparatory school, AIS offers a strong academic program based on US educational standards supported through teaching that reflects international best-practices.

AIS is committed to providing students with a rigorous, well-balanced educational experience that will challenge them academically, stimulate their thinking and provide them with opportunities to grow into confident young men and women, committed to life-long learning and prepared for the responsibilities of global citizenship.

Recognized for its positive, student-centered approach to teaching and learning, AIS values the sense of community within the school. The school emblem, the eagle, is a universal symbol of strength, endurance and pride that unites everyone in our community under the motto: Justice, Knowledge and Love.

MISSION

To provide a comprehensive and challenging academic program, preparing students for a rapidly changing world, developing committed life-long learners prepared for the responsibilities and expectations of global citizenship.

VISION

A dynamic international learning community committed to:• Preparing students with the academic skills and qualifications needed to access university and

college programs• Providing a progressive educational program in English that supports the ethos of enquiry, is

academically challenging and technologically advanced• Expanding knowledge and understanding of the world through a systematic program of experiential

learning, leadership training, community service and extra-curricular activities• Promoting an inclusive school climate that teaches empathy, fosters collaboration and celebrates

international diversity

EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLRS)

At the American International School, every student is prepared to be:

A GLOBAL CITIZEN, WHO:

• Values and respects diversity• Makes a positive difference to the lives of others • Assumes responsibility for the planet and its

inhabitants• Is Action oriented

AN EMPOWERED THINKER, WHO:

• Comprehends and critically evaluates information• Demonstrates flexibility, creativity, and

innovation• Applies learning to real-life situations• Is Reflective

AN EFFECTIVE COMMUNICATOR, WHO:

• Listens actively for understanding• Organizes ideas to produce clear and coherent

writing• Uses appropriate media to convey a message• Is Articulate

A WELL -ROUNDED INDIVIDUAL, WHO:

• Leads an active, balanced and healthful lifestyle• Embraces new opportunities and challenges• Works well both independently and

collaboratively• Is Engaged

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INTRODUCTION


SIX SHIFTS IN EDUCATION

KEY TEACHING & LEARNING EXPERIENCES AT AIS

Knowing 4 Doing High Stakes Testing 4 High Performance Demonstration APPLIEDIndividually Focused 4 Team Focused Isolated Teaching 4 Networked Learning SOCIALTeacher Centered 4 Student Centered Consuming Knowledge 4 Constructing Meaning PERSONAL

KEY MINDSET: C O N F I D E N C E


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HIGH SCHOOL GRADUATION REQUIREMENTS

ACADEMICS

High School students normally attend four (4) academic years and must earn a minimum of twenty-four (24) Carnegie Credits to graduate with an AIS High School Diploma. One credit is awarded for the successful completion of a full-year course consisting of five hours a week at AIS.

AIS High School students are required to take a full-time schedule of seven (7) courses each academic year. Therefore, a student may earn twenty-eight (28) credits throughout high school.

English 4 credits

Mathematics 4 credits

Science 4 credits

Humanities & Social Studies 4 credits

World Languages 2 credits

Physical & Health Education 2 credits

Visual and Perfoming Arts 2 credits

Computer Science & Technology 2 credits

Minimum Requirement 24 credits

Electives 4 - 5 credits

Total 28 - 29 credits

Notes:1. One (1) Mathematics Algebra I credit maybe earned in Middle School Grade 8 and therefore students may earn up

to a total of Twenty-nine (29) credits.2. Transfer students at Grade 9, or above, receive one credit for each one hundred forty (140) successful hours of

academic work at other institutions toward AIS graduation requirements.3. A minimum of five (5) Grade 12 or Advance Placement course credits is required for graduation.

EXPERIENTIAL LEARNINGOUTDOOR EDUCATION & LEADERSHIP PROGRAM

In addition to the classroom curriculum, AIS incorporates an Outdoor Education and Leadership Program (OELP). This enriches the students’ learning experiences and supports them in meeting the school’s Expected Schoolwide Learning Results (ESLRs). To fulfill the requirements of this program, all high school students MUST participate in a variety of unique learning opportunities designed to promote personal and social growth, leadership training and global citizenship. As a school, we are committed to providing students with a challenging, safe and positive outdoor experience, where they learn more about themselves, others and the environment around them. Often referred to as ‘Adventure Week’, a series of week-long trips and activities is organized annually in the lead-up to Fall Break. During this time, the regular academic program is suspended and all high school students and staff are required to participate in an appropriate trip or activity.


COMMUNITY SERVICE

American International School strives to promote student social and civic responsibility. We expect and encourage students to experience community service. This integral part of student life requires the completion of a minimum number of community service hours for graduation.

The number of hours required for graduation depends on the number of years a student is at AIS. The longer a student is in AIS, the greater the senior responsibility for community service and the greater the number of required hours. The minimum number of hours required of each student is:

Grade 9 10 hours

Grade 10 10 hours

Grade 11 20 hours

Grade 12 20 hours

Total 60 hours

HOMEROOM

In order to be promoted to the next homeroom level, our students must accrue a minimum number of credits at the end of each academic year. The requirement for promotion to the next grade level homeroom is as follows:

• A minimum of five (5) credits at the end of Grade 9 to be promoted to Grade 10• A minimum of eleven (11) credits at the end of Grade 10 to be promoted to Grade 11• A minimum of eighteen (18) credits at the end of Grade 11 to be promoted to Grade 12

ATTENDANCE

In order to be learning and earning academic Carnegie credits, every high school student needs to be in school. If a student is absent, an official document (e.g. a medical certificate) is required in order to authorize the absence. A letter written by parents/guardian is not considered as an official document. If a student incurs more than 9 unauthorized absences during the school year, they will fail the grade. This means they will not be promoted to the next grade level. For grade 12 students this will also mean they are unable to graduate. Promotion and graduation require a minimum 80% attendance rate regardless of whether absences are authorized or not.

Punctuality is also important. Students need to be on time for the start of the school day, prepared for class and ready for learning. Attendance is monitored by each class teacher, but also through the school office by ‘beeping in’. This requires each student to swipe their school ID card through the computer entry system at the school gate each morning. Any student failing to ‘beep in’ or sign in, will be sent an email by the school attendance system. Failure to respond to this email within two school days will automatically result in receiving an unauthorized absence.

SCHOOL COMMUNICATION

Communication from the school is in English and through Email to the school email account. Each student and family is issued a school email account (Gmail system). Students and Families are recommended to check and respond to their school email on a daily basis. Email communications to families will include but are not limited to notices about tuition fee payments, parent meetings, school trips, school reporting, attendance and school news updates through our monthly bulletin the Eagle-i.


USE OF TECHNOLOGY

Effective 1 August 2015, AIS introduced a Bring Your Own Technology (BYOT) system from Grade 5 through Grade 12. Our WIFI and BYOT system support students and teachers to effectively use technology to improve learning. The development of the school’s digital learning environment is coordinated by the school’s Education Technology Coordinator (EC-12), Mr. Andrew Chiu ([email protected]).

Students should have access to:• A wifi device (5GHz band 802.11n or 802.11ac) that has a minimum 9-inch screen, a physical

keyboard, and runs Chrome Browser for Desktop, with a minimum 6+ hours advertised battery life.• A wifi device that is a handheld/mobile device, that can record video and sound• Earphones/headphones

It is the full responsibility of the student to care for and operate their technology. More details and examples of devices can be found at our BYOT website: http://ais-ilearn.weebly.com/

STANDARDS BASED REPORTING

In line with our schoolwide assessment and reporting approaches, the high school uses a standards-based reporting approach for our school report cards. At AIS, we divide the year into three equal parts, and reports are printed at the end of each trimester. Parents are expected to collect report cards and attend Parent Teacher Conferences in late November and mid-March. Report card grades are cumulative. The final report card, which indicates a student’s success in passing courses, earning academic credits, and meeting promotion and graduation requirements, is available at the end of the school year in June.

At AIS we deliver a US standards based curriculum. Our courses focus on student achievement in relation to a set of rigorous academic standards. The standards are internationally recognized and include content, concepts and skills that a student needs to master. At the highest academic level, the standards we use for our Advanced Placement (AP) courses are set by the College Board.

ASSESSING STUDENT LEARNING

By using standards, we can focus our assessments on measuring the degree of student learning in achieving or meeting these standards. For this reason, it is important to state that the actual grades on our report cards are intended to show learning, not behaviors. Unfortunately schools will often reward students for their participation in class, or penalize students when work is handed in late or their punctuality to class is poor. However, these factors, whilst important, are not a measure of student learning. Student learning must be measured in terms of what they can do in relation to the academic standards.

REPORTING STUDENT PROGRESS

To provide students and families with a more accurate measurement of learning, we include two grades on our report cards:

• Learning Achievement Grade: This is a score measuring a student’s learning and ability to meet the required academic standards.

• Learning Attitude Grade: This reflects the student’s attitude to learning and how they meet the expectations and requirements of the high school program.

Each teacher shares with their classes the rubric we use to measure this Learning Attitude grade. There are 8 criteria: attendance, punctuality, preparation for class, meeting deadlines in submitting work, accurately following instructions, making positive contributions to the lesson, seeking advice and feedback to overcome problems when necessary, and academic integrity in producing own work. Research shows that these factors are vitally important for a student to become successful, and so by focusing on these behaviors and attitudes it is expected that students will become more effective learners. We invite you to discuss these criteria with your son or daughter, or contact their teachers if you have any questions regarding how these issues are measured or addressed.

http://[email protected]

http://ais-ilearn.weebly.com/


CALCULATING GRADE POINT AVERAGES

A student earns a percentage score for each course. This score is converted to a grade point (please see the table below for details). A passing score is 60%. A score of 94% or above earns the highest grade point of a 4.0. AIS does not weight honors or AP level courses. The Grade Point Average (GPA) is the mean of these grade point scores across all seven courses. They are equally weighted.

LETTER GRADE PERCENTAGE % GRADE POINT

A 94 – 100 4.0

A- 90 – 93 3.7

B+ 87 – 89 3.3

B 84 – 86 3.0

B- 80 – 83 2.7

C+ 77 – 79 2.3

C 74 – 76 2.0

C- 70 – 73 1.7

D+ 67 – 69 1.3

D 64 – 66 1.0

D- 60 – 63 0.7

U 59 – below 0.0

I Incomplete 0.0

Students will also receive a grade point in every course for their Learning Attitudes. The Learning Attitudes Grade Point is independent from the Standards Based Learning Achievement Grade. The score for monitoring student learning and the score for monitoring student behaviors or attitudes are mutually exclusive.

ACADEMIC DISTINCTION

A student will only receive an honor roll certificate at the end of the year if their GPA for both Standards Based Achievement and Learning Attitude are above 3.0. If both GPAs are above 3.5 then the student will be awarded Principal’s Honor Roll. Honor Roll and Principal’s Honor Roll certificates are presented to students at the end of year High School Awards Ceremony.


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ENGLISH

DEPARTMENTAL STATEMENT

For students who will soon be entering the rapidly changing institutions, industries and businesses of the 21st Century, effective communication is the key to success. The English Department, through diverse courses targeted at the individual needs and interests of our students, seeks to instill, reinforce, and perfect these vital skills, including critical reading, effective writing, active listening, and confident speaking.

Students will learn to work effectively as individuals and in teams to answer big questions and solve problems as we endeavor to foster an open and collaborative learning environment in which cultural diversity is embraced. Throughout each course, students will read and engage with a wide variety of literary and nonfiction texts, including several of their own choosing, to learn how to carefully analyze how writers convey complex messages and ideas. Students will then put these techniques into practice in their own writing and speaking, learning how to effectively and powerfully present their own ideas and messages to a wide variety of audiences, using a variety of technologies and media to demonstrate their learning within the school and with a wider global audience. Repeated practice, multiple opportunities and formats in which to demonstrate learning, and continuous, personalized feedback will give students the skills and confidence they need to operate effectively in a world of ever-increasing challenge and complexity; they will become adept at communicating clearly and purposefully, responding creatively to the world around them and expressing their opinions eloquently.

As an American standards-based school, our courses and units are designed using the Common Core State Standards for English Language Arts, as well as the College Board standards for Advanced Placement courses in English.

PLAGIARISM

We expect all AIS students to continuously demonstrate the highest academic integrity, and so plagiarism is taken very seriously. Cases of suspected or confirmed plagiarism will be investigated carefully to determine if the plagiarism was intentional (e.g., copying or purchasing someone else’s paper) or unintentional (e.g., careless, missing or inadequate documentation of sources or information). Consequences will be assigned on a case-by-case basis as deemed appropriate by the course instructor, who may choose to consult the English departmental team, the Dean of Students, and/or the Principal. It is the position of the English Department that no plagiarized work will be used to determine mastery of learner outcomes, and therefore serious or repeated instances of plagiarism will result in loss of course credit.

COURSE SELECTION

In order to graduate with a High School Diploma, students must successfully earn four credits from across the range of English courses offered, including either a 4C or 5C (AP) course their senior year. (Please note that students who have not satisfactorily completed Pre-AP by the end of Grade 11 are not eligible for a 5C/AP course in Grade 12.)

Advanced Placement courses are offered in Grades 10, 11, and 12. Students with a genuine interest in university-level research, analysis, and writing may benefit from the challenges and rewards of these courses. Entrance to AP courses is dependent on successful completion of prerequisite courses and teacher recommendation. Students who successfully pass the Advanced Placement examinations in Grades 10, 11, and 12 may be granted university credit. Additionally, students who successfully complete both AP Seminar and AP Research, and earn a score of “3” or better on four additional AP exams, are eligible for the AP Capstone Diploma.


ENGLISH COURSE SCHEMATIC

Open to G9

Open to G9 - G10

Open toG9 - G11

Open to G11 - G12

Advanced Placement

ERW1C EEC2C ERC3C EAE4C

EPA3C ECA4C

ELG5C

ELT5C

EAS5C

EAR5C

PLEASE NOTE: Some course codes have changed for 2017-18. Codes listed with “Course Code” are the 2017-18 (new) codes. Codes listed with “Prerequisites” refer to the 2016-17 (old) codes.

Course Title:Prerequisite:

Critical Reading and Writing ENG08C

Course Code:Credit Value:

ERW1C1 Credit

COURSE DESCRIPTION

Critical Reading and Writing is a course designed to reinforce foundational English skills. Working individually and in teams, students will read and analyze a wide variety of short fiction and nonfiction texts to determine meaning, identify key elements, inspect the development, and identify specific techniques and strategies used by the author. Students will create their own writings as well, both original compositions and compositions modeled off of course texts.

Learner Outcomes By the end of this course, students will be able to:

• Summarize the main and supporting ideas of a text, and explain how the ideas are developed using specific details.

• Use specific evidence from a text to support ideas and inferences about the text.• Use various strategies and/or tools to determine the meaning of unfamiliar words and phrases, to aid in reading

comprehension.• Produce writing that effectively conveys information and ideas, backed up by organized evidence and

commentary.• Use specific evidence from literary or informational texts to support informational writing.

AssessmentStudents in Critical Reading and Comprehension must demonstrate mastery of the five stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing.



English CompositionENG08C or ERW1C


EEC2C1 Credit

COURSE DESCRIPTION

In English Composition, students will learn the basics of university-level argumentation, including rhetoric, research-based argumentation, and literary and rhetorical critique. Working individually and in teams, students will identify topics and issues of interest, investigate those topics from different perspectives, and then formulate their own responses based on what they have learned. Students will present their arguments in a variety of formats, using technology and digital media to enhance their message. Students will study the writings of authors from a range of time periods and cultural backgrounds to determine how writers create and develop an effective line of reasoning (in both fiction and nonfiction), and then practice applying those same development strategies in their own writings.

Learner OutcomesBy the end of this course, students will be able to:

• Explain and evaluate the line of reasoning in a variety of texts, including written arguments, literature, and speeches.

• Determine the point of view of a text and explain how the author uses writing strategies and devices to effectively express that perspective.

• Determine the figurative, connotative, and technical meanings of words in a text, and explain how the word choice affects the meaning and tone of the text.

• Develop a valid line of reasoning in an effective written argument, using relevant and credible evidence.• Synthesize information and evidence from a variety of credible sources to support an argument, citing the

sources correctly both in-text and on a works cited page.• Evaluate potential sources for accuracy and credibility, and determine their usefulness for specific pieces of

writing.

AssessmentStudents in English Composition must demonstrate mastery of the six stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing.


Rhetoric and CompositionENG08C (min. B+ grade) and/or Teacher recommendation, ERW1C (min. B grade), or ENG2C


ERC3C1 Credit

COURSE DESCRIPTION

In Rhetoric and Composition, students will build on the skills learned in English Composition by mastering the artistry of argumentation. Working individually and in teams, students will study the writings of authors from a range of time periods and cultural backgrounds to analyze techniques of effective argumentation (in both fiction and nonfiction), evaluate the effectiveness of those techniques, and then replicate those techniques in their own writing to produce powerful arguments. Students will continue to work on developing a strong line of reasoning, supported by evidence and clear commentary. Students will continue to use carefully selected digital media to enhance the presentation of their arguments, and use technology to share and get feedback on their work.


• Analyze how complex ideas or characters are introduced and developed through a text to develop an argument or theme.

• Analyze how an author’s specific choices, such as sentence structure, vocabulary, sequencing of events or ideas, or use of devices, enhance a text.

• Demonstrate understanding of nuances in word meanings and how subtle differences in meaning affect a text.


• Compare related texts and analyze how different authors address related themes, ideas, and/or source materials.

• Conduct research to answer a question, synthesize multiple sources on the subject, and demonstrate understanding of the research.

• Develop a valid line of reasoning in an effective research-based argument, using relevant and credible evidence, and carefully selected rhetorical and/or literary devices.

AssessmentStudents in Rhetoric and Composition must demonstrate mastery of the six stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing.


Pre-AP EnglishTeacher recommendation, and EHS1C (min. B grade), or ERW1C (min. A grade)


EPA3C1 Credit

COURSE DESCRIPTION

Pre-AP English is a rigorous, honors-level course that introduces students to the skills needed to succeed in AP Language and Composition, AP Literature and Composition, and AP Seminar. Working individually and in teams, students will learn and practice advanced research and analysis techniques. Students will read and analyze a variety of literary and non-fiction texts, evaluating those texts for effectiveness of technique and style. Students will craft a variety of compositions, both written and oral (including literary and rhetorical critiques, research papers, research-based arguments, and rhetorical arguments), which are based on a strong line of reasoning supported by evidence. Students will use digital media and sources carefully and effectively, and utilize a variety of technologies to present and get feedback on their work.


• Develop clear, accurate informative writing, supported by relevant and credible evidence that is carefully and effectively organized.

• Develop a valid line of reasoning in a sophisticated written argument, using relevant and credible evidence, and carefully selected rhetorical and/or literary devices.

• Conduct research to answer a question or solve a problem, synthesize multiple sources on the subject, and then demonstrate understanding of the researched subject.

• Carefully select supporting evidence from literary and informational texts to support analysis, reflection, and research.

• Use advanced research techniques to gather and cite sources; then, evaluate those sources for credibility, reliability (biases, intended audience, and purpose), and validity (usefulness for the given task).

• Evaluate a writer or speaker’s line of reasoning, including the use of evidence and rhetorical and metaphorical devices to influence the reader or audience.

• Demonstrate understanding of nuances in word meanings, and how subtle differences can create a specific mood or meaning.

AssessmentStudents in Pre-AP English must demonstrate mastery of the seven stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing. Only students who have demonstrated advanced skill in rhetoric, analysis, and research will be recommended to continue into AP English Language and Composition, AP English Literature and Composition, or AP Seminar.



Applied EnglishENG2C or ENG3C


EAE4C1 Credit

COURSE DESCRIPTION

The Applied English course gives students an opportunity to learn and develop practical writing skills. Students will design and carry out multiple individual and team projects related to a focus area of their choice, such as creative writing, screenwriting, business applications, media studies, journalism, travel writing, lifestyle blogging, editorial writing, personal experience narrative, arts critique, etc. Students will learn to conduct necessary background research, including how to synthesize ideas and information from multiple sources and how to tailor their work for a specific audience and purpose. Students will use digital media and technology to enhance and publish their work, and learn responsible use practices for copyrighted and online materials.


• Produce clear and coherent writings appropriate for a chosen task or purpose. • Clearly and effectively present information and ideas in a style and medium appropriate to the intended

audience, backed up by evidence and an original perspective.• Use technology to produce and publish writings and get ongoing feedback.• Conduct research to answer a question or solve a problem, synthesize multiple sources of information on the

subject, and demonstrate a thorough, nuanced understanding of the subject.• Use advanced search techniques to gather relevant information as needed, then evaluate that information for

credibility, reliability, and validity to a task or purpose.• Synthesize different kinds of information presented in different mediums in order to make informed decisions

and solve problems.• Use digital media effectively to enhance presentations of information and ideas.

AssessmentStudents in Applied English must demonstrate mastery of the seven stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing.


Critical AnalysisENG3C (min. B grade)


ECA4C1 Credit

COURSE DESCRIPTION

The Critical Analysis course introduces students to university-level analysis of literary and argumentative texts. Students will use close reading and analysis techniques to examine various texts to discover how writers use language to provide both meaning and pleasure, and to persuade an audience of a particular viewpoint or stance. As they read, students consider a work’s structure, style, and themes, as well as its use of rhetorical and metaphorical devices, figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary and rhetorical works.


• Develop a valid line of reasoning in a sophisticated written argument, using relevant and credible evidence, and carefully selected rhetorical and/or literary devices.

• Use carefully selected textual evidence to support analysis and reflection.• Analyze the development of two or more complex central themes or ideas over the course of a text.• Analyze how an author’s use of language, including rhetorical and literary devices, produces both an overt and

inferred meaning, and evaluate how those choices contribute to the power or effectiveness of the text.• Analyze how an author chooses to structure and develop a text, and how those choices contribute to the power

or effectiveness of the text.


• Use effective strategies to determine the meaning of unfamiliar words and phrases in a text; and demonstrate understanding of how nuances in word meanings can create a specific mood or meaning.

AssessmentStudents in Critical Analysis must demonstrate mastery of the six stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance and readiness to continue to a higher-level course. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing.


AP English Language and CompositionTeacher’s recommendation, and ENG2C or ENG3C (min. A– grade), or EHS2C or EHS5C (min. B grade)


ELG5C1 Credit

COURSE DESCRIPTION

The AP English Language and Composition course aligns to an introductory university-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods.


• Compose in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects

• Proceed through several stages or drafts, with revision aided by teacher and peers• Write expository, analytical, and argumentative compositions based on readings representing a variety of prose

styles and genres• Read nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected to give students

opportunities to identify and explain an author’s use of rhetorical strategies and techniques• Analyze graphics and visual images both in relation to written texts and as alternative forms of text themselves• Develop research skills and the ability to evaluate, use, and cite primary and secondary sources• Conduct research and write argument papers in which students present an argument of their own that includes

the analysis and synthesis of ideas from an array of sources• Cite sources using a recognized editorial style (e.g., Modern Language Association)• Revise writing to develop

• A wide-ranging vocabulary used appropriately and effectively;• A variety of sentence structures, including appropriate use of subordination and coordination;• Logical organization, enhanced by techniques such as repetition, transitions, and emphasis;• A balance of generalization and specific, illustrative detail; and• An effective use of rhetoric, including tone, voice, diction, and sentence structure.

AssessmentStudents in AP English Language and Composition must demonstrate mastery of the nine stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing. All students enrolled in this course are required to sit the AP English Language and Composition Exam in May.



AP English Literature and CompositionTeacher recommendation, and ENG3C or EAS5C (min. A– grade)


ELT5C1 Credit

COURSE DESCRIPTION

The AP English Literature and Composition course aligns to an introductory university-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.


• Read complex imaginative literature (fiction, drama, and poetry) appropriate for college-level study• Write an interpretation of a piece of literature that is based on a careful observation of textual details,

considering the work’s structure, style, and themes; the social and historical values it reflects and embodies; and such elements as the use of figurative language, imagery, symbolism, and tone

• Compose in several forms (e.g., narrative, expository, analytical, and argumentative essays) based on analyses of literary texts

• Proceed through several stages or drafts, with revision aided by teacher and peers• Revising writing to develop

• A wide-ranging vocabulary used appropriately and effectively;• A variety of sentence structures, including appropriate use of subordination and coordination;• Logical organization, enhanced by techniques such as repetition, transitions, and emphasis;• A balance of generalization and specific, illustrative detail; and• An effective use of rhetoric, including tone, voice, diction, and sentence structure.

AssessmentStudents in AP English Literature and Composition must demonstrate mastery of the five stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing. All students enrolled in this course are required to sit the AP English Literature and Composition Exam in May.


AP SeminarTeacher recommendation, and EHS1C or ENG2C (min. A– grade), or EHS2C (min. B grade)


EAS5C1 Credit

COURSE DESCRIPTION

AP Seminar is a foundational course in which students engage in conversations about complex academic and real-world issues through a variety of lenses, considering multiple points of view. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational literary and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources; develop their own perspectives in research-based written arguments; and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.

Throughout the program, students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiry and investigation. The AP Capstone program provides students with a framework that allows them to develop, practice, and hone their critical and creative thinking skills as they make connections between various issues and their own lives. Students use the following framework as they explore issues and topics: Question and Explore; Understand and Analyze Arguments; Evaluate Multiple Perspectives; Synthesize Ideas; and Team, Transform, and Transmit.


*Students who take ECS5C in Grade 10 should concurrently enroll in EAP3C.


• Analyze, interpret, and evaluate sources, including comparing and/or contrasting information and perspectives; identifying patterns and trends in data; and explaining relationships between sources, data, and perspectives.

• Discover new understandings or ideas by identifying a problem or issue, determining the best strategy to address a problem or issue, gathering evidence to support ideas, and drawing and supporting a conclusion.

• Discover ideas and information in a text by contextualizing information, perspective, and source; questioning assumptions made by the author and the reader; identifying bias and implications in the author and the intended audience; and making inferences and connections both within and outside the text.

• Make a claim and develop a line of reasoning supported by evidence, including a well-developed thesis, carefully selected evidence (attributing its use), consideration of other perspectives, and a strong conclusion.

• Convey a clear message that engages and appeals to a specific audience through eye contact, vocal variety (tempo, inflection), movement, and appropriate visuals

• Work with others to accomplish a shared task or goal or solve a problem, while ensuring that each individual has a role and makes a contribution, and that the team continually works towards consensus building and conflict resolution.

AssessmentStudents in AP Seminar must demonstrate mastery of the six stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance. Students will have multiple, varied opportunities to demonstrate mastery, both verbally and in writing. All students enrolled in this course are required to complete the Performance Task examinations beginning in January, and sit the AP Seminar Exam in May. Only students who have demonstrated advanced skill in research, argument, and presentation will be recommended to continue into AP Research, which is a requirement to be eligible for the AP Capstone diploma.


AP ResearchTeacher recommendation, and EAS5C (min. B grade)


EAR5C1 Credit

COURSE DESCRIPTION

AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research-based investigation to address a research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminates in an academic paper of 4000–5000 words (accompanied by a performance or exhibition where applicable) and a presentation with an oral defense.

Throughout the program, students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiry and investigation. The AP Capstone program provides students with a framework that allows them to develop, practice, and hone their critical and creative thinking skills as they make connections between various issues and their own lives. Students use the following framework as they explore issues and topics: Question and Explore; Understand and Analyze; Evaluate Multiple Perspectives; Synthesize Ideas; and Team, Transform, and Transmit.


• Understand principles of discipline-specific research methods (e.g., qualitative, quantitative, mixed)• Employ appropriate disciplinary research methods to develop, manage, and conduct an in-depth study or

investigation in an area of student’s own interest, culminating in a 4000–5000 word paper (accompanied by an additional piece of scholarly work — where applicable — to be performed or exhibited).


• Present (using appropriate media) and defend the research design, approach, and findings to a panel.• Document their processes and curate the artifacts of the development of their scholarly work in a portfolio.

AssessmentStudents in AP Research must demonstrate mastery of the four stated learner outcomes in order to pass this class, and will have multiple opportunities to do so. In-class and out-of-class practice activities will help students to improve their skills and knowledge, while in-class assessments will determine levels of student performance. All assessments will be designed to aid students in completion of the Academic Paper and Process and Reflection Portfolio. All students enrolled in this course are required to complete the Academic Paper, which is the official AP “exam” for the AP Research course. Students who have successfully completed AP Seminar and AP Research, and received a score of “3” or better on at least four other AP exams, may be eligible for the AP Capstone Diploma.


4

MATHEMATICS


Mathematics is an all-encompassing field in today’s dynamic society. Students need to acquire a foundation to discern, adapt and make rational decisions. Increasing the knowledge and understanding of a variety of data and technology enables the development of independent, responsible, problem solving and decision-making individuals. Mathematics helps students to successfully understand the society and the environment they live in and provides opportunities for creative thinking.

The Mathematics program involves understanding the pervasive impact of Mathematics on society and in daily life, higher-order thinking skills, as well as the ability to seek, evaluate, organize, interpret and present information. The curriculum is designed to enable students to become creative problem solvers. The goals are to increase students’ understanding of mathematical concepts, develop their ability to discern, reason logically, address a variety of issues that occur in learning, and to apply mathematical techniques in the real world.

Student achievement is measured according to standards based criteria. Specifically, at AIS we adhere to the Common Core Curriculum in Algebra I, Geometry, Algebra II, Algebra III, and Pre-Calculus. In the upper years, we adhere to the College Board Advanced Placement curriculum for Statistics and Calculus.

USE OF TECHNOLOGY

From Algebra I to Calculus, students are encouraged to use technology to enhance and support their learning and mastery of the mathematical concepts. At AIS, we request all students to purchase a graphing calculator that is recommended by their math teacher or sold by the school, for daily use. Calculators with the CAS functionality will not be allowed for in-class assessments and school examinations. Furthermore, technology will be used to organize and document student learning. Students will be required to bring a personal device (tablet or laptop) to record their learning daily. In certain cases, textbooks and other learning resources will be located on line in addition to interactive homework assignments and quizzes.

COURSE SELECTION

Students follow a sequence of courses in their mathematical education, consisting of Algebra I (MAG1C), Geometry (MGE2C) or Honors Geometry (MGH2C), Algebra II (MAG2C) or Honors Algebra II (MAH2C), Introduction to Pre-Calculus (MIP3C) or Applied Mathematics (MAM3C), Statistics (MST4C), Pre-calculus (MPC4C), and AP Calculus AB (MAB5C) or AP Calculus BC (MCA5C). Four credits in any eight of the above courses are required to receive a diploma from AIS.

Students are encouraged to take a Mathematics course for each academic year of study. For some students, it is permissible for them to be allowed to take two courses concurrently with possible combinations of Algebra II and Geometry, or Algebra I and Geometry. Some students may also be recommended to skip MIP3C in order to accelerate into Pre-Calculus. This “accelerated track” will permit the students to take Advanced Placement classes in their junior year. Entrance to the “accelerated track”, is dependent upon the student achieving the approval of the Mathematics Department based on their performance in their current Math course, and could also be based on data from their recent Standardized tests (e.g.: IOWA and PSAT) results.

Students transferring from other schools to AIS are given an entrance placement test, and will be placed according to their ability as well as their previous academic record.


MATHEMATICS COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

MCA5C

MAG1C MPC4C MAB5C

MGH2C MAH2C MIP3C

MGE2C MAG2C MAM3C MST4C MST5C


Algebra INone


MAG1C1 Credit

COURSE DESCRIPTION

The objectives of this course are to prepare students for either Algebra II or Geometry. Expressions, equations and applications represent the content of this course. Students write expressions representing variable quantities in real-life situations, write mathematical expressions in terms of x, or find x when the value of the expression is known. Students develop skills in solving realistic word problems in which questions involve real numbers, expressions with two variables, factoring problems, radical equations and inequalities, probability, scattered data, and linear functions. They are engaged in a variety of learning tasks such as discussions, group work and presentations. Students learn to use graphing calculators to solve problems.

Learner OutcomesUpon completion of this course students should be able to:

• Identify patterns and use them as a basis of predictions;• Solve multi-step equations;• Simplify expressions by using the rules and properties of operations;• Understand the concepts and components of linear functions and their graphs;• Understand the concept of proportion and percent from an algebraic perspective and apply them to basic

principles of experimental probability and to fundamental techniques to the study of statistics;• Solve and graph absolute value equations and inequalities (on a number line);• Become familiar with different techniques for solving systems of linear equations in 2 variables;• Simplify exponential expressions and polynomials; and• Understand how to factor special polynomials and can solve equations by factoring and quadratic formula.

AssessmentStudents will be assessed according to their performance in chapter tests, quizzes, homework, projects, and final exams.



Geometry MAG1C


MGE2C1 Credit

COURSE DESCRIPTION

The objectives of this course are to introduce basic concepts in such a way that students relate Geometry to their everyday world, and to help students develop critical thinking. Students learn the basic concepts and skills, develop reasoning, and apply what they learn to various subjects in Geometry. Students will develop skills in writing logic “if-then” statements, their converses, inverses, and contrapositives as well as defining postulates to deduce proofs of theorems. Applying theorems to areas such as triangles, quadrilaterals, and circles is also a focus. Students engage in a variety of learning tasks such as discussions, group work, independent research, presentations, and project research. Various resources include graphing calculators, videos, and the Internet.


• Use definitions, postulates, and theorems and construct diagrams to justify the validity of a statement and give counterexamples to disprove a statement.

• Know how to complete two column proofs.• Prove congruence and similarity of triangles and use theorems on corresponding parts of congruent concept

triangles.• Find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures

and solve problems.• Prove relationships between angles in polygons by using properties of complementary, supplementary, vertical,

and exterior angles.• Use the Pythagorean Theorem to determine distance and find missing lengths of sides of right triangles.• Compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi,

parallelograms and trapezoids.• Perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors,

and the line parallel to a given line through a point off the line.• Prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of

quadrilaterals, and the properties of circles.• Prove relevant theorems by using coordinate Geometry, including the midpoint of a line segment, the distance

formula and various forms of equations of lines and circles.• Know the definitions of the basic trigonometric functions defined by the angles of a right triangle and how to

use elementary relationships between them.• Use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a

length of a side.• Understand and use angle and side relationships in problems with special right triangles, such as 30°, 60°, and

90° triangles, and 45°, 45° and 90° triangles.• Use the law of cosines, together with the law of sines, to solve triangles.• Use vectors and vector addition to solve problems.



Geometry HonorsMAG1C and/or Teacher’s recommendation


MGH2C1 Credit

COURSE DESCRIPTION

The objective of this course is to challenge mathematically gifted students to explore Geometric concepts at a deeper level in addition to covering several topics not covered in the regular Geometry (MGE2C) class. Students learn the basic concepts and skills, develop reasoning and proof writing skills, and apply what they learn to various topics in Geometry and extend these concepts to real world application. Students enrolled in this course will develop rigorous proof writing skills and should be able to write and defend two column proofs,


paragraph proofs, flowchart proofs, coordinate proofs and proofs by contradiction. Emphasis will be placed on the ability to prove the theorems that are used in their proof writing including the Pythagorean Theorem, the distance formula and several other key theorems encountered throughout the year. Students engage in a variety of learning tasks such as discussions, group work, independent research, presentations, and project research. Some of the resources used in this course include graphing calculators, videos, mathematical modeling software and the Internet.

Learner OutcomesStudents should be able to:

• Use definitions, postulates, and theorems and construct diagrams to justify the validity of a statement and give counterexamples to disprove a statement;

• Know how to complete two column proofs, paragraph proofs, flowchart proofs, coordinate proofs and proofs by contradiction;

• Prove congruence and similarity of triangles and use theorems on corresponding parts of congruent concept triangles;

• Find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and solve problems;

• Prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, and exterior angles;

• Prove and use the Pythagorean Theorem to determine distance and find missing lengths of sides of right triangles;

• Compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms and trapezoids;

• Perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line;

• Prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles;

• Prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles;

• Prove relevant theorems by using coordinate Geometry, including the midpoint of a line segment, the distance formula and various forms of equations of lines and circles;

• Know the definitions of the basic trigonometric functions defined by the angles of a right triangle and how to use elementary relationships between them;

• Use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side;

• Understand and use angle and side relationships in problems with special right triangles.• Use the law of cosines, together with the law of sines, to solve triangles;• Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations,

translations, and reflections;• Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and

students commit to memory the formulas for prisms, pyramids, and cylinders;• Students determine how changes in dimensions affect the perimeter, area, and volume of common

geometric figures and solids

AssessmentStudents will be assessed according to their performance in chapter tests, quizzes, homework, projects, as well as mid-year and final exams.


Algebra IIMAG1C


MAG2C1 Credit

COURSE DESCRIPTION

The objectives of this course are to reinforce and expand topics from Algebra I and prepare students for Algebra III (MAG3C) or Pre-Calculus (MPC4C). Topics include elementary Algebra techniques, linear functions, quadratic functions, exponential functions, logarithm functions, polynomial functions, and complex numbers. Students develop skills in manipulating variables, sketching graphs with and without the use of calculators,


deriving equations of functions from graphs or data, and transforming them into various forms. In addition, they investigate and evaluate different concept problems such as continuity and slopes of tangent lines of different graphs. Students engage in a variety of learning tasks such as discussions, and independent research. Various resources include graphing calculators, videos, and the Internet.

It is possible to take this course and Geometry concurrently. Successful completion enables students to be better prepared for the math in their SAT tests or to be fast tracked through to taking the Advanced Placement (AP) Mathematics course offered in Grades 11 and 12.


• Solve equations and inequalities involving absolute value.• Solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs.• Perform operations on polynomials, including long division.• Factor polynomials representing the difference of squares, perfect square trinomials, and the sum and

difference of two cubes.• Demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically.• Add, subtract, multiply, and divide complex numbers.• Add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial

denominators and simplify complicated rational expressions, including those with negative exponents in the denominator.

• Solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.

• Demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions.• Graph quadratic functions and determine the maxima, minima, and zeros of the function.• Understand the inverse relationship between exponents and logarithms and use this relationship to solve

problems involving logarithms and exponents.• Judge the validity of an argument according to whether the properties of real numbers, exponents, and

logarithms have been applied correctly at each step.• Know the laws of fractional exponents, understand exponential functions, and use these functions in

problems involving exponential growth and decay.• Use the definition of logarithms to translate between logarithms in any base.• Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to

identify their approximate values.• Students use properties from number systems to justify steps in combining and simplifying functions.



Algebra II HonorsMAG1C or MGE2C or MGH2C and/or with Teacher’s recommendation


MAH2C1 Credit

COURSE DESCRIPTION

The objectives of this course are to reinforce and expand topics from Algebra I and prepare students for Pre-Calculus (MPC4C). This course is intended to challenge mathematically gifted students to explore topics at a deeper level in addition to covering several topics not covered in regular Algebra 2 (MAG2C). The topics covered include elementary Algebra techniques, linear functions, matrices, quadratic functions, exponential functions, logarithmic functions, polynomial functions, complex numbers, rational and radical functions, sequences and series. Students develop skills in manipulating variables, sketching graphs with and without the use of calculators, deriving equations of functions from graphs or data, and transforming them into various forms. In addition, they investigate and evaluate different concept problems such as continuity and slopes of tangent lines of different graphs. Students engage in a variety of learning tasks such as discussions, and independent research. Various resources include graphing calculators, videos, and the Internet.


Grade 9 students may take this course and Honors Geometry concurrently. Successful completion enables them to enter the accelerated track for the Advanced Placement (AP) Mathematics course offered, and perhaps take the AP early in Grade 11.


• Solve equations and inequalities involving absolute value.• Solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or

with matrices.• Perform operations on polynomials, including long division.• Factor polynomials representing the difference of squares, perfect square trinomials, and the sum and

difference of two cubes.• Demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. • Add, subtract, multiply, and divide complex numbers.• Add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial

denominators and simplify complicated rational expressions, including those with negative exponents in the denominator.

• Solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.

• Demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a(x − b)2 + c.

• Graph quadratic functions and determine the maxima, minima, and zeros of the function.• Understand the inverse relationship between exponents and logarithms and use this relationship to solve

problems involving logarithms and exponents.• Judge the validity of an argument according to whether the properties of real numbers, exponents, and

logarithms have been applied correctly at each step.• Know the laws of fractional exponents, understand exponential functions, and use these functions in problems

involving exponential growth and decay.• Use the definition of logarithms to translate between logarithms in any base.• Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify

their approximate values.• Determine whether a specific algebraic statement involving rational expressions, radical expressions, or

logarithmic or exponential functions is sometimes true, always true, or never true.• Know the binomial theorem and use it to expand binomial expressions that are raised to positive integer

powers.• Find the general term and the sums of arithmetic series and of both finite and infinite geometric series.• Students use properties from number systems to justify steps in combining and simplifying functions.



Introduction to Pre-CalculusMAG2C or MAH2C with Teacher’s recommendation


MIP3C1 Credit

COURSE DESCRIPTION

The objectives of MIP3C are to emphasize the role of discrete mathematics and Trigonometry Pre-calculus. Students investigate properties of Sequences, Series, the Binomial Formula, and cover in more detail topics from Algebra II. Students will understand the connections between discrete and continuous linear, quadratic and exponential functions. These ideas are applied to real-world problems. In the second semester, students develop skills in applying trigonometry to situations involving triangles and explore real–world phenomena using the sine and cosine functions to understand the connections between trigonometric and circular functions. Students use circular functions to model periodic real world situations and apply general techniques


to trigonometric functions to solve trigonometric equations and verify trigonometric identities. Students engage in a variety of learning tasks such as discussions, group work, independent research, presentations, use of graphing calculators and computers in solving problems.


• Find the general term and the sums of arithmetic series and of both finite and infinite geometric series;• Use the summation formulas for arithmetic series and for both finite and infinite geometric series;• Understand the notion of angle and how to measure it, in both degrees and radians. They can convert between

degrees and radians;• Know the definition of sine and cosine as y-ad x-coordinates of points on the unit circle and are familiar with

the graphs of the sine and cosine functions;• Graph functions of the form f (t) = A sin(Bt + C ) + D or f (t) = A cos(Bt + C ) + D and interpret A,

B, and C and D in terms of amplitude, frequency, period, phase shift and vertical shift;• Know the definitions of the tangent and cotangent functions and can graph them;• Compute, by hand, the values of the trigonometric functions and the inverse trigonometric functions at various

standard points;• Solve trigonometric equations algebraically and graphically; • Use fundamental trigonometric identities to rewrite, simplify expressions; and • Be adept at using trigonometry in a variety of applications and word problems.



Applied MathematicsMAG2C with Teacher’s recommendation


MAM3C1 Credit

COURSE DESCRIPTION

Applied Math is a junior-level class. It introduces students to the vocabulary of household budgeting, travel expenses, conversions, investing, banking, credit, and insurance. The course reviews and strengthens algebra mechanics and problem-solving skills. Technology through calculators and computers are used to evaluate and interpret real world data to make decisions. All topics are application-based and use real-life scenarios. All assessments in this course will be projects and presentations. Students will have the opportunity to practice public speaking as well as other forms of communication such as writing business reports, making websites, or other publications. After successful completion of this course, students will be able to take Statistics in their final year.


• Understand that mathematics is a tool to communicate, make decisions, and predictions;• Understand the value and purchasing power of different currencies;• Appreciate the real-world proportionality of measurements;• Use the language of mathematics communicated through graphs;• Understand that mathematics is a tool to plan and execute a healthy diet and lifestyle;• Better understand their own bodies through mathematical measurements;• Understand how doctors use measurements track vital statistics;• Understand that mathematics is a tool to plan and execute a large-scale project such as building a house, going

to university, etc; and• Understand that mathematics is a tool to plan and execute daily activities such as cooking and budgeting in an

efficient way.

AssessmentStudents will be assessed according to their performance in projects, and portfolios and presentations.



Pre-CalculusMAH2C, MIP3C, or MAG2C with Teacher’s recommendation


MPC4C1 Credit

COURSE DESCRIPTION

The objectives of this course are to expose students to graphical, numerical, analytical and verbal representations of different functions. Students are exposed to polynomials, logarithmic, exponential, trigonometric, inverse trigonometric, piecewise, and vector-value functions. The concept of the function’s rate of change is introduced. Students develop skills in manipulating Algebra, properties of functions, the Algebra of function, the language of function (domain and range, odd, even, periodic, symmetry, zeros, intercepts etc.), reasoning about new functions derived from familiar ones via composition, inverse and arithmetic combinations, modeling a wide variety of functions and interpreting results and verify conclusions. They engage in a variety of learning tasks such as group work, individual and group presentations, and the preparation of a portfolio consisting of a combination of assignment projects. Various resources include websites, graphing software, and graphing calculators.


• Know the characteristics of and can graph quadratic, polynomial, logarithmic, exponential, circular, and trigonometric functions.

• Use trigonometric, exponential, polynomial, and rational functions to model real-life data.• Know how derivatives (rate of change) may be used in curve sketching, in the solution of maximum / minimum

problems and in developing the idea of instantaneous rate of change.• Apply simple transformations, including a • f (x) , f (x) + d , f (x + c), f (b • x), | f (x) |, f ( |x | ), f n(x),

1f (x) ,

f −1(x) to basic functions.• Perform operations including composition and decomposition on functions, find inverses and describe these

procedures and results verbally, numerically, algebraically, and graphically.• Investigate identities graphically and verify them algebraically, including logarithmic properties, trigonometric

identities, and exponential properties.• Work with vectors algebraically and graphically and can graph vector valued functions.• Apply sequences and series to solve problems including sums, binomial expansion, binomial theorem, combinations

and Pascal’s Triangle.



StatisticsMAM3C with Teacher’s recommendation


MST4C1 Credit

COURSE DESCRIPTION

This is an Algebra-based course that covers basic statistical concepts and techniques. It is designed to provide students with a foundation in core statistical topics such as descriptive statistics, probability, estimation, hypothesis testing, and linear regression. Students use statistical methods to interpret real life data from newspapers, magazines and other sources. Students are expected to know how to use computer software for graphing, worksheets and presentation (e.g. MS Office software). Projects require students to work collaboratively to discuss problems, analyze data, and propose solutions.


• Identify the way technology is utilized to handle large data sets or complex, real life questions;• Organize and describe of data sets;• Utilize of data to predict the probability that an event will occur.• Create and utilize of probability distributions;


• Recognize normal distributions and how to use their properties in real-life applications;• Make meaningful estimations of population parameters utilizing confidence intervals;• Test a claim about a parameter;• Test a hypothesis that compares two populations; and• Describe and test the significance of relationships, between two variables when data are presented as ordered pairs.



AP StatisticsMCA5C or MAB5C with Teacher’s recommendation


MST5C1 Credit

COURSE DESCRIPTION

The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

Learner OutcomesStudents should be able to …

• Describe patterns and departures from patterns;• Plan and conduct a study;• Explore random phenomena using probability and simulation;• Estimate population parameters and test hypotheses.

Topic Outline for AP StatisticsI. Exploring Data

• Constructing and interpreting graphical displays of distributions of univariate data• Summarizing and comparing distributions of univariate data• Exploring bivariate and categorical data

II. Sampling and Experimentation• Planning and conducting surveys and experiments using appropriate methods of data collection• Generalizability of results and types of conclusions that can be drawn from observational studies,

experiments, and surveysIII. Anticipating Patterns

• Exploring random phenomena using probability and simulation• Combining independent random variables• The normal distribution• Sampling distributions

IV. Statistical Inference• Estimating population parameters and testing hypotheses• Tests of significance




AP Calculus ABMPC4C (min. 75%) and/or Teacher’s recommendation


MAB5C1 Credit

COURSE DESCRIPTION

This course prepares students for the Advanced Placement (AP) Calculus AB examination. It familiarizes students with graphical, numerical, analytical and verbal representations of different functions and the connections among those representations. Students learn the meaning of the derivative in terms of a rate of change and local linear approximation and will be able to use derivatives to solve a variety of problems.

Students should be able to use different definitions of the derivative, estimate derivatives from tables and graphs, and apply various derivatives rules and properties. In addition, students should be able to solve separable differential equations, understand and be able to apply the Mean Value Theorem, and be familiar with a variety of real-world applications including related rates, optimization, and growth and decay models.

They also learn the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of rate of change and will be able to use integrals to solve a variety of problems. The relationship between the derivative and the integral as expressed in both parts of the Fundamental Theorem of Calculus are also studied. Students should be able to work with and analyze functions defined by an integral.

Students develop skills in using technology to help solve problems, and experiment, interpret results and verify conclusions. They also develop an awareness of the applications of Calculus in the field of Engineering, Physics, and Biology. Students engage in a variety of tasks such as group work, individual and group presentations, and preparation of a portfolio (combined assignment projects) and practice through homework. Various resources include websites, graphing software, and graphing calculators and Course compass (interactive online textbook).


• Work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal and understand the connections between these representations.

• Compute limits of functions and prove the existence of limits.• Identify continuous functions.• Apply the definition of derivative and compute derivatives of algebraic, logarithmic, exponential and

trigonometric functions using the product, quotient, and chain rules.• Sketch curves by applying the first and second derivative tests and characteristics derived from the first and

second derivative.• Apply the derivatives to related problems, relative extrema problems and applications in rectilinear and plane

motion.• Find anti-derivatives of functions.• Use the fundamental theorem of Calculus to evaluate integrals.• Apply integration to problems following the law of natural growth and decay, to find the areas of region, and to

compute the volumes of solids of revolutions.• Compute integrals using integration by substitution and by estimating finite sums.• Solve separable differential equation by integration.

AssessmentStudents will be assessed according to their performance in chapter tests, quizzes, homework, projects, as well as final exam.



AP Calculus BCMPC4C (min. 85%) and/or Teacher’s recommendation


MCA5C2 Credits

COURSE DESCRIPTION

This course prepares students for the Advanced Placement (AP) Calculus BC examination. It familiarizes students with graphical, numerical, analytical and verbal representations of different functions and the connections among those representations. Students learn the meaning of the derivative in terms of a rate of change and local linear approximation and will be able to use derivatives to solve a variety of problems. They also learn the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of rate of change and will be able to use integrals to solve a variety of problems. The relationship between the derivative and the integral as expressed in both parts of the Fundamental Theorem of Calculus are also studied.

The AP Calculus BC curriculum includes the study of series of numbers, power series, and various methods to determine convergence or divergence of a series. Students should be familiar with Maclaurin series for common functions and general Taylor series representations. The students will use these representations to approximate an arbitrary function near a specific value. Other topics include radius and interval of convergence and operations on power series.

Students develop skills in using technology to help solve problems, and experiment, interpret results and verify conclusions. They also develop an awareness of the applications of Calculus in the field of Engineering, Physics, Biology and areas such as Business and Economics. Students engage in a variety of tasks such as group work, individual and group presentations, and preparation of a portfolio (combined assignment projects) and practice through homework. Various resources include websites, graphing software, and graphing calculators and Course compass (interactive online textbook)

- - - I T I S IMPOR TANT T O NO TE THAT TH IS I S A DOUBLE CRED I T COURSE - - -


• Work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal and understand the connections between these representations.

• Compute limits of functions and prove the existence of limits.• Identify continuous functions.• Apply the definition of derivative and compute derivatives of algebraic, logarithmic, exponential and

trigonometric functions using the product, quotient, and chain rules.• Sketch curves by applying the first and second derivative tests and characteristics derived from the first and

second derivative.• Apply the derivatives to related problems, relative extrema problems and applications in rectilinear and plane

motion.• Find anti-derivatives of functions.• Use the fundamental theorem of Calculus to evaluate proper and improper integrals.• Apply integration to problems following the law of natural growth and decay (logistic growth), to find the areas

of region, and to compute the volumes of solids of revolutions and find the length of a smooth curve specified parametrically.

• Compute integrals using integration by substitution and by estimating finite sums.• Solve separable differential equation by integration and by estimating particular solutions using the Euler’s

method.• Manipulate the Taylor Series and shortcuts to compute the Taylor Series, including differentiation, anti-

differentiation and the formation of a new series from a known series.• Explore the convergence or divergence of a series of non-negative terms using different tests.• Explore the alternating series with the error bound.• Sketch the graph and analyze an equation in polar co-ordinates and calculate the area.



5

SCIENCE


The goal of the Science Department at AIS is to prepare students to meet the demands of an advancing technological world. We are committed to strengthening our students’ knowledge and appreciation of Science, so they can both contribute to and benefit from the ever-advancing technological and scientific world. During the course of learning Science, students will acquire and continually develop skills that enable them to become competent and independent thinkers, enabling them to solve problems in a logical way. Students will become more aware of the social, economic, environmental and technological applications of Science in today’s world. Students will be provided with appropriate and challenging scientific experiences, which will prepare them for future academic studies and career development.

COURSE SELECTION

To receive a diploma, a student must successfully complete at least four High School Science credits. Students entering High School will be expected to complete Grade 9 Life Science followed by a course in Grade 10 Physical Science. The Life Science and Physical Science courses are based on the Next Generation Science Standards and incorporate STEM based elements which are designed to build on the program students covered in Middle School and prepare students for specialization into Chemistry, Biology and/or Physics.

After successful completion of the Life Science and Physical Science courses, students have the option of Pre-AP level courses in Biology and Chemistry. On successful completion of Pre-AP courses students may take the Advanced Placement courses in the same discipline. For Physics there is no Pre-AP level course. There are two AP Physics courses, Physics 1 and Physics 2, which may be taken in consecutive years. A select few Grade 9 students who have proven to be in possession of exceptional ability in Science and are academically proficient in other subjects may be offered the chance to enroll in a Pre-AP Biology or Pre-AP Environmental Science after completion of SLS1C. Taking this Pre-AP course should be done alongside completing the Grade 10 Physical Science course. This is only offered to students with the Science teachers’ recommendation and the Head of Science’s approval.

SCIENCE COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

SBH4C SBI5C

SCH4C SCH5C

SLS1C SPS2C SIC3C SEN4C SPB5C

SPA5C

SEN5C



Life ScienceNone


SLS1C1 Credit

COURSE DESCRIPTION

This Life Science course will enable students to investigate and analyze life science principles and their effects on our everyday life. It presents and develops all major scientific themes by encouraging critical thinking through the use of the scientific process. This is a mandatory course. The concepts and skills developed are essential for basic literacy and further science study.


• Develop an understanding of the major themes of science to include: Macromolecules, Photosynthesis and Respiration, Ecology, Energy, Homeostasis, and Heredity.

• Develop skills in laboratory work, problem solving and critical thinking.• Develop an appreciation of the roles of scientific principles in everyday life.

AssessmentThe course will be assessed in a variety of areas in order to encompass the different learning styles of students. These include:

• Project• Homework• Unit tests• Labs• Final exam


Physical ScienceSLS1C


SPS2C1 Credit

COURSE DESCRIPTION

This Physical Science course will enable students to investigate and analyze physical science principles and their effects on our everyday life. It presents and develops all major scientific themes by encouraging critical thinking through the use of the scientific process. This is a mandatory course. The concepts and skills developed are essential for basic literacy and further science study.


• Develop an understanding of scientific methods;• Plan scientific investigations and write high-quality lab reports;• Refine and further develop problem solving and critical thinking skills;• Understand the importance of critical and reflective learning strategies; and• Develop an understanding of the following themes: Motion and Forces, Matter, Energy, Earth, Reactions,

Waves, Applications of Chemistry and Space.


• Project• Homework• Unit tests• Labs• Final exam



Science In ContextSPS2C and/or Teacher’s recommendation


SIC3C1 Credit

COURSE DESCRIPTION

The course is designed for students who want to explore how scientific principles and ideas are applied in certain contexts of our society. Specifically, they will gain a general understanding of how science plays an essential role in the area of food production, environmental changes and crime scene investigation. In addition, students have the opportunities to explore other science topics of their personal interest. The course is designed to be interdisciplinary, project-based, and interest-driven in nature, and is suited to students who are inquisitive and self-motivated.


• Describe and apply the general Science principles in the following areas of real life scenarios: Food, the Environment and Law enforcement

• Investigate in groups specific scientific fields e.g. Food Chemistry, Biotechnology , Ecology, Ballistics, DNA fingerprinting, Forensic Science

• Create and develop a project individually based on a topic in science of personal interest.


• Projects• Exhibition work, and Presentations• Homework

• Labs• Unit tests


Pre-AP BiologySLS1C and/or Teacher’s recommendation


SBH4C1 Credit

COURSE DESCRIPTION

This course examines how life adapts and responds to environmental conditions, both within a single lifetime and over the history of life on Earth. Students will investigate the major biological principles and theories that relate to these concepts in a wide variety of methods, including independent and group investigations, laboratory exercises, classroom discussions, peer education, and others. Students will further refine their laboratory investigation skills. This course is a prerequisite to AP Biology.

Learner OutcomesUpon completion of this course students should acquire knowledge and develop an understanding of:

• Evolution• Biochemistry• Population Dynamics• Homeostasis• Plant and Anatomy & Physiology• Animal Anatomy & Physiology• Bioethics


• Projects• Homework• Labs

• Unit tests• Final exam



Pre-AP ChemistrySPS2C and/or Teacher’s recommendation


SCH4C1 Credit

COURSE DESCRIPTION

The objectives of this course are to expose students to the empirical world, develop curiosity, and make scientific investigations through Chemistry. This course prepares students to observe objectively, solve problems, and to think scientifically and independently as well as to make rational inferences. Students are encouraged to develop skills in interpreting experimental data and observations, communicate and process write using the language of Chemistry, make decisions and value the decisions of others. Students engage in projects, laboratory investigations, individual assignments and presentations. This course is a prerequisite to AP Chemistry.


• Chemistry theories, laws, concepts, and chemical phenomena.• The use of Chemistry language and terminology.• Chemistry applications in real life situation.


• Mid Term Project • Homework: Assessed formatively • Labs

• Unit tests• Final exams


Pre-AP Environmental ScienceSLS1C and/or Teacher’s recommendation


SEN4C1 Credit

COURSE DESCRIPTION

This course provides an introduction to the interrelationships of the natural world and an appreciation of how the Earth operates as a complex system. Students focus on the relationship between people and the environment, identify and evaluate associated environmental problems, and discuss possible solutions. They also learn to appreciate the structure of our environment and how fragile it becomes, due to human activities.

Students expand upon basic scientific concepts and further develop analytical and critical thinking skills. Laboratory and fieldwork are an important part of the course. Students study the diversity of ecosystems such as the mangroves in Hong Kong and the impact of human activities on such ecosystems. Fieldwork allows students to practice skills in problem solving, experimental design, and interpreting data beyond the confines of the classroom.


• The Earth as a physical system and our place in the living world.• The vast number interactions between biotic and abiotic components of the ecosystem. • The impact of human activity on the environment and its relation to population size, economic factors and

industrial requirements.• The topical environmental issues such as conservation and management of resources.


• Projects • Homework • Labs

• Unit tests• Final exams



AP BiologySBH4C and/or Teacher’s recommendation


SBI5C1 Credit

COURSE DESCRIPTION

This course is intended for students who wish to study Biology at a level comparable to a first year college course. It is a comprehensive survey of general biology that includes biochemistry, cellular biology, molecular genetics and heredity, biotechnology, diversity, structure and function of organisms, ecology and evolution, and links these topics into a unified conceptual framework. Hands-on projects and experimental lab exercises are a vital part of this experience. Students will be asked to take on a great deal of responsibility for their own learning. Certain sections of the course will not be covered during class but may be assigned as vacation reading over winter and spring break. Students are required to take the AP Biology exam at the end of the course.


• Develop a deeper understanding of biological concepts and themes learnt in previous courses.• Demonstrate an understanding of the principle concepts within the following topics: molecular and cellular

characteristics of living things, structure and function in plants and animals, genetics, evolution, plant and animal diversity and principles of classification, ecological relationships and animal behavior.

• The students should be able to see the place of each topic covered within the broader context of unifying themes.• Develop the background and skills needed to succeed in college level Biology classes and begin developing a

foundation upon which to build future scientific endeavors.

AssessmentStudents will be required to take a mandatory mock exam in February and April. Grading will be based upon AP-level essays, core laboratories/projects and unit tests throughout the year. After the AP exam students will work on extended project/portfolio/design work.

The course will be assessed in a variety of areas in order to encompass the different learning styles of students. These include:

• Projects • Homework • Labs

• Unit tests• Mock exams


AP ChemistrySCH4C and/or Teacher’s recommendation


SCH5C1 Credit

COURSE DESCRIPTION

This class emphasizes the use of technology and advanced experimental techniques to explore scientific materials. It will provide students with a background in chemistry that will be needed for specialized studies, including college-level chemistry courses. Basic concepts of nomenclature and stoichiometry are reviewed to help provide background for lab experiments performed. In-depth studies include analytical chemistry techniques, solutions, equilibria, thermochemistry, kinetics, electrochemistry, and organic chemistry. The curriculum is based upon those topics and skills recommended by the College Board for the Advanced Placement Chemistry program, and have been updated to reflect the changes to the program.


• Chemistry theories, laws, concepts, and chemical phenomena in great detail.• The advanced use of Chemistry language and terminology. • Advanced chemistry applications in real life situations.• Design and analysis of scientific investigations.

AssessmentThe course will be assessed in a variety of areas in order to encompass the different learning styles of students.


These include:• Projects • Homework : Assessed formatively• Labs

• Unit tests• Mock AP exams


AP Physics 1SPS2C with MPC4C, and/or Teacher’s recommendation


SPA5C1 Credit

COURSE DESCRIPTION

AP Physics 1: Algebra-based are the equivalent of the first semesters of introductory, algebra-based college courses. AP Physics 1 is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills.

Learner OutcomesThe course is based on six big ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world.

Upon completion of this course students should acquire knowledge and develop an understanding of the following six big ideas:

• Objects and systems have properties such as mass and charge. Systems may have internal structure;• Fields existing in space can be used to explain interactions;• The interactions of an object with other objects can be described by forces; • Interactions between systems can result in changes in those systems;• Changes that occur as a result of interactions are constrained by conservation laws; and • Waves can transfer energy and momentum from one location to another without the permanent transfer of

mass and serve as a mathematical model for the description of other phenomena.

AssessmentThis course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. The course will be assessed in a variety of areas in order to encompass the different learning styles of students. These include:

• Projects • Homework : Assessed formatively• Labs



AP Physics 2SPA5C with MPC4C, and/or Teacher’s recommendation


SPB5C1 Credit

COURSE DESCRIPTION

AP Physics 2 is an algebra-based, introductory college-level physics course that explores topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills.

Learner OutcomesStudents explore principles of fluids, thermodynamics, electricity, magnetism, optics, and topics in modern physics. The course is based on seven big ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world.


Upon completion of this course students should acquire knowledge and develop an understanding of the following seven big ideas:

• Objects and systems have properties such as mass and charge. Systems may have internal structure;• Fields existing in space can be used to explain interactions; • The interactions of an object with other objects can be described by forces; • Interactions between systems can result in changes in those systems;• Changes that occur as a result of interactions are constrained by conservation laws;• Waves can transfer energy and momentum from one location to another without the permanent transfer of

mass and serve as a mathematical model for the description of other phenomena; and• The mathematics of probability can be used to describe the behavior of complex systems and to interpret the

behavior of quantum mechanical systems.

AssessmentThis course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. The course will be assessed in a variety of areas in order to encompass the different learning styles of students. These include:




AP Environmental ScienceSIC3C and/or Teacher’s recommendation


SEN5C1 Credit

COURSE DESCRIPTION

The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them.

The laboratory and field investigation component will allow students to learn about the environment through firsthand observation. Experiences both in the laboratory and in the field provide students with important opportunities to test concepts and principles that are introduced in the classroom, explore specific problems with a depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist in the “real world”.

Students will be attending SEN4C classes and will need to complete additional independent study units to be prepared for the AP Environmental Science exam in May of 2018.


• Earth Systems and Resources• The Living World• Population• Land and Water Use• Energy Resources and Consumption• Pollution• Global change






Through the study of Humanities and Social Studies courses, students will come to recognize the growing inter-connectedness of our world. In each grade from G9-10, students broaden their content knowledge as they apply the following perspectives to frame their analyses and discussions: geographical, sociological, historical, political, and economical. To support their critical thinking, students will develop competency in their reading and writing.

At the Grade 11 and Grade 12 stage students are offered the opportunity to take Global Perspectives, United States History or Pre-AP and Advanced Placement courses in World History and/or Psychology. Alternatively, there are options to directly enter AP courses in Microeconomics or Macroeconomics. AP courses are first year University level courses audited by the College Board, which require students to sit an external examination in May, and can earn successful students University course credit.

CURRICULUM AND CONTENT STANDARDS

The Humanities and Social Studies Department has adopted the National Curriculum Standards for Social Studies (NCSS). The Advanced Placement (AP) and Pre-AP courses will use the Standards designed by the College Board curriculum that are applicable for their more specialized content.

COURSE SELECTION

To graduate with a High School Diploma from A.I.S., a minimum of 4 credits in Humanities & Social Studies are required. A credit in United States History (HUS4C) is recommended for students wishing to attend an American university.

HUMANITIES & SOCIAL STUDIES COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

HSS1C HAS2C HWH3C HWH5C

HUS4C

PSY3C PSY5C

HEI5C

HGP3C HEA5C

6

HUMANITIES & SOCIAL STUDIES



Social Studies I None


HSS1C1 Credit

COURSE DESCRIPTION

This course aims to introduce the student to basic concepts in Humanities & Social Studies courses. Within the context of world history, students will develop their independent and cooperative learning strategies as they explore the geographic, political, social, economic and historical content in the modern era, from the Industrial Revolution to World War I (late 18th to early 20th centuries).

Learner Outcomes Upon completion of this course students should be able to:

• Acquire knowledge and understanding about the common issues and subsequent changes that have shaped our early modern world.

• Analyze the connection between our environment and the development of technology with the development of world civilizations.

• Develop effective reading, writing and critical thinking skills using historical sources to support reasoned responses.

• Develop valid and informative research and presentation skills.• Develop skills in writing historical essays.

AssessmentEach unit in HSS1C is preceded by online quizzes used a means for students to gain a prior knowledge of unit content and key concepts. Once each unit begins assessment targets the application of these key concepts as well as document analysis skills within the content. Students will demonstrate their abilities through a mixture of written, audio/visual and quiz formats with a heavy focus on primary source documents.


American StudiesHSS1C or equivalent


HAS2C1 Credit

COURSE DESCRIPTION

This course will look at the founding and growth of the United States as an independent nation from the arrival of the first Europeans until the creation of the first constitutional government. This first government set out to have a nation which promoted the idea that all people are created equal and free. We will evaluate the reality and practice of what equal and free mean from the creation of the constitution until modern day America. This course will continue to develop students’ skills pertinent to the study of other Social Studies courses. Through a political, economic, historical and particularly social and cultural lens we will investigate the treatment of minorities in society, such as, but not limited to, Native Americans, African Americans, and Women.


• Understand how the United States was founded and its government created. • Understand that freedom and equality can be interpreted in different ways.• Understand that people have different experiences under the same government system. • Further develop effective reading, writing and critical thinking skills using historical sources to support

reasoned responses.• Continue to develop valid and informative research and presentation skills.

Assessment• DBQ Essays• Quizzes and Tests• Presentations• Debates

• Projects• Simulations• Discussions and class activities



Global PerspectivesHAS2C or equivalent, or HSS1C with Teacher’s rec.


HGP3C1 Credit

COURSE DESCRIPTION

Because of globalization, youth today are exposed to a more diverse array of cultural influences than any previous generations. Historically, differences along lines of race, class, ethnicity, and gender have made it difficult to recognize shared values; now more than ever, it is important that humanity overcomes these constructed boundaries. Students will be introduced to cultural studies and ways to meaningfully conceptualize characteristics of societies and individual identities. The knowledge, skills, and dispositions herein involve a multidisciplinary study, providing students with subject orientation in the fields of geography, civics, history, economics, political science, anthropology, sociology, and environmental studies. Given the current global challenges of the 21st century, this course enables students to deeply investigate how individuals, groups, and societies make decisions and act in response to complex, global issues.


• Have an analytical, evaluative grasp of global issues and their causes, effects and possible solutions.• Enquire into and reflect on issues independently and in collaboration with others from a variety of

different cultures, communities and countries.• Consider important issues from personal, local/national and global perspectives and understand the links

between them.• Critically assess the information available to them and make judgments.• Can support judgments with lines of reasoning.

Assessment• Formative and Summative assessments• Debates and simulations• Case Studies

• Essays • Presentationss


Pre-AP World HistoryHAS2C (min. C grade) or HSS1C with Teacher’s rec.


HWH3C1 Credit

COURSE DESCRIPTION

This course will be the next step toward the Advance Placement courses, it will develop the skills needed to be successful in the AP courses such as: essay writing, in-depth reading skills, and time management. This course will build on the development and importance of political, cultural and economic trends that have led to the increasing connectedness in the modern world. Students will be expected to demonstrate their independent and cooperative learning strategies in order to support their factual knowledge and conceptual understanding of the major themes of history. This course will take in-depth look at world events from post-WWI to today.


• Further develop effective reading, writing and critical thinking skills using historical sources to support reasoned responses.

• Continue to develop valid and informative research and presentation skills.• Develop skills in writing historical essays. • Analyze the connection between the environment, the development of technology, and the development of

world civilizations. • Acquire knowledge and understanding about the major changes and common issues that have impacted world history.

Assessment• Formative quizzes • Research projects and presentations • Document-Based Question (DBQ), Comparative, and Change-Over-Time essays



Pre-AP PsychologyHAS2C or HSS1C with Teacher’s recommendation


PSY3C1 Credit

COURSE DESCRIPTION

The objective of this course is to study human behavior and to determine the inner forces or motivations that produce certain feelings and actions in individuals. The objective is to enable students to better understand themselves, their lives, and the communities that surround them. Key topics include: Psychological Research, Biological Psychology, Gender and Sexuality, Human Development, Abnormal Psychology, and Social Psychology. The focus is on the scientific approach to understanding behavior and the study of the six contemporary psychological perspectives.


• Understand the historical background of psychology, what psychology is, and what psychologists add to our existing body of knowledge.

• Be able to describe and evaluate the main contemporary perspectives in psychology.• Be able to describe the scientific study of psychology and how it relates to research.• Understand the connection between the body and the mind, including how biology affects both behavior

and mental processes and how people experience the world around them.• Be able to trace the individual’s development from infancy through childhood, adolescence, adulthood,

and to death.• Understand the evolutionary foundation of sexuality and explain the differences in sexual orientations

from a biological perspective.• Explain the symptoms and causes of major psychological disorders.• Understand the field of social psychology, the effects of our attitudes and the way we see the world and the

people in it.

AssessmentThe students will gain knowledge through a process of student-directed and teacher directed skill-based activities. The student will be assessed through chapter and unit tests and final examinations, written assignments, essays, reading assignments, and research based projects.


United States HistoryHAS2C, HGP3C or equivalent


HUS4C1 Credit

COURSE DESCRIPTION

This is a senior level course that aims to advance the students’ knowledge and understanding of American history. The course content will begin in the post-civil war period, exploring the social, political, and economic themes throughout the late 19th and 20th centuries.

Learner OutcomesStudents should:

• Further develop effective reading, writing and critical thinking skills using historical sources to support reasoned responses

• Continue to develop valid and informative research and presentation skills• Develop skills in writing historical essays• Acquire knowledge and understanding about the major changes and issues that run through the development

of America’s history• Analyze the physical features of the Americas, and the structures of the American governmental system• Explain the economic development of, and current economic issues facing, the United States• Evaluate the nature of American culture and its impact on the world today

Assessment• Formative quizzes • Research projects and presentations

• Document-Based Question (DBQ), Comparative, and Change-Over-Time essays



AP World HistoryHWH3C or equivalent (min. C grade) and/or Teacher’s recommendation


HWH5C1 Credit

COURSE DESCRIPTION

This course culminates in the College Board Advanced Placement (AP) Examination. Through the study of political, economic and social systems over time, students will develop greater understanding of innovation and diffusion processes between different types of human societies. In addition to a chronological framework, ranging from 8000 B.C.E. to the present, this course will apply thematic perspectives that will support critical analysis. Due to the extensive amount of required reading in this course, students will need a high level of proficiency in English. In addition, students will be expected to demonstrate their independent and cooperative learning strategies in order to support their understanding of a vast amount of factual knowledge and concepts that will be explored in this course. Prior teacher approval is required for registration in this course.


• Understand and evaluate diverse interpretations of different events or issues from world history. • Build upon the foundations developed in other courses to master content understanding of world history (8000

B.C.E. – Present). • Use evidence to make plausible historical arguments. • Understand, Interpret and Use documents to analyze point of view or bias, and write historical arguments

based on primary source evidence. • Assess and analyze issues of change and continuity over time in world history.

AssessmentStudents should plan to take two external tests: the AP World History College Board Exam and the World History SAT II subject test.

• Formative quizzes • Class participation in Moodle

(for online forum discussions etc.) • Document-Based Questions, Comparative analysis and Change-Over-Time essays• Mock AP examination• Final Project and Presentation


AP MicroeconomicsHAS2C or equivalent (min. C grade) and/or Teacher’s recommendation


HEI5C1 Credit

COURSE DESCRIPTION

Microeconomics is a course designed to provide students with a thorough understanding of the principles of economics as they apply to individual decision-making units, including individual households and firms. Students taking the course will spend time examining the theory of consumer behavior, the theory of the firm, and the behavior of profit-maximizing firms under various market structures. They will evaluate the efficiency of the outcomes with respect to price, output, consumer surplus, and producer surplus. Students will have an opportunity to examine the behaviors of households and businesses in factor markets, and learn how the determination of factor prices, wages, interest, and rent influence the distribution of income in a market economy. Students will also consider instances in which private markets may fail to allocate resources efficiently and examine various public policy alternatives aimed at improving the efficiency of private markets. This junior/senior level course will offer a survey of challenging economic concepts that will prepare students to take the College Board AP Microeconomics exam at the end of the year.


• Develop presentation skills, and strategies for active reading.• Participate in simulations for understanding different economic perspectives.


• Correctly analyze visual representations of theoretical economic models.• Correctly define and apply economic terms.• Predict theoretical outcomes drawing or referencing economic models.

AssessmentStudent assessment will include:

• Formative quizzes• Chapter tests• Case Studies• Presentations

• Group projects• Individual assignments• Mock AP examination• Final Project and Presentation


AP MacroeconomicsHEI5C or equivalent (min. C grade) and/or Teacher’s recommendation


HEA5C1 Credit

COURSE DESCRIPTION

This course culminates in the College Board Advanced Placement (AP) Examination. Advanced Placement Macroeconomics is a course designed to provide students with a thorough understanding of the principles of economics in examining aggregate economic behavior. Students taking the course can expect to learn how the measures of economic performance, such as GDP, inflation and unemployment, are constructed and how to apply them to evaluate the macroeconomic conditions of an economy. Students will also learn the basic analytical tools of macroeconomics, primarily the aggregate demand and aggregate supply model and its application in the analysis and determination of national income, as well as evaluating the effectiveness of fiscal policy and monetary policy in promoting economic growth and stability. Recognizing the global nature of economics, students will also have ample opportunities to examine the impact of international trade and international finance on national economies. Various economic schools of thought are introduced, and various solutions to economic problems are considered.


• Develop presentation skills, and strategies for active reading.• Participate in simulations for understanding different economic perspectives.• Correctly analyze visual representations of theoretical economic models.• Correctly define and apply economic terms.• Predict theoretical outcomes drawing or referencing economic models.

Assessment• Formative quizzes• Chapter tests• Case Studies• Presentations

• Group projects• Individual assignments• Mock AP examination• Final Project and Presentation


AP PsychologyPSY3C (min. C grade) and/or Teacher’s recommendation


PSY5C1 Credit

COURSE DESCRIPTION

This course prepares students for the Advanced Placement (AP) Psychology examination. Students will be introduced to the systematic and scientific study of the behavior and mental processes of human beings and other animals.

This course is an in-depth continuation of introductory course (PSY3C) with a strong emphasis on developmental and abnormal psychology, the treatment of psychological disorders, and social psychology.


Preference is given to students earning a “B”, or higher, in the introductory class. Prior teacher approval is required for registration in this course.


• Understand, comprehend and evaluate cognitive, behavioral, and family systems• Review methods, approaches and history of Psychology• Explore and analyze in depth emotional and behavior disorders such as anxiety, psychological and physical

stress, mood, personality, substance use, and gender disorders• Discuss, analyze and evaluate psychological disorders and the treatment of psychological disorders• Review, analyze and discuss learning, cognition, motivation and emotion. • Learn about the various aspects of the human personality, including how and why a person experiences

emotions, the theories and psychological tests related to personality development, and the effect of cultural gender roles on an individual’s attitudes and behavior

• Understand aspects of physical and psychological health, including how an individual’s health is related to stress, the various types of psychological illness, and the treatment methods that attempt to improve an individual’s psychological well-being

• Have an understanding of the learning and thinking processes of the human mind, including the role of memory, language, and intelligence

Assessment• Formative quizzes • Chapter tests• Presentations• Small and large group participation

• Case studies• Mock AP examination• Final project & presentation• Self-evaluation


7

WORLD LANGUAGES


As nations become increasingly interdependent, the need for effective communication and sensitivity to other cultures becomes more important. As individuals, we must be culturally and linguistically prepared to participate in a global society.

Through practical performance, students have the opportunity to develop the necessary language skills that will enable them to better adapt to the demands of the changing global community. The study of Chinese, Spanish and French enhances divergent thinking and motivates students to think independently. It cultivates intellectual abilities, skills and attitudes.

COURSE SELECTION

In order to graduate with a High School Diploma, students must successfully complete two credits in World Languages. These credits must be in the same Language (i.e. both in Mandarin, Spanish or French). Students are not allowed to switch courses (i.e. FLM1C- FLF1C/ FLF2C- FLS1C) until the completion of two credits. Students should not take a World Language course in their first / native language. Students learning Mandarin (Putonghua) will learn to write using simplified characters.

Our World Languages courses are designed using the American Council on the Teaching of Foreign Language (ACTFL) Standards. We focus equally on developing students skills in Speaking, Listening, Reading and Writing. Students will also learn about the culture and traditions of the native country for the language being learned.

The suggested prerequisites for each language subject are stated below:

WORLD LANGUAGES COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

WLF1C WLF2C

WLM1C WLM2C WLM3C WLM4C WLM5C

WLS1C



French INone


WLF1C1 Credit

COURSE DESCRIPTION

The objectives of this course are to introduce French language and culture, and to present both spoken and written French as a means of interpersonal communication to non- native students who do not have any or acquired novice (low) level of listening, speaking, reading or writing French skills. Language learning is built around everyday situations. Students develop skills in listening, speaking, reading and writing. Vocabulary, grammar and its structures are introduced using themes such as school, daily home life, family relationships, sports, hobbies and shopping. A variety of learning tasks are presented through communication activities including discussions, role-plays, group work, individual writings, and oral presentations that focus on these specific themes are conducted. Resources include course book, videos, visuals, and reading materials.


• Acquire vocabulary for greetings, introductions and partings.• Describe personal details, daily routines, home and family.• Become familiar with the French school system and its subjects.• Talk about the days of the week, seasons, weather and other general topics.• Describe relationships with other people.• Learn about the café culture in France, recognize and express likes and dislikes, and desire for items on a

simple menu.• Learn about food and drink, telling others what they would like to eat / drink, and refusing food / drinks.• Describe the color of clothing they and others are wearing, and express their preferences.

AssessmentAssessment will focus on communicative and writing activities, such as listening exercises, role-plays, dictations, spelling, unit tests, quizzes, weekly journal, unit tests, and performance based tasks.


French IIWLF1C or equivalent


WLF2C1 Credit

COURSE DESCRIPTION

The objectives of this course are to enable students to further develop their French skills through emphasizing learning language structure, comprehension, and the use of the language for oral communication. Students develop skills for interpretive reading, process writing, as well as listening and speaking in French. Students engage in a variety of learning tasks such as discussions, role-plays, communicative activities, presentations and writing. Resources include course books, videos, advertisements, and a variety of reading materials, short stories, and CDs.


• Ask for and give information about directions.• Learn about various means of transportation (train, bus, plane, and subway).• Describe where they live in detail and provide information about the rooms of the house, furniture and

appliances as well as their location.• Tell what happen using different forms of the past tense.• Learn about health and welfare.• Acquire vocabulary to describe movies, music and books.• Talk about vacation experiences (beach vacations, skiing, camping etc.) and travel arrangements, and how to

pack a suitcase/ backpack.

AssessmentAssessment will focus on communicative and writing activities, such as listening exercises, role plays, unit quizzes, weekly journal, essays, unit tests, performance based tasks, projects and a final exam.



Mandarin INone


WLM1C1 Credit

COURSE DESCRIPTION

The objectives of this course are to introduce Chinese language and culture, and to present both spoken and written Chinese as a means of interpersonal communication to non- native students who do not have any or acquired novice (low) level of listening, speaking, reading or writing Mandarin skills.

Language learning is built around everyday situations. Students develop skills in listening, speaking, reading and writing. Vocabulary, grammar and its structures are introduced through themes such as greetings, time and the date, family, school and schedule. A variety of learning tasks are presented through communication activities including discussions, role-plays, group work, individual writing and assignment, individual and group presentations that focus on these specific themes are conducted. Resources include course book, visuals, and CD and reading materials.


• Understand and write Hanyu Pinyin including the 4 tons of Chinese characters• Recognize and write Chinese characters of specific units • Construct simple sentences by making use of the vocabulary and grammar structures of specific units• Express greetings, numbers, money, dates and time. • Talk about their family, school, friends, hobbies, and their studies. • Write simple narrative paragraph, situational dialogue and note in Chinese. • Translate simple sentences (paragraph) from English into Chinese or from Chinese into English.• Acquire an understanding of the Chinese culture

AssessmentAssessment will focus on communicative and writing activities, such as workbook and character workbook, role play, group discussion, translation, turning dialogue into narration, making up story or conversation, listening and oral test, dictation, unit quizzes, and performance based tasks.


Mandarin IIWLM1C or equivalent


WLM2C1 Credit

COURSE DESCRIPTION

The objectives of this course are to continue developing students who have acquired novice (mid-high) level of listening, speaking, reading or listening Mandarin skills through the emphasis of learning language structure, comprehension, and the use of the language for oral and written communication. Students develop skills for interpretive reading, composition writing, as well as listening and speaking in Mandarin. Students engage in a variety of learning tasks such as discussions, role-plays, communicative activities, presentations and writing. Resources include a variety of reading materials, course books, and CDs.


• Make use of the vocabulary and grammar structures in their writing. • Construct simple and compound sentence with coordinate clause and metaphor• Describe how the people spend one’s vacation and tell about the leisure activities and preferences• Talk and write about information about school day• Briefly describe the lives of people living in the cities in China• Talk about relative location of rooms, furniture, and other household items in a home• Exchange information about the relative locations of rooms and furniture• Read and understand simple story, summarize the story by making use of dictionary or teacher’s help• Develop a better understanding of the Chinese culture


AssessmentAssessment will focus on communicative and writing activities, such as workbook and character workbook, role-play, group discussion, translation, situational dialogue, listening and oral test, picture composition, dictation, unit quizzes, and performance based projects.


Mandarin IIIWLM2C (min. C+ grade) or equivalent


WLM3C1 Credit

COURSE DESCRIPTION

The objectives of this course are to hone students’ language skills, foster their reflective and critical thinking skills and broaden their worldviews. Students who have acquired intermediate (low-mid) level of Mandarin skills are regularly placed in a real life context to discuss similarities and differences between cultural practices and perspectives through classroom discussions. Students engage in a variety of tasks such as instructor-directed discussions, pair or group discussions, situational dialogues, surveys and interviews. Resources include course books, online resources, CDs, supplementary books, non-fiction materials, short stories, and videos.


• Discuss travel plans and transportation of a country • Express and describe complex topics and situations• Describe the similarities and differences in the way how festivals and customs are celebrated• Compare and contrast the changes in culture as reflected in their school and family life• Express their views and opinions while considering the views and opinions of others• Develop their reading proficiency through exposure to contextualized written materials• Develop further understanding of the Chinese culture

Assessment Assessment will focus on communicative and writing activities, such as instructor-directed discussions, pair or group discussions, situational dialogues, traditional grammar exercises, picture composition and essays, oral and written reports, unit quizzes, performance based tasks, collaborative group presentations, and research projects.


Mandarin IVWLM3C (min. C+ grade) or equivalent


WLM4C1 Credit

COURSE DESCRIPTION

The objectives of this course are to expand the Intermediate (high level) and Advance (low level) learner’s vocabulary, language forms and structures, and help them to achieve superior level proficiency in the interpersonal, interpretative and presentational communication skills with focus on specific themes and skill areas, particularly in the areas of description, comparison and introduction to be prepared for the AP Chinese course. Students engage in a variety of tasks such as expository/argumentative essays, student- directed tasks, games, individual and group presentation. Resources include course book, CDs, newspapers, online resources, magazines, non-fiction materials, novels and short stories.


• Describe directions to and geographic locations of places as well as general geographical features and natural resources.

• Describe a rural and area using specific and vivid expressions.• Introduce geographical environment and natural conditions in clear and structured discourse• Describe unique features of a city and talk about general characteristics of an urban area• Use specific and vivid expressions to describe an urban area and to substantiate with vital data• Present a city’s profile, compare and contrast its characteristics in clear and structured discourse


• Further enrich learning experience through reading and sharing, integrate language skills and evaluate performance

• Think critically about contemporary issues• Broaden their knowledge of Chinese culture.

AssessmentAssessment will emphasize specific aspects of interactive activities such as student–directed tasks, topical presentations, expository essay writing, oral and written reports, listening tests, unit quizzes, performance based tasks, collaborative group presentations and research projects.


AP Chinese Language & CultureWLM3C (min. A– grade), WLM4C (min. B– grade), or equivalent


WLM5C1 Credit

COURSE DESCRIPTION

The objectives of this course are to equip Advance Mandarin (high) level students to be prepared and ready to sit for the Advanced Placement Chinese Language and Culture Examination, particularly in the areas of description, comparison and introduction. Students develop distinguished skills in lateral thinking, writing for different audiences and purposes, inferring and develop a deeper understanding of Chinese culture and how it affects the language. Students engage in a variety of tasks such as student-directed tasks, creative writing, individual and group presentations. Resources include textbooks, CDs, newspaper, online resources, magazines, non-fiction materials, novels, short stories, poetry, plays, and videos.


• Describe exterior features of objects and discuss spatial layouts• Use analogies and vivid expressions to describe colors, and to describe how objects are placed within a space.• Describe a scene and objects in clear and structured manner, and to present spatial layouts.• Describe different types of daily goods and their specifications• Use expressions to describe and compare products, and to provide product-related information.• Present and compare different products in clear and structured discourse• Further, enrich learning experience through reading and sharing, integrate language skills and evaluate

performance.• Receive extensive practice on AP exam format• Demonstrate a deep knowledge and understanding of key elements of Chinese culture.

AssessmentAssessment will emphasize specific aspects of interactive activities, student-directed tasks, topical presentations, text translations, email and text writing, essay writing, oral and written report, unit quizzes, listening practice, performance- based task, collaborative and research projects, and AP practical exercises.



Spanish INone


WLS1C1 Credit

COURSE DESCRIPTION

The Spanish 1 course is built around the introduction and development of receptive, productive and interactive skills for beginner (non-native) who do not have any or acquired novice( low) level of listening, speaking, reading or writing Spanish skills. Students will be able to respond and interact appropriately in a defined range of everyday situations by using the Spanish language.

The course focuses in the four language skills (reading, writing, listening and speaking), and it is also envisioned to develop a strong cultural, social and political understanding of the different countries and communities that speak Spanish. This will be achieved through activities such as cooking classes, Skype calls with native speakers, and the analysis of other cultural products such as songs, magazines, stories and documentaries. Resources include podcasts, storybooks, videos, a textbook, recipes, Duolingo, Kahoot, Quizlet, Skype, iMovie, Movie Maker and other complementary materials.


• Maintain a conversation in Spanish to convey basic information and needs (greetings, nationalities, likes, family, food, sports, music, etc.)

• Write short passages using the present, the preterit and the future tenses to convey information related to routines, plans, holidays and hobbies.

• Acquire a deep understanding on how the Spanish language was spread in the Americas as a consequence of colonization.

• Distinguish the Latin American Spanish and the Spanish from Spain, their similarities and main differences.• Be familiar with cultural products such as national dishes, myths and festivals from different countries in the

Americas and Spain.• Understand the difference that exists between the different varieties of slang and how words change from

country to country.• Be familiar with stories and legends in Spanish, which are part of the oral tradition in different communities in

the Americas.

AssessmentAssessment will mainly focus on authentic tasks and unit projects. It will also include communicative and writing activities, such as listening exercises, role-plays, dictations, spelling, unit tests, quizzes, oral presentations, videos and audio recordings.


8

PHYSICAL EDUCATION & HEALTH


At AIS, Physical Education is an integral part of the school education program. It contributes to the physical, cognitive, and social development of the student. To achieve this, all students receive Physical Education and Health lessons provided by specialist teachers and are offered the opportunity to participate in a wide range of extra-curricular physical activities.

The mission of Physical Education and Health Department at AIS is to empower all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life. The focus of teaching and learning is participation in physical activities and the acquisition of new skills. Through this, we promote and develop health related fitness, positive social skills and the genuine enjoyment of an active lifestyle.

As an American curriculum school, we use the U.S. National Standards for PE and Health, designed by the Society of Health And Physical Educators (SHAPE). These Standards outline what a student should know and be able to do as a result of a good PE program. Each Physical Education and Health course taught at high school level will develop students in five areas. Students will learn to: 1) demonstrate competency in a variety of motor skills and movement patterns; 2) apply knowledge of concepts, principles, strategies and tactics related to movement and performance; 3) demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness; 4) exhibit responsible personal and social behavior that respects self and others; and 5) recognize the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

The graduation requirements are two credits to be completed throughout the four years of high school.

PHYSICAL EDUCATION & HEALTH COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

PEH1C PEH2C PEH3C PEH4C



Physical Education & Health I None


PEH1C1 Credit

COURSE DESCRIPTION

The objectives of this course are to introduce new skills as well as build upon and improve skills previously learned. A central component of the course is the analysis of individual performance, both of self and others, in order to develop a deeper knowledge and understanding of a variety of activities. A variety of individual and team pursuits will be covered during the year in rotation with approximately eight classes for each unit. The health component covers issues including stress and wellness, nutrition, substance use and abuse and human sexuality. The health units are delivered over two cycles or 12 calendar day units composed of eight classes. Students will learn through a variety of discussions, group work, presentations, independent research, and role-playing as well as formal testing environments. Learner OutcomesUpon completion of this course students should be able to:

• Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;

• Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities;

• Exhibit a physically active lifestyle;• Achieve and maintain a health-enhancing level of physical fitness;• Demonstrate responsible personal and social behavior in physical activity settings;and• Understand that physical activity provides the opportunity for enjoyment challenge, self-expression, and

social interaction.

Assessment• PE class 70% of total PEH grade – based on SHAPE standards

• Motor skill and patterns – 20%• Application of concepts – 20%• On task engagement – 20%• Responsible behavior – 20%• Personal best/Reflection – 20%

• Health class 30% of total PEH grade


Physical Education & Health IINone


PEH2C1 Credit

COURSE DESCRIPTION

The focus of this course is to further develop a knowledge and understanding of a variety of activities with respect to rules, structures and strategies, and applying them to game situations. A variety of individual and team pursuits will be covered during the year in rotation with approximately eight classes for each unit.

The health component covers issues including stress and wellness, nutrition, substance use and abuse and human sexuality. The health units are delivered over two cycles or 12 calendar day units composed of eight classes. Students will learn through a variety of discussions, group work, presentations, independent research, and role-playing as well as formal testing environments.





• Exhibit a physically active lifestyle;• Achieve and maintain a health-enhancing level of physical fitness;• Demonstrate responsible personal and social behavior in physical activity settings;and • Understand that physical activity provides the opportunity for enjoyment challenge, self-expression, and

social interaction.





Physical Education & Health III None


PEH3C1 Credit

COURSE DESCRIPTION

In this course, the teaching and learning focuses on advancing student skills, knowledge and understanding of the concepts covered in class. Leadership is an expectation if a student is to reach the highest level of achievement in class. This leadership is demonstrated through responsible behavior, assisting in class, leading by example and modeling advanced movement patterns. A variety of individual and team pursuits will be covered during the year in rotation with approximately eight classes for each unit.

The health component covers issues including wellness, fitness and exercise, substance use and abuse and human sexuality. Student choice topics may also be explored. The health units are delivered over two cycles or 12 calendar day units composed of eight classes. Students will learn through a variety of discussions, group work, presentations, independent research, and role-playing as well as formal testing environments.




• Exhibit a physically active lifestyle;• Achieve and maintain a health-enhancing level of physical fitness;• Demonstrate responsible personal and social behavior in physical activity settings; and• Understand that physical activity provides the opportunity for enjoyment challenge, self-expression, and

social interaction.






Physical Education & Health IVPEH1C, PEH2C, or PEH3C


PEH4C1 Credit

COURSE DESCRIPTION

In this course, the teaching and learning focuses on advancing student skills, knowledge and understanding of the concepts covered in class. Leadership is an expectation if a student is to reach the highest level of achievement in class. This leadership is demonstrated through responsible behavior, assisting in class, leading by example and modeling advanced movement patterns. A variety of individual and team pursuits will be covered during the year in rotation with approximately eight classes for each unit.

The health component covers issues including wellness, fitness and exercise, substance use and abuse and human sexuality. Student choice topics may also be explored. The health units are delivered over two cycles or 12 calendar day units composed of eight classes. Students will learn through a variety of discussions, group work, presentations, independent research, and role-playing as well as formal testing environments.




• Exhibit a physically active lifestyle;• Achieve and maintain a health-enhancing level of physical fitness;• Demonstrate responsible personal and social behavior in physical activity settings; and• Understand that physical activity provides the opportunity for enjoyment challenge, self-expression, and

social interaction.





9

VISUAL & PERFORMING ARTS


Art, Music and Drama are a fundamental means of expression and a way to communicate ideas, thoughts and emotions in all societies. The Visual and Performing Arts at A.I.S. are an expression of personal and cultural diversity within the context of the school and the community at large.

Students will have the opportunity to develop and refine techniques, explore methods for finding solutions and learn to compare and evaluate their own work in relation to models of theatrical or musical performance and fine arts.

COURSE SELECTION

The minimum requirement for a High School Diploma is two credits in VPA courses. These can be either in Visual Art, Drama and/or Music. However, if wishing to perform at a high level (4C or AP level course) in Art or Music, students should be mindful of prerequisite courses and necessary levels of performance.

VISUAL ART

The High School Visual Art program is both practical and theoretical. The successive levels have an increasing emphasis on developing technical skills, application of artistic concepts, critical reflection, experimentation and problem solving. As students progress through the courses they become more independent learners and artists.

Students should enter Art 1 and progress through Art 2, Art 3 and Art 4. Successful completion of 1C is required for entry into Art 2 , Art 3 and/or Art 4. Finally a one-year College Board audited Advanced Placement (AP) course in AP Studio Art: 2D Design, AP Studio Art: 3D Design or AP Studio Art: Drawing is offered for students approved by the art teacher.

MUSIC

In the high school at AIS, we offer an Instrumental Music program, where students will be prepared to play as part of the school concert band. Students taking Band courses should be prepared to purchase their own musical instrument for the Brass and Woodwind ensemble. MUS1C is for those with little to no musical experience on a band instrument. Students in MUS2C, MUS3C and MUS4C will be part of the Senior Band. Entry into MUS2C or above, without completion of a MUS1C course, will be at the discretion of the Music Teacher. It is based on instrumental musical experience, and performance skill. This year we are offering AP Music Theory. This class will delve into different aspects of music writing, theory, aural skills, and music reading, to name a few. Admittance to this course is based upon meeting of the prerequisites.

We also offer a Music Technology program. MTC1C and 3C are for those interested in learning some of the skills it takes to create music, as well as different mediums music is used in. Currently, we do not offer a Choral or Strings musical program as credit courses for the high school Diploma.


DRAMATIC ARTS

The foremost purpose of these courses is to develop students’ ability to deliver effective public performance. To this end, students will cover voice and movement work, improvisation and play-building. Students will then go on to explore script work and the elements of production. Finally the techniques and conventions of different forms and style of performance will be explored.

The drama courses are taught as combined programs. DRA1C and DRA2C are primarily for freshman and sophomore students whilst DRA3C and DRA4C are primarily for juniors and senior students.

These courses require students to attend professional theatrical shows through the year in their personal time (often evenings), and will require students to participate in extra rehearsals and performances beyond the school day.

VISUAL & PERFORMING ARTS COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

ART1C ART2C ART3C ART4C ADR5C

A2D5C

A3D5C

ASI5C

MUS1C MUS2C MUS3C MUS4C MTY5C

MTC1C MTC3C

DRA1C DRA2C DRA3C DRA4C


VISUAL ART


Art FoundationNone


ART1C1 Credit

COURSE DESCRIPTION

This course is for students who have not taken any previous high school art courses. The course introduces a variety of basic art skills and theory. Students undertake practical assignments to explore drawing, painting, sculpture, photography and printmaking. Art theory will be covered as well as a range of approaches to art making. Opportunities to work in groups and connect with other subject areas are part of this course. Students will maintain an e-portfolio which will showcase their work and enable them to reflect on their progress.

Learner OutcomesThe students will develop a range of skills that will give them basic technical vocabulary and an understanding of the fundamentals of creating art works. Students will be able to critically analyze their own development through regular reflection. Students will be able to apply theory and techniques to create individual and personal works of art. Students will be able to work collaboratively when necessary and will be able to apply knowledge from other subjects to their artwork.

AssessmentPractical assignments are graded according to criteria provided by the art teacher and aligned with U.S. National Core Art Standards.


Art Intermediate IART1C


ART2C1 Credit

COURSE DESCRIPTION

This course re-emphasizes skills gained in Art 1. Students build on their foundation skills to develop further. Media such as pastels, collagraph printing, and acrylic techniques will be explored allowing students to broaden their skills. The course includes a range of approaches including design as well as fine art. The course is structured in a way that the theme or medium is set by the teacher, but students will be encouraged to explore units in a more personal and independent way. Students will develop a deeper understanding of different artists and cultures and the purposes of art in the wider society. Students will have opportunities to work collaboratively as well as to connect with other subjects. Students will maintain an e-portfolio which will document their work, explain their decisions and reflect on their progress.

Learner OutcomesThe students will gain a range of more advanced 2D and 3D techniques. Students will be able to work more independently making personal decisions on media and topics. Students will be able to create art for specific purposes. Students will be able to critically analyze their own development through regular reflection.

AssessmentPractical assignments are graded according to criteria provided by the art teacher and aligned with U.S. National Core Art Standards.


Art Intermediate IIART1C (min. B grade) and/or Teacher’s recommendation


ART3C1 Credit

COURSE DESCRIPTION

Students continue to build on previous skills they have acquired. A variety of approaches to art making can be explored including fine arts, crafts, digital art and design. Students will be introduced to a variety of more complex techniques including oil painting and digital photography. Students will be offered greater choices and


will be encouraged and expected to develop their own avenues of research and style based on their personal interest and skills. Art and artists from different cultures will be introduced. The different roles of art will be explored and students will create work for a variety but specific of audiences. Students will maintain an e-portfolio which will document their work, explain their decisions and reflect on their progress. This course is suitable for students who are able to be self-directed and who want to explore a range of themes and media.

Learner OutcomesThe students will gain a range of more advanced drawing, painting and sculpture techniques. Students will be able to direct their own work making personal decisions on media and topics. Students will be able to create art with specific audiences and purposes. Students will be able to critically analyze their own development through regular reflection.

AssessmentPractical assignments are graded according to criteria provided by the Art teacher and aligned with the U.S. National Core Art Standards.


Art Intermediate IIIART2C or ART1C (min. B grade) and/or Teacher’s rec.


ART4C1 Credit

COURSE DESCRIPTION

This course is designed for students who have a strong desire to develop their skills and understanding of fine art. Students will focus on developing strong technical skills and a deep understanding of artistic concepts. A focus on art theory and composition will enable students to produce more sophisticated work. The Elements of Art and Principles of Design will be targeted and applied to develop composition skills. Techniques will include drawing with pencil, pen, color pencils, and pastels as well as wet media such as water-colors, acrylics and printmaking. Digital media and photography can also be offered to those who have a strong interest and skill. Regular group critiques will enable students to reflect on their progress. This course is aimed at those who have a strong interest in art and who are considering taking AP Art, though proceeding from this course to AP Art is not compulsory.

Learner OutcomesThe students can design and execute sophisticated images, using the appropriate media. Students will be have control over their chosen media. Students will be able to create balanced compositions through deliberate use of the Principles of Design. Students can critique their own work and solve technical and conceptual problems.

AssessmentPractical assignments are graded according to criteria provided by the Art teacher and aligned with the U.S. National Core Art Standards.


AP Studio Art: 2-D DesignTwo years of HS Art (min. B grade), and Teacher recommendation plus summer assignment


A2D5C1 Credit

COURSE DESCRIPTION

The AP Studio Art Program is an externally assessed course for motivated and capable Art students. Students will be expected to fulfill course requirements and will submit the 2-D design (painting, printmaking, digital design, photography) portfolio for this AP course.

Students will develop their skills to a high level in terms of technique and concept. To meet the College Board requirements, students will submit a portfolio that consists of 16 - 24 artworks, and which must be completed for submission by late April.

It is a demanding course in which students develop their skills and understanding of art concepts to a high level. Students will work steadily to produce unified artworks. A variety of advanced techniques and approaches will be covered including charcoal, mixed media painting, layering, foreshortening and other methods to create strong compositions. Students will take part in regular group critiques.


Learner OutcomesStudents can execute a variety of artworks demonstrating the AP requirements of breadth, depth and concentration. Student’s work will show a sophistication of technique and conceptual understanding in the areas selected for study. Students will also understand that making art is an ongoing process that involves the student in informed and critical decision. Students will create a series of pieces focusing on a personally chosen topic.

AssessmentCoursework will be graded throughout the year based on College Board criteria. The AP Portfolio will be assessed externally by the College Board organization.

Entry into the CourseIt is strongly recommended that students be currently studying art and are able to demonstrate strong technical skill and understanding. This is suitable for those who have a strong interest in art, good attitude to learning and strong work ethic. It is expected that students will have two years of high school art experience, and receive recommendation from the art teacher. AP Art students will be required to complete a summer assignment in order to enter this course.


AP Studio Art: 3-D DesignTwo years of HS Art (min. B grade), and Teacher recommendation plus summer assignment


A3D5C1 Credit

COURSE DESCRIPTION

The AP Studio Art Program is an externally assessed course for motivated and capable Art students. Students will be expected to fulfill course requirements and will submit the 3-D design (sculpture) portfolio for this AP course.

Students will develop their skills to a high level in terms of technique and concept. To meet the College Board requirements, students will submit a portfolio that consists of sixteen 3-D artworks for this portfolio, and which must be completed for submission by late April.

It is a demanding course in which students develop their skills and understanding of art concepts to a high level. Students will work steadily to produce unified artworks. A variety of advanced techniques and approaches will be covered to create strong compositions. Students will take part in regular group critiques.






AP Studio Art: DrawingTwo years of HS Art (min. B grade), and Teacher recommendation plus summer assignment


ADR5C1 Credit

COURSE DESCRIPTION

The AP Studio Art Program is an externally assessed course for motivated and capable Art students. Students will be expected to fulfill course requirements and will submit the Drawing (includes wet and dry media) portfolio for this AP course.

Students will develop their skills to a high level in terms of technique and concept. To meet the College Board requirements, students will submit a portfolio that consists of 16 - 24 artworks (depending on the portfolio selected), and which must be completed for submission by late April.

It is a demanding course in which students develop their skills and understanding of art concepts to a high level. Students will work steadily to produce unified artworks. A variety of advanced techniques and approaches will be covered including charcoal, mixed media painting, layering, foreshortening and other methods to create strong compositions. Students will take part in regular group critiques.





Studio IntensiveART5C, or ART4C with Teacher’s recommendation


ASI5C1 Credit

COURSE DESCRIPTION

This course is for grade 12 students who have already taken AP Studio Art but wish to continue their art education at a high level or those who have a strong interest and ability in art.Students will work largely independently with some teacher guidance to deepen their artistic practice. A focus on regular journaling to develop ideas, exploring media and practicing skills will help students create investigations into particular visual problems. Students will be expected to produce work on a regular basis exploring either a medium or a topic in depth finishing in a series of pieces which will showcase their skills. Students will explore and research issues pertaining to the art world which will in turn inform their decision making in their own art work.

Learner OutcomesStudents will create sophisticated artwork and journals that show exploration of ideas and investigation into themes. Students will have a deep understanding of issues in art and be able to show this through their own practice. Students will prepare and present a portfolio of work showcasing both their process and product (completed art works).

AssessmentCoursework will be graded throughout the year based on teacher directed criteria and aligned with U.S. National Core Art Standards.


MUSICALL S TUDENT S WHO TAKE ANY MUS IC COURSE MUS T OWN OR PURCHASE AN INS TRUMENT, AND NECESS ARY SUPPL I ES ,

APPROVED BY THE INS TRUCT OR (APPROX IMATE COS T I S BET WEEN HKD$4 ,000 T O $8 ,000) .


Band IA desire to learn a musical instrument


MUS1C1 Credit

COURSE DESCRIPTION

The objective of this course is for students to acquire the fundamental skills needed to play a band instrument at an introductory level. Students should practice their instruments at home with the books and listening examples provided. Students are expected to practice daily. Participation in end of the year performance opportunities is dependent upon proper preparation.

Learner OutcomesStudents will acquire knowledge and develop an understanding in:

• Music reading, including pitch and rhythm recognition.• Breath control.• Ensemble playing.• Listening to music critically.

AssessmentMusicians will be graded on:

• Playing tests• Written tests

• School performances and rehearsals• Outside concert attendance


Band IIMUS1C or adequate prior experience


MUS2C1 Credit

COURSE DESCRIPTION

Students in MUS2C will continue to develop performance skills on their instrument, or switch to a new instrument similar to their first. Students are expected to practice daily with the books and listening examples provided. Possible after school tutoring of 1C students, and/or low performing students may be requested, depending on need. Participation in end of the year performance opportunities is dependent upon proper preparation.

Learner OutcomesStudents will develop their knowledge and understanding in:

• Music reading, including pitch and rhythm recognition.• Breath control.• Ensemble playing.• Listening to music critically.






Band IIIMUS2C


MUS3C1 Credit

COURSE DESCRIPTION

Student in MUS3C will develop their performance skills to a high level. Elements of working cooperatively to achieve a high level of group performance will be expected. Students are expected to practice daily with the books and listening examples provided. Possible after school tutoring of 1C students, and/or low performing students may be requested, depending on need. Participation in end of the year performance opportunities is dependent upon proper preparation.


• Ensemble skills.• Advanced instrument technique.

• Advanced sight-reading.• Listening to music critically.





Band IVMUS3C


MUS4C1 Credit

COURSE DESCRIPTION

Students in MUS4C will develop their performance skills to a superior level. Elements of working cooperatively to achieve a high level of group performance will be explored. Students are expected to practice daily with the books and listening examples provided. Possible after school tutoring of 1C students, and/or low performing students may be requested, depending on need. Participation in end of the year performance opportunities is dependent upon proper preparation.


• Ensemble skills.• Advanced instrument technique.

• Advanced sight-reading.• Listening to music critically.





Music Technology IA desire to learn how to write music


MTC1C1 Credit

COURSE DESCRIPTION

This course introduces students to music fundamentals through the study and use of music technology. It features the use of computers, music software, and basic recording equipment. The concepts addressed include, but are not limited to, music editing/composing, sequencing, and basic recording techniques.


• Basic recording techniques.• Basic music editing

• Composing/Song writing.• Music reading.


AssessmentThis is a project-based class. The projects will be designed to mirror projects that might be completed as a professional music technician. Projects may change from year to year, depending on student interest, and current trends. Students should be prepared to work independently, as well as in small groups. Students must be able to meet expected deadlines. Projects will be graded based on required content and professionalism of sound.


Music Technology IIIA previous Music credit


MTC3C1 Credit

COURSE DESCRIPTION

This course builds on the foundation of music technology set in MTC1C. Students must have at least one year of musical experience in order to be in 3C. This course features the use of computers, music software, and basic recording equipment. The concepts addressed include, but are not limited to, digital audio, music editing/composing, and basic recording techniques.

Learner OutcomesStudents will develop their knowledge and understanding in:

• Advanced recording techniques.• Advanced music editing

• Advanced composing/Song writing.• Music reading.

AssessmentThis is a project-based class. The projects will be designed to mirror projects that 1C will complete, but you will be held to a higher musical standard than those in 1C. Students should be prepared to work independently, as well as in small groups. Students must be able to meet expected deadlines. Projects will be graded based on required content and professionalism of sound. Projects may change from year to year, depending on student interest, and current trends.


AP Music Theory2 years HS Music (min. B– grade) and/or Teacher rec.


MTY5C1 Credit

COURSE DESCRIPTION

Advanced Placement Music Theory is a course designed for those students who wish to further develop their musical knowledge and understanding. The skills necessary to succeed in the class and on the College Board AP examination are developed through the study of music over the yearlong course. The student’s ability to read and write musical notation is a fundamental prerequisite for this course. It is also strongly recommended that the student will have acquired at least basic performance skills in voice and/or an instrument.

Students taking this course will develop aural skills, compositional skills, performance skills and analytic skills through performance as well as daily exercises and homework. These listening, sight-singing, reading and writing skills will enable students to participate in university-level music theory and ear-training classes and performing ensembles at the colleges of their choice.

Learner OutcomesStudents will develop an advanced knowledge and understanding of:

• Pitch and intervals• Scales and keys• Chord progressions• Meter and rhythm• Compositional techniques

AssessmentAssessments will be given related to musical terminology, notational skills, basic compositional skills, score analysis, and aural skills and will include daily written and listening homework.


DRAMATIC ARTS

In drama, the student will have a variety of hands-on opportunities to learn about the performing arts by assuming the roles of performer, designer and spectator. The student will be exposed to classic as well as contemporary movements in theatre and will be presenting work to the community as often as possible. At AIS, we value our multicultural nature, and the drama classroom provides a safe space to learn about and explore cultural differences in a personal and practical way. The student will learn how to think and work as creators, designers, directors and performers of theatre, applying their understanding.

• Creative projects are approached collaboratively as well as individually; students follow a personalized program.• Lesson formats include workshops, close readings of text, group discussions, independent research, creative

experimentation, and student presentations.

The student will keep an electronic journal in which he/she documents artistic explorations, reflections, and conclusions. The student will follow a personalized program allowing him or her to explore passions and develop areas needed. The student will explore theatre history for example Ancient Greek, Medieval, Commedia Dell’Arte, Elizabethan and Japanese theatre. The student may also explore theatre practitioners including Stanislavsky, Brecht, Artaud and Berkoff. As a performing art, the student will partake in the school drama production. Again, with the personalized program, the student will identify a suitable role in the production either on stage acting or as part of the backstage design team.


Drama INone


DRA1C1 Credit

COURSE DESCRIPTION

The drama courses are taught as combined programs. DRA1C is primarily for freshman students.

After successfully completing this foundation course, the student will be able to demonstrate use of basic acting skills including body movement, diction, breathing, projection, and character analysis to create and sustain believable characterization in individual and ensemble performance. The student will understand how actors, and designers create and refine dialogue and stage directions that convey the playwright’s intent. The student will conceptualize the necessity of goal setting, self-discipline, and punctuality, meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner OutcomesStudents of this foundation level course will be able to show skills in the multiple elements of theatre. The content should include, but not be limited to, the following:

• Acting and characterization• Movement and vocal production• Mime and improvisation• Theatre terminology• Script selection and evaluation

• Theatre purpose and role in modern society• Playwriting• Theatre production• Artistic discipline• Audience etiquette

AssessmentPractical and written assignments are graded according to criteria provided by the drama teacher and are aligned with the National Core Arts Standards for Theatre. The standards for theatre comprise: connecting, creating and performing.



Drama IINone


DRA2C1 Credit

COURSE DESCRIPTION

The drama courses are taught as combined programs. DRA2C is primarily for sophomore students.

After successfully completing this intermediate course, the student will be able to demonstrate use of intermediate acting skills including body movement, diction, breathing, projection, and character analysis to create and sustain believable characterization in individual and ensemble performance. The student will understand how actors, and designers create and refine dialogue and stage directions that convey the playwright’s intent. The student will conceptualize the necessity of goal setting, self-discipline, and punctuality, meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner OutcomesStudents will acquire knowledge in theater as a collaborative art and develop fundamental skills in the multiple elements of theater. The content will include, but not be limited to, the following:

• Acting and characterization• Movement and vocal production• Mime and improvisation• Theater terminology• Script selection and evaluation• Theatre purpose and role in modern society

• Technical theatre and design• Playwriting• Role of the director• Theatre production• Artistic discipline• Audience etiquette

AssessmentPractical and written assignments are graded according to criteria provided by the drama teacher and are aligned with the National Core Arts Standards for Theatre. The standards for theatre comprise: connecting, creating and performing.


Drama IIIDRA1C or equivalent


DRA3C1 Credit

COURSE DESCRIPTION

The drama courses are taught as combined programs. DRA3C is primarily for juniors students.

As an experienced drama student, he or she will begin to take the lead in the delivery of skills classes and take on a more prominent role in the school production either as a main character, assistant director or director. After successfully completing this advanced course, the student will be able to demonstrate use of advanced acting skills including body movement, diction, breathing, projection, and character analysis to create and sustain believable characterization in individual and ensemble performance. The student will use acting techniques and methods to portray the physical, emotional, and social dimensions of characters. The student will understand how actors, and designers create and refine dialogue and stage directions that convey the playwright’s intent. The student will conceptualize the necessity of goal setting, self-discipline, and punctuality, meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner OutcomesStudents of this advanced level course will be able to show skills in the multiple elements of theatre. The content should include, but not be limited to, the following:




AssessmentPractical and written assignments are graded according to criteria provided by the drama teacher and are aligned with the National Core Arts Standards for Theatre. The standards comprise: connecting, creating and performing.


Drama IVDRA1C or equivalent


DRA4C1 Credit

COURSE DESCRIPTION

The drama courses are taught as combined programs. DRA4C is primarily for senior students.

As an experienced drama student, he or she will take the lead in the delivery of skills classes and take on a major role in the school production either as a main character or director. After successfully completing this advanced course, the student will be able to demonstrate mastery of acting skills including body movement, diction, breathing, projection, and character analysis to create and sustain believable characterization in individual and ensemble performance. The student will use acting techniques and methods to portray the physical, emotional, and social dimensions of characters. The student will understand how actors, directors and designers create and refine dialogue and stage directions that convey the playwright’s intent. The student will conceptualize the necessity of goal setting, self-discipline, and punctuality, meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner OutcomesStudents of this expert level course will be able to show skills in the multiple elements of theatre. The content should include, but not be limited to, the following:



AssessmentPractical and written assignments are graded according to criteria provided by the drama teacher and are aligned with the National Core Arts Standards for Theatre. The standards comprise: connecting, creating and performing.


10

COMPUTER SCIENCE & TECHNOLOGY


The rapid pace of global technological change requires students to develop a broad set of digital skills, knowledge and attitudes. The increasing use of virtual reality for communication, modeling, and design signals a paradigm shift in the way people interact using the Internet. At AIS we continue to update our Computer Science and Technology (CST) curriculum to prepare our students not only with the technology skills, but also the mindset needed for success in their studies, work and life beyond school.

COURSE SELECTION

In order to be eligible for an AIS High School Diploma, students must complete a minimum of two CST credits. Our courses are designed based upon the ISTE Standards. At the introductory levels, the courses broaden students’ understanding and skills in using software and web-based applications for productivity, editing digital video and images, adding special effects, and introducing students to basic concepts in design and programming. The higher level courses develop students’ design and programming skills to create meaningful and functional websites, programs and products with technology. The curriculum consists largely of strengths-based project work that incorporates virtual worlds, robotics, industry-standard software tools, engaging real-world clients and developing each student’s portfolio of technology skills and experience.

Computer Science and Technology I (CST1C) or Computer Science and Technology II (CST2C) are prerequisites for Computer Design (CTD3C). The 4C level courses (CTD4C, and CST4C) focus on more practical, real-world problem solving assessments than the 3C level courses and often involve working with real clients which further develop students’ communication as well as technological skills. The department intend to offer AP Computer Science Principles in 2018-19, and students who have successfully completed CST4C would be eligible to take this College Board AP level course in Computer Science. This may earn these students university credit.

COMPUTER SCIENCE & TECHNOLOGY COURSE SCHEMATIC

Freshmen G9

Sophomore G10

JuniorG11

SeniorG12

Advanced Placement

CST1C CST2C CTD3C CST4C

CTD4C



Computer Science and Technology INone


CST1C1 Credit

COURSE DESCRIPTION

This is an introductory course to computing and offers basic concepts and skills in technology. The course covers digital citizenship, design principles, html coding, computer hardware, photography, digital imaging, flowcharts, javascript and spreadsheets. The focus is on managing large projects as well as developing logical thinking skills applied to problem solving. Students engage in hands-on exercise, collaborative problem solving, and electronic publishing.


• Demonstrate the ability to organize and manage digital tools;• Demonstrate a sound understanding of technology systems and operations;• Demonstrate creative thinking and develop innovative products and processes using technology;• Communicate information and ideas effectively to multiple audiences using a variety of media and formats; and• Advocate and practice safe, legal and responsible use of information and technology.

AssessmentThe topics introduced require intensive use of specific software. Some of the major pieces of assessment including the creation of a personal website, javascript programs and even debating to demonstrate reasoning, logic and communication skills.


Computer Science and Technology IICST1C or Teacher’s recommendation


CST2C1 Credit

COURSE DESCRIPTION

This course aims at providing an introduction to fundamental design and programming skills and concepts. Students learn and practice design concepts in a variety of graphical and interactive environments. Ethical behavior and practices in virtual environments are further explored and developed. The introduction to programming concepts includes the development of problem-solving skills, algorithms, flowchart development, and object-oriented coding to create interactive 3D animations. The course also covers some digital citizenship concepts. Throughout the curriculum there is a focus on using technology appropriately and effectively to enhance productivity, collaboration and communication.


• Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior;• Use digital media and environments to communicate and work collaboratively, including at a distance, to

support individual learning and contribute to the learning of others;• Identify and define authentic problems and significant questions for investigation; and• Plan and manage activities to develop a solution or complete a project.

AssessmentStudents will generate a portfolio of work that will reflect their performance in practical exercises and tasks in appropriate contexts. Assessment is through oral presentations; Internet exercises; tests, and projects where students are expected to apply knowledge of design and programming to solve problems.



Technology and Design ICST1C, CST2C, or Teacher’s recommendation


CTD3C1 Credit

COURSE DESCRIPTION

This curriculum will teach digital communication skills in the context of the professional web design and development process, using Adobe Digital Design applications and building on their website design skills.

Digital Design develops four key skill areas:• Project management and collaboration• Design

• Research and communication• Professional web-authoring tools

Students develop these key skills in a spiral — each project adds more challenging skills onto the foundation proficiencies. Digital Design addresses each of these areas, using a project-based approach. Each project has phases that follow a design and development process, from project planning to evaluation and launch. To simulate a professional work environment, students gradually migrate their design work from an individual process to a group process. Computer Science work by its very nature is iterative, so the projects contain activities that require students to evaluate and then redesign and rework their communications. Specific attention has been paid to developing concepts and principles for thorough, effective design.

Unit 1: Digital ImagingTo produce quality images for the web, students need to understand how digital images are created and then learn and apply essential graphic design principles. Fireworks is an image editing program designed to create images, effects, and optimization especially for web pages. The unit balances instruction of specific techniques with encouraging students to research technical aspects of the program on their own. Students are introduced to project evaluation and reflection to incorporate solutions into subsequent projects.

Unit 2: Website DevelopmentIn this unit, students design and create a working website with Dreamweaver and Fireworks. They plan, implement, and test their website designs, going through website design best-practices, then reflect on and evaluate their work. Incorporating graphic design techniques is essential in this unit.

Unit 3: InteractivityIn this unit, students begin using Flash to enhance user experience on the web. Students discover ways in which rich media and animation created with Flash can improve digital communication. They develop Flash skills through creating an introductory project, evaluating effective uses of Flash on the web, and building a digital narrative. Students apply the skills and understanding they gain in this unit to creating digital narratives and designing client websites in succeeding units. The focus of this unit is building Flash skills, understanding how professionals use those skills to strengthen communication with interaction and animation, and using Flash to enhance a user’s experience on a website.


• Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources;

• Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others;

• Create original works as a means of personal or group expression;• Troubleshoot systems and applications; and• Advocate and practice responsible use of information technology for future generations.

AssessmentDesign Technology requires students to learn to create, modify, and optimize a variety of digital images, web pages, and rich media for presentation on the Internet. Students are trained to apply design techniques to evaluate logos and websites, and to use a suite of web design tools to create their own e-portfolio. These skills are both instructor and peer-assessed through the evaluation of the digital products the students create for assignments, and critical oral presentations evaluating web content.



Technology and Design IICPG3C and/or with Teacher’s recommendation


CTD4C1 Credit

COURSE DESCRIPTION

The CTD4C curriculum generally follows that of the CTD3C curriculum, but with additional challenges and assessments of more advanced skills and concepts. For more details on units covered, please see the CTD3C course description.

This curriculum will teach digital communication skills in the context of the professional web design and development process, using Adobe Digital Design applications and building on their website design skills.

Digital Design develops four key skill areas:• Project management and collaboration.• Design.• Research and communication.• Professional web-authoring tools.

Students develop these key skills in a spiral — each project adds more challenging skills onto the foundation proficiencies.

Digital Design addresses each of these areas, using a project-based approach. Each project has phases that follow a design and development process, from project planning to evaluation and launch. To simulate a professional work environment, students gradually migrate their design work from an individual process to a group process. IT work by its very nature is iterative, so the projects contain activities that require students to evaluate and then redesign and rework their communications. Specific attention has been paid to developing concepts and principles for thorough, effective design.

This course is for students who have completed CPG3C, or students who have shown maturity and strong abilities in previous computer science courses.


• Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources;

• Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others;

• Create original works as a means of personal or group expression;• Troubleshoot systems and applications; and• Advocate and practice responsible use of information technology for future generations.

AssessmentDesign Technology requires students to learn to create, modify, and optimize a variety of digital images, web pages, and rich media for presentation on the Internet. Students are trained to apply design techniques to evaluate logos and websites, and to use a suite of web design tools to create their own e-portfolio. These skills are both instructor and peer-assessed through the evaluation of the digital products the students create for assignments, and critical oral presentations evaluating web content. CTD4C projects will involve practical, real-world problem solving and with clients when appropriate.



Applied Computer Science and TechnologyCPG3C, CTD3C or CST1C, CST2C with Teacher’s rec.


CST4C1 Credit

COURSE DESCRIPTION

This course focuses on practical applications of ICT to solve real world problems. Utilizing and developing existing strengths, skills and knowledge, students take on practical projects to develop working solutions for existing problems in our community. In addition to the development of technical skills, a strong emphasis is also placed on the development of communication, research, decision-making and collaboration skills.


• Identify and define authentic problems and significant questions for investigation• Plan strategies to guide inquiry• Collect and analyze data to identify solutions and/or make informed decisions• Troubleshoot systems and applications• Manage activities to develop a solution and complete a project• Communicate information and ideas effectively• Collaborate in project teams to produce original works and solve problems

AssessmentAt the core of learning and assessment are practical projects. Projects require students to plan, research, develop, implement and evaluate working solutions to real world problems, and to document this process thoroughly. The projects are self-, peer- and instructor assessed, based on their fitness-for-purpose, the skills gained by the student, and the professionalism through which the projects were carried out. Completed projects may be submitted for certification through the International Education Awards in Applied ICT (validated by Cambridge International Examinations).

AMERICAN INTERNATIONAL SCHOOL125 Waterloo Road, Kowloon Tong, Hong KongT (852) 2336-3812 F (852) 2336-5276E [email protected] W www.ais.edu.hk

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