high school course description 2015-2016

High School Course Descriptions

Table of Contents

1.0 Introduction 2

2.0 High School Graduation Requirements 4

3.0 English 8

4.0 Mathematics 16

5.0 Science 26

6.0 Humanities 34

7.0 World Languages 41

8.0 Physical Education and Health 46

9.0 Visual and Performing Arts 51

10.0 Computer Science and Technology 62

American International School High School Course Descriptions 2015-16 Page 2 of 68

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 effective communicator, who:

Listens actively for understanding

Organizes ideas to produce clear and coherent writing

Uses appropriate media to convey a message

Is Articulate

An empowered thinker, who:

Comprehends and critically evaluates information

Demonstrates flexibility, creativity, and innovation

Applies learning to real-life situations

Is Reflective

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


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 Performing 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 LEARNING

Outdoor 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.


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:

1. Learning Achievement Grade: This is a score measuring a student’s learning and ability to

meet the required academic standards.

2. 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.


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 rubric by

which this is calculated is the same across the high school, and has been shared with all students by

their teachers. 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.

USE OF TECHNOLOGY

Effective 1 August 2015, AIS will support a Bring Your Own Device (BYOD) system from Grade 6

through Grade 12. All students in Middle School and High School will have the option of bringing

their own technology device to school to use in their classrooms. AIS has recently upgraded its WIFI

connectability by installing a brand new WIFI infrastructure across the AIS campus that enables

online access for all students and teachers in every classroom. Our WIFI and BYOD system will

support students and teachers to effectively use technology to improve learning. The development of

the school’s digital learning environment is being coordinated by the school’s new Director of

Technology (EC-12), Mr. Andrew Chiu ([email protected])

After carefully researching successful BYOD programs at other schools we have agreed on the

following minimum requirements for any device.

A minimum screen size of 9 inches

A keyboard

Photo and video capability

Although students can use Windows software and Microsoft devices, the majority of the technology

hardware and devices across the school are Apple products. For families considering the purchase of a

laptop, we believe a MacBook Air would fully meet all the technology requirements for any student in

our high school.

mailto:[email protected]


Departmental Statement

The English department strives to cultivate a life-long appreciation of English literary traditions and

language while promoting literacy through the study of various genres and the application of diverse

modes of delivery. The English department endeavors to foster an open and collaborative learning

environment in which cultural diversity is embraced.

Through their study of the English language and the rich literary traditions of the United States,

Britain, and the world, our students are given many opportunities to appreciate and enjoy fine

literature and to become confident and fluent users of English. This confidence and fluency helps

them to operate effectively in a world of ever-increasing challenge and complexity; they 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 all units are designed using the Common

Core State Standards for English Language Arts as well as the College Board Standards for the AP’s

in English.

Course Selection

In order to graduate with a High School Diploma, students must successfully complete four

compulsory units of English including either British Literature (ENG4C) or the Advanced Placement

course in English Literature and Composition (EAP5C) in their senior year.

Advanced-level English courses are offered at each grade level. Students with a genuine interest in

literature may benefit from the challenges and rewards of the Honors and Advanced Placement

English courses. Juniors who have received teacher recommendations may take Advanced Placement

English Language and Composition. Students who successfully pass the Advanced Placement

examinations in Grades 11 and/or 12 may be granted university credit.

In addition, the department offers an elective course in Journalism for Grade 11 and 12 students.

Students are given the opportunity to learn multi-media skills and discover new talents as they learn to

create written publications for the school’s newspaper, The Eagle News.

English Course Schematic

Freshmen Sophomore Junior Senior Advanced

G9 G10 G11 G12 Placement

ENG1C ENG2C ENG3C ENG4C

EAP5C

EHS1C EHS2C ELG5C

JLM4E


Course Description

ENG1C focuses on both Literature and Language in order to support students in developing the skills

and knowledge necessary to achieve academic success in English at a high school level and to prepare

them for the subsequent demands of the SAT and undergraduate studies. The Language and Literature

course components are integrated and designed to complement each other, ensuring our freshman

students receive a well-balanced, academically robust core English program.

Literature: Students will learn about specific literary devices, and develop the skills necessary for

literary analysis. They will focus on short fiction and novels, such as Lord of the Flies by William

Golding and The Alchemist by Paulo Coelho. They will also study Shakespeare’s Romeo and Juliet.

Students will learn to apply critical thinking skills in an analysis of multi-genre works.

Language: Students will work through the processes of building essential academic reading and

writing skills. This will include explicit instruction in grammar, note taking, summarizing, basic

research skills and multi-genre essays.

Learner Outcomes

Students will be able to:

Critically respond to literature using analytic writing.

Analyze literature using elements of narrative, poetry, and drama.

Demonstrate and apply specific reading, writing and research skills.

Plan, develop and write multi-genre essays.

Assessment

Students will be assessed on written and oral responses to literature, nonfiction texts, media, formal

essays and other types of writing, comprehensive tests, student-facilitated presentations, and a

research project. Students will also maintain a portfolio of all written work.

Course Description

The objectives of this course are to enable students to further develop their literacy skills as they

experiment with various types of reading and writing.

Literature: Students will be encouraged to seek greater analytical depth in the coursework allowing

them to explore the fundamental ideas expressed in all literature. This course moves at an accelerated

pace, and students will study a wide range of advanced literature. During the course, students engage

in a variety of learning tasks, such as discussions, role-playing, dramatizations, group work,

presentations, independent research, and many individual writing assignments. Various resources are

used throughout the year, including films, and non-fiction supporting materials. Major texts under

study include Herman Hesse’s Siddhartha, Patrick Suskind’s Perfume, and Shakespeare’s Romeo and

Juliet.

Language: Students will work through the processes of building essential academic reading and

writing skills. This will include explicit instruction in grammar, note taking, summarizing, research

skills and literary analysis essays. In the second semester, student will further develop skills in process

writing, interpreting and comparing texts, writing for different audiences and purposes, researching

for and supporting of an argument, and synthesizing information from a variety of sources. Writing

skills are enhanced through a study of grammar, sentence patterns, and stylistic techniques.

Course Title: English Language & Literature I Course Code: ENG1C

Prerequisite: ENG08C Credit Value: 1 Credit

Course Title: English Literature I -Honors Course Code: EHS1C

Prerequisite: ENG08C, and recommendation Credit Value: 1 Credit


Learner outcomes


Demonstrate and apply specific reading, writing and research skills.

Discuss literature and the various components that make up different genres.

Analyze how literature discusses ideological differences, including the conflict between

tradition and modernization.

Critically respond to literature using analytical writing strategies.

Assessment

Students will be assessed on written and oral responses to literature, nonfiction texts, and media,

formal essays and other types of writing, comprehensive tests, student-facilitated presentations, and a

research project. Students will maintain a writing portfolio.

Course Description

ENG2C builds on the foundations of the ENG1C course. This course continues to focus on both

Literature and Language, supporting students in the development of the skills and knowledge

necessary to achieve academic success in English at a high school level. The course also prepares

students for the subsequent demands of the SAT and for their undergraduate studies.

The Language aspect of the course will guide students through the next stage in their development,

further extending their reading and writing skills. This course will emphasize effective written

communication to include compare/contrast, literary analysis, persuasive, and expository projects.

The research process will culminate in the completion of a group and an individual research project

for each student. Students will continue to improve sentence and paragraph skills.

The Literature component extends the work started in ENG1C where students analyzed specific

literary devices, and will continue developing the skills necessary for deeper literary analysis.

Students will read short stories, essays, and nonfiction supporting materials from various resources,

including Elements of Literature, 4th Course, and several novels, including Bradbury’s Fahrenheit

451, Wiesel’s Night, Orwell’s 1984 and Animal Farm, and Shakespeare’s Julius Caesar.

Learner outcomes


Create appropriately structured narrative, expository, and informational essays.

Produce an appropriate research project.

Analyze the structure and form of specific poetry and dramatic literature.

Critically respond to narratives and a variety of informational texts.

Recognize and evaluate persuasive components within a text.

Assessment

Students will be assessed on written and oral responses to literature, nonfiction texts, and media;

formal essays and other types of writing; comprehensive tests; student-facilitated presentations; and a

research project. Students will also maintain a portfolio of all written work.

Course Title: English Language & Literature II Course Code: ENG2C

Prerequisite: ENG1C or EHS1C Credit Value: 1 Credit


Course Description

The objectives of this course are to expose students to a wide range of literature covering multiple

genres, including the short story, novel, poetry, drama, and autobiographical nonfiction, from authors

of various cultures. The Honors track of this course encourages students to seek greater analytical

depth in the coursework. Students are provided with enrichment activities and opportunities to further

enhance their skills.

The course moves at an accelerated pace, and students will study a greater breadth of higher-level

literature compared to that in ENG2C. Students in this course are prepared for and encouraged to take

the Advanced Placement track. Students make personal responses to literature, analyze literary

techniques, and write for a variety of purposes and audiences. During the course, students develop

skills in critical and interpretive reading, essay writing, oral presentation, and independent research.

Students engage in a variety of learning tasks such as co-operative research, Socratic discussions, and

group activities. Moreover, they begin to develop advanced skills in creative and process writing and

critical thinking.

Various resources are used throughout the year, including Elements of Literature, 4th Course, Lee’s

To Kill a Mockingbird, Buck’s The Good Earth, Kingston’s Woman Warrior, Sophocles’ Oedipus,

Shakespeare’s Julius Caesar, films, and other non-fiction supporting materials.

Learner outcomes


Use critical theories to analyze literature.

Critically respond to literature using analytical writing.

Analyze the structure and form of poetry and the heroic genre.

Explicate and respond to passages.

Demonstrate the ability to complete several research projects.

Assessment


formal essays and other types of writing, comprehensive tests, student-facilitated presentations, and a

research project. Students will maintain a portfolio of written work.

Course Description

The objectives of this course are to introduce students to a diverse selection of American fiction,

nonfiction, and poetry spanning six major literary periods, beginning with a study of Native American

folklore and continuing through to the postmodern period. Students trace the changes in attitudes,

ideas and styles that have occurred as American literature has evolved, and analyze the techniques and

devices used by authors such as Mark Twain, Thomas Paine, Edgar Allan Poe, and Cormac McCarthy

to effectively capture the spirit of their respective ages. Students are encouraged to develop a

personalized appreciation of literature and to further develop their writing style as they respond

creatively to texts, engage in critical and interpretative reading, write for different audiences and

purposes, synthesize information to draw conclusions, and evaluate texts, all of which will help them

grow as active, independent readers and thinkers. Students engage in a variety of learning tasks such

as discussions, group work, presentations, independent research and individual writing assignments.

Various resources are used throughout the year, including The Adventures of Huckleberry Finn by

Mark Twain, Zen and the Art of Motorcycle Maintenance by Robert Pirsig, The Road by Cormac

Course Title: English Literature II - Honors Course Code: EHS2C


Course Title: American Literature Course Code: ENG3C



McCarthy, Packing for Mars: The Curious Science of Life in the Void by Mary Roach, Farewell to

Manzanar by Jeanne Wakatsuki Houston, and supporting films and materials.

Learner outcomes


Analyze the links among literature, culture, and history – particularly in relation to the

American literary canon.

Relate themes in American Literature to their own cultural and philosophical backgrounds.

Write persuasive, analytic essays using a range of rhetorical techniques and devices.

Use varied and effective grammar and vocabulary to strengthen the effectiveness of written

and spoken communication.

Demonstrate growth in the AIS ESLRs through performance and participation in the course.

Assessment

Students will be assessed on written and oral responses to course texts. Assessments may include, but

are not limited to, formal essays and other types of writing, comprehensive tests, student-facilitated

presentations, online discussion forums, multimedia projects, and research projects. Students will also

complete a summer reading project and three trimester reading projects.

Course Description

The objectives of this course are to introduce students to British literature, from Old English to

contemporary times, through the genres of fiction, drama, and poetry. Major texts include Beowulf

(anonymous author), Geoffrey Chaucer’s Canterbury Tales, Shakespeare’s Macbeth, and Charles

Dickens’s A Tale of Two Cities. Students read texts that cover a variety of settings and situations that

encourage students to develop a sense of self by exploring the lives and experiences of others. They

develop skills in logical, creative, and critical thinking. They learn to respond to literature by

speaking, researching, and writing. Students engage in a variety of learning tasks, such as discussions,

individual and group presentations, independent research, speeches, debates, and essay assignments.

Various resources are used throughout the year, including Elements of Literature, 6th Course, novels,

films and non-fiction supporting materials.

Learner outcomes


Students will understand the social and historical forces that shape literature – particularly the

British canon.

Critically respond to literature using a wide variety of literary devices.

Speak using verbal / non-verbal techniques as well as appropriate visual aids.

Demonstrate the ability to complete the research process.

Assessment


formal essays and other types of writing, comprehensive tests, student-facilitated presentations, online

discussion forums, and a research project. Students will also maintain a writing portfolio.

Course Title: British Literature Course Code: ENG4C



Course Description

An AP course in English Language and Composition engages students in becoming skilled readers of

prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a

variety of purposes (apcentral.collegeboard.com).

AP English Language and Composition is a college-level course designed for highly motivated

students interested in closely analyzing the rhetorical devices and strategies employed by highly

effective writers and speakers to craft well-developed arguments. Students will study the relationship

between audience, purpose, and format as they read selected nonfiction texts and practice writing

arguments of their own. Additionally, students will learn and utilize advanced grammatical

structures, vocabulary, and literary and rhetorical devices. Finally, they will focus on systematic test-

taking strategies in preparation for the standardized AP exam in May. Those who score a 3, 4, or 5 on

this exam may potentially earn university credit. Students should be advised that this is a highly

rigorous course in terms of both reading and writing and it is necessary for students to be self-

motivated and responsible. Texts under study will include 50 Great Essays, Third Edition; In Cold

Blood by Truman Capote; The Tipping Point: How Little Things Can Make a Big Difference by

Malcolm Gladwell; I Wear the Black Hat: Grappling With Villains (Real and Imagined) by Chuck

Klosterman; The Other Wes Moore: One Name, Two Fates by Wes Moore; A Room of One’s Own by

Virginia Woolf; In the Garden of Beast by Erik Larson; The Adventures of Huckleberry Finn by Mark

Twain; and supporting films and materials.

Learner outcomes


Independently and collectively comprehend, analyze, summarize, and interpret selected pieces

of literature, especially samples of good writing, identifying and explaining an author’s use of

rhetorical and metaphorical devices and techniques.

Respond personally and reflectively to a range of literature in a range of contexts (e.g., whole

class and small group discussion, formal speech or presentation, informal written response,

formal essay).

Write clearly and powerfully in several forms (e.g., narrative, expository, analytical,

argumentative) for a variety of audiences about a variety of subjects (e.g., literary response,

topic exploration, personal experience).

Assessment

Students will be assessed on written and oral responses to course texts. Assessments may include, but

are not limited to, formal essays and other types of writing, comprehensive tests, AP practice exams,

student-facilitated presentations, online discussion forums, multimedia projects, and research projects.

Students will also complete a summer reading project and three trimester reading projects. All

students will be required to take the Advanced Placement English Language and Composition Exam

in May.

Course Title: English Language & Composition - Course Code: ELG5C

Advanced Placement

Prerequisite: EHS2C or ENG2C and Permission from Credit Value: 1 Credit

Teacher and English HOD


Course Description

Advanced Placement English Literature and Composition is a rigorous academic course that requires

students to read a wide variety of literature, from the sixteenth to the twenty-first century. Students

will analyze and comment on serious works of literature written by authors from diverse cultures and

backgrounds in the four genres: nonfiction, fiction, drama, and poetry. Designed as an introductory

university-level literary analysis and composition course, EAP5C follows a similar curriculum as one

typically found in American universities. Students are required to read at least six novels and, six full-

length plays, a collection of poetry and supporting articles and nonfiction essays. Novels under

explication include The Great Gatsby by F. Scott Fitzgerald, Toni Morrison’s The Bluest Eye, The

Scarlet Letter by Nathaniel Hawthorne, and Hotel on the Corner of Bitter and Sweet by Jamie Ford.

Plays include Shakespeare’s Macbeth, Henrik Ibsen’s A Doll’s House, and Henry Miller’s Death of a

Salesman. Nonfiction includes Without a Map by Meredith Hall. Students will explore these texts in

depth and will trace the development of universal themes over time, place, and culture while

reflecting on their own engagement with the literature. Further, they will learn the basic tenets of

several literary theories to advance their critical inquiry into the texts. Students will develop their

analytical writing skills in order to respond to what they read. In addition, they will engage in a

variety of learning tasks such as small and large group discussions, student-led seminars, independent

research, and practice examinations. Students will also focus on test-taking strategies using a

Princeton Review guided textbook to prepare them for the standardized AP exam in May. Those who

score a 3, 4, or 5 on this exam may earn university credit.

Learner outcomes


Use critical theory to analyze literature from the Western literary canon.

Independently read and analyze literature.

Discuss literature to a sophisticated degree through seminar presentations and Socratic

discussion as well as by using online media.

Demonstrate the ability to complete the research process.

Maintain a Portfolio of all major written work with corrections.

Score at least a three on the May Advanced Placement Literature and Composition

Examination.

Assessment

Students will be assessed on written and oral responses to literature, nonfiction texts, formal essays

and other types of writing, comprehensive tests, student-facilitated presentations, online discussion

forums, and a research project. All students are required to take the May Advanced Placement

Examination in Literature and Composition. Students will also maintain a writing portfolio.

Course Title: English Literature & Composition - Course Code: EAP5C

Advanced Placement

Prerequisite: ELG5C or ENG3C and Permission from Credit Value: 1 Credit

Teacher and English HOD


Course Description

This course will appeal to students interested in writing for the school magazine. Besides developing

their own journalistic skills, they will learn to be critical consumers of media. Students will learn the

basics of journalistic writing, including news writing, feature writing, sports writing and editorial

writing. In addition, students will learn the fundamentals of photography, advertising and design.

They will be evaluated primarily on their ability to produce publishable stories and photographs.

Many supporting materials are used to guide students in their learning process. Students are

responsible for regularly publishing The Eagle News, the AIS student magazine. Whilst this class is

not responsible for producing the School Yearbook, it is highly recommended that those who want to

have an editorial role with the School Yearbook try to fit this course into their schedule if they can.

Learner outcomes


Write in a variety of styles associated with journalism, ranging from articles to editorials to

reviews.

Collect information using research and interview skills.

Discuss the history and values of journalism.

Produce a regular student magazine.

Assessment

Students will be assessed on various types of written articles, information gathering, research skills,

and visual presentation. Students will maintain a portfolio of their work throughout the course.

Course Title: Journalism / Media Arts Course Code: JLM4E

Prerequisite: None Credit Value: 1 Credit



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

mathematic 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 switch 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.

Course Selection

Students follow a sequence of courses in their mathematic education, consisting of Algebra I

(MAG1C), Geometry (MGE2C) or Honors Geometry (MGH2C), Algebra II (MAG2C) or Honors

Algebra II (MAH2C), Algebra III (MAG3C), Statistics (MST4C), Pre-calculus (MPC4C), and AP

Calculus BC (MCA5C). Four credits in any seven of the above courses are required to receive a

diploma from AIS.

The Mathematics Department requires the minimum of Algebra III (MAG3C) level for a student to

graduate. However, 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 Algebra III 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 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



MAH2C MPC4C MCA5C

MAG2C

MAG1C

MAG3C

MGE2C MST4C

MGH2C

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 Outcomes

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.

Understand how to factor special polynomials and be able to solve equations by factoring and

quadratic formula.

Assessment

Students will be assessed according to their performance in chapter tests, quizzes, homework,

projects, as well as mid-year and final exams.

Course Title: Algebra I Course Code: MAG1C

Prerequisite: MPA07C Credit Value: 1 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 contra-positives 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.

Learner Outcomes


Use definitions, postulates, and theorems and construct diagrams to justify the validity of a

statement and give counter examples 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.

Assessment



Course Title: Geometry Course Code: MGE2C

Prerequisite: MAG1C Credit Value: 1 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, flow chart 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 Outcomes


Use definitions, postulates, and theorems and construct diagrams to justify the validity of a

statement and give counter examples to disprove a statement.

Know how to complete two column proofs, paragraph proofs, flow chart 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, 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.

Students know the effect of rigid motions on figures in the coordinate plane and space,

including rotations, translations, and reflections.

Course Title: Geometry Honors Course Code: MGH2C

Prerequisite: MAG1C with teacher recommendation Credit Value: 1 Credit


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.

Students know, derive, and solve problems involving the perimeter, circumference, area,

volume, lateral area, and surface area of common geometric figures.

Assessment



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.

Learner Outcomes


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. In particular, they can plot complex numbers as points in the plane.

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 ( ) 2y a x b 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.

Course Title: Algebra II Course Code: MAG2C



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

Assessment



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). 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.

Learner Outcomes


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. In particular, they can plot complex numbers as points in the plane.

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.

Course Title: Algebra II Honors Course Code: MAH2C

Prerequisite: MAG1C or MGE2C with Credit Value: 1 Credit

Teacher recommendation, or MGH2C


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 ( ) 2y a x b c .

Graph quadratic functions and determine the maxima, minima, and zeros of the function.

Understand the inverse relationship between exponents and logarithmsand 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

Assessment



Course Description

The objectives of MAG3C are to emphasize the role of discrete mathematics and Trigonometry as the

foundation for Statistics or Pre-calculus respectively. During the first part of the year, students

investigate properties of Sequences, Series, the Binomial Formula, Counting Principles, Permutations,

Combinations and Statistics. 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.

Learner Outcomes


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.

Use fundamental counting principles to compute combinations and permutations.

Course Title: Algebra III – advanced algebra, Course Code: MAG3C

trigonometry and statistics



Use combinations and permutations to compute probabilities

Know the definition of the notion of independent events and can use the rules for addition,

multiplication, and complementation to solve for probabilities of particular events in finite

sample spaces.

Know the definition of conditional probability and use it to solve for probabilities in finite

sample spaces.

Demonstrate an understanding of the notion of discrete random variables by using them to

solve for the probabilities of outcomes, such as the probability of the occurrence of five heads

in 14 coin tosses.

Know the definitions of the mean, median, mode, variance and standard deviation of a

distribution of data and can compute each in particular situations.

Organize and describe distributions of data by using a number of different methods, including

frequency tables, histograms, stem-and-leaf displays, scatter plots, and box-and-whisker plots.

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

Be adept at using trigonometry in a variety of applications and word problems.

Assessment



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.

Learner Outcomes


Know the characteristics of and be able to graph quadratic, polynomial, logarithmic,

exponential, circular, and trigonometric functions.

Use trigonometric, exponential, polynomial, and rational functions to model real-life data.

Course Title: Pre-Calculus Course Code: MPC4C

Prerequisite: MAH2C, MAG3C or MAG2C with Credit Value: 1 Credit

teacher recommendation


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 • ƒ(x), ƒ(x) + d, ƒ(x + c), ƒ(b • x), |ƒ(x)|,

ƒ(|x|),ƒn(x),

1

f (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 be able to graph vector valued functions.

Apply sequences and series to solve problems including sums, binomial expansion, binomial

theorem, combinations and Pascal’s Triangle.

Assessment



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.

Learner Outcomes


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.

Describe and test the significance of relationships, between two variables when data are

presented as ordered pairs.

Assessment



Course Title: Statistics Course Code: MST4C

Prerequisite: Either MAG3C / MPC4C or with Credit Value: 1 Credit

permission from Mathematics HOD


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.

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.

It is important to note that this is a double credit course.

Learner Outcomes


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 enclosed

by polar graphs.

Assessment



Course Title: Calculus BC Advanced Placement Course Code: MCA5C

Prerequisite: MPC4C or MAB5C Credit Value: 2 Credits



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.

As an American Standards based school, our courses and all units are designed using the New

Generation Standards for Science as well as the College Board Standards for the AP and Pre-AP level

courses.

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 followed by Grade 10 Integrated

Science courses. Integrated Science courses are designed to build on the program they covered in

Middle School and prepare them for either Integrated Science in Grade 11 or specialization into

Chemistry, Biology, Environmental Science and/or Physics.

After successful completion of Integrated Science at Grade 9 and 10, students have the option of

Grade 11 Integrated Science, or Grade 12 Honors courses in Biology, Chemistry and/or

Environmental Science. On successful completion of Honors courses students may take the Advanced

Placement courses in the same discipline. In Physics there is no Honors course. There are two AP

courses, Physics 1 and Physics 2 which may be taken in consecutive years. Students taking Grade 12

Environmental Science may earn the approval of the instructor to perform extra tasks that would

enable them to sit the Environmental Science Advanced Placement exam as independent students. A

select few Grade 9 students who have proven to be possessed of exceptional ability in Science and are

academically proficient in other subjects may be offered the chance to enroll in the Honors courses

after completion of SCI1C. This is offered to students only with the Science teachers’

recommendation and the Head of Science’s approval.

Science Course Schematic



SCI1C SCI2C SCI3C

SBH4C SBI5C

SCH4C SCH5C

SPA5C

SEN4C

SPB5C


Course Description

This General Science course will enable students to investigate and analyze scientific 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.

Learner Outcomes


Develop an understanding of the major themes of science to include: Nature of Molecules,

Reactions, Proteins, Cells, Photosynthesis and Respiration, Forces and Motion, Earth and

Space.

Develop skills in laboratory work, problem solving and critical thinking.

Develop an appreciation of the roles of scientific principles in everyday life.

Assessment

The course will be assessed in a variety of areas in order to encompass the different learning

styles of students. These include: Projects

Other performance based assessments

Labs

Unit tests

Mid-year and Final exams

Course Description

This course is designed to build upon the skills and concepts learned in SCI1C. All major disciplines

of science are covered during the course, and most students will advance from this course into the

specialized Honors courses. Students will be encouraged to further develop their critical thinking

skills and apply their knowledge gained into unique situations and real-world scenarios.

Learner Outcomes

Students should acquire knowledge and develop an understanding of:

Scientific methods, including planning scientific investigations and writing high-quality lab

reports.

Refine and further develop problem solving and critical thinking skills.

The importance of critical and reflective learning strategies.

Develop an understanding of the following themes: Ecology, Energy, Genetics, Molar

Relationships, Rates of Reactions, Electricity and Magnetism, Waves and Optics.

Assessment




Labs

Unit tests


Course Title: Integrated Science Introduction Course Code: SCI1C

Prerequisite: SCI08C or equivalent Credit Value: 1 Credit

Course Title: Integrated Science Investigations Course Code: SCI2C

Prerequisite: SCI1C Credit Value: 1 Credit


Course Description

This course is designed for students who wish to continue their investigations into the three central

disciplines of science, but are not yet prepared for the Honors course in any individual subject. This

course is designed to extend the principles covered in SCI1C and SCI2C and encourage further

inquiry, critical thinking and reflective skills to ensure students will succeed in any Honors science

course.

Learner Outcomes


Chemistry theories, laws, concepts, and chemical phenomena.

The use of scientific language and terminology.

Chemistry applications in real life situations.

The general nature of key ideas common to all areas of physics – light, heat, mechanics and

sound.

An in-depth look at human genetics and how DNA is the most important molecule in the

human body.

A study on how the human Nervous system works.

Assessment




Labs

Unit tests


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.

Students who earn the approval of the instructor may be given the opportunity to perform extra

assignments and tasks that would enable them to sit the Environmental Science Advanced Placement

exam as independent students.

Learner Outcomes


The Earth as a physical system and our place in the living world.

Course Title: Integrated Science Extension Course Code: SCI3C

Prerequisite: SCI2C Credit Value: 1 Credit

Course Title: Environmental Science Course Code: SEN4C

Prerequisite: SCI2C or Teacher’s Recommendation Credit Value: 1 Credit


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.

Assessment




Labs

Unit tests


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 Outcomes


The basic chemistry of life.

Evolution.

Homeostasis.

Plant and animal anatomy and physiology.

Dawn of Life.

Population Dynamics.

Assessment




Labs

Unit tests


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

Course Title: Biology - Honors Course Code: SBH4C

Prerequisite: SCI2C or Teacher’s Recommendation Credit Value: 1 Credit

Course Title: Chemistry - Honors Course Code: SCH4C

Prerequisite: SCI2C or Teacher Recommendation Credit Value: 1 Credit


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.

Learner Outcomes

Students should acquire knowledge and develop an understanding in:

Chemistry theories, laws, concepts, and chemical phenomena.

The use of Chemistry language and terminology.

Chemistry applications in real life situation.

Assessment




Labs

Unit tests


Course Description

Guided by the National Research Council and National Science Foundation, the AP Program

collaborated with college and university educators and AP teachers to develop two, yearlong AP

Physics courses to replace AP Physics B.

AP Physics 1: Algebra-based and AP Physics 2: Algebra-based are the equivalent of the first and

second semesters of introductory, algebra-based college courses in Physics.

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 Outcomes

This 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 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.

The following are the 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.

Course Title: Physics 1 - Advanced Placement Course Code: SPA5C

Prerequisite: SCI2C, with a recommendation

for or credit in MPC4C Credit Value: 1 Credit


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.

Assessment




Labs

Unit tests


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 Outcomes

This 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.

Students 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.

The following are 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.

The mathematics of probability can be used to describe the behavior of complex systems and

to interpret the behavior of quantum mechanical systems.

Assessment



Course Title: Physics 2 - Advanced Placement Course Code: SPB5C

Prerequisite: SPA5C with teacher’s recommendation,

and at least a ‘B’ grade in MPC4C Credit Value: 1 Credit



Labs

Unit tests


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.

Learner Outcomes

Students should acquire knowledge and develop an understanding in:

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.

Assessment




Labs

Unit tests


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.

Learner Outcomes


Develop a deeper understanding of biological concepts and themes learnt in previous courses.

Course Title: Biology - Advanced Placement Course Code: SBI5C

Prerequisite: SBH4C with Teacher’s recommendation Credit Value: 1 Credit

Course Title: Chemistry - Advanced Placement Course Code: SCH5C

Prerequisite: SCH4C with Teacher’s recommendation Credit Value: 1 Credit


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.

Assessment

Students will be required to take a mandatory mock exam in 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.


styles of students. These include:

Projects


Labs

Unit tests




Through the study of Humanities 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.

In addition, students are offered the opportunity to take Advanced Placement courses in World

History (HWH5C), Psychology (PSY5C), and Economics (HEC5C). These are college-level courses

which require an external examination in May.

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; at least one credit should be from a Grade 11 or Grade 12 level course. A credit

in United States History (HUS4C) is recommended for students wishing to attend an American

university.

Humanities Course Schematic



HSS1C HWH2C HWH5C

HAS2C HUS4C

HEC4C HEC5C

PSY3C PSY5C


Course Description

This course aims to introduce the student to the basic concepts taught in the Humanities courses.

Within the context of world history, students will develop their independent and cooperative learning

strategies as they explore the geographic, social, economic and historical content in the modern era,

from the Industrial Revolution to World War I (1830s to 1920).

Learner Outcomes

Students should:

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.

Assessment

Formative quizzes

GRASP activities as summative assessments

Research projects, presentations and simulations

Document-Based Question (DBQ) and Comparative essays

Mid-Year and Final exams

Course Description

Building on the skills developed in Grade 9, this course explores the themes of early American history

through to the colonial period. This course emphasizes the cultural and social systems that have

fostered unique perspectives throughout the Americas. Working with a variety of sources, students

will continue to engage in research and discussion using a variety of classroom technologies.

Learner Outcomes

Students should:

Explain the effect of changing technology on early American cultures.

Examine the influences of the diffusion ideas, people and objects on the early cultures

throughout the Americas.

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

Formative quizzes


Research projects and presentations

Course Title: American Studies Course Code: HAS2C

Prerequisite: HSS1C or equivalent Credit Value: 1 Credit

Course Title: Social Studies I Course Code: HSS1C

Prerequisite: HSS08C or equivalent Credit Value: 1 Credit


Document-Based Question (DBQ) and Comparative essays


Course Description

This course prepares students to enter the Advanced Placement (AP) World History course the

following year. 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.

Learner Outcomes

Students should:





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



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


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.

Learner Outcomes

The student should:

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

Course Title: World History Course Code: HWH2C

Prerequisite: HSS1C and/or teacher recommendation Credit Value: 1 Credit

Course Title: Introductory Psychology Course Code: PSY3C

Prerequisite: HAS2C or equivalent Credit Value: 1 Credit


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

Assessment

The 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, mid-year and final

examinations, written assignments, essays, reading assignments, and projects.

Course Description

This junior/senior course will offer a survey of challenging economic concepts that could help prepare

a motivated student for the AP Microeconomics exam at the end of the year.

Learner Outcomes

Students should:

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

Student assessment will include:

Formative quizzes




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 20

st centuries.

Learner Outcomes

Students should:



Course Title: United States History Course Code: HUS4C


Course Title: Economics Course Code: HEC4C





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

Students might consider taking the U.S. History SAT II subject test.

Formative quizzes



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


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.

Learner Outcomes

Student should be able to:

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 (c8000 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.

Assessment

Students 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

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

Mid-Year (and mock AP) examination

Final Project and Presentation

Course Title: World History - Advanced Placement Course Code: HWH5C

Prerequisite: HWH2C and/or teacher recommendation Credit Value: 1 Credit


Course Description

This course culminates in the College Board Advanced Placement (AP) Examination. Students will

explore both the microeconomic and macroeconomic concepts within the economy. The students will

practice independent and cooperative learning strategies that are designed for each student to

demonstrate their understanding of the concepts. Prior teacher approval is required for registration in

this course.

Learner Outcomes

Students should:

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

Presentations

Class participation

AP College Board Exam


Final project & presentation

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 metal 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.

Learner Outcomes

Students are expected to:

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.

Course Title: Economics – Advanced Placement Course Code: HEC5C

Prerequisite: HEC4C and/or teacher recommendation Credit Value: 1 Credit

Course Title: Psychology – Advanced Placement Course Code: PSY5C

Prerequisite: PSY3C and/or teacher recommendation Credit Value: 1 Credit


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


Final project & presentation

Self-evaluation



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 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 or both in

French). 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 Education Reaches Out (AERO)

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



FLF1C FLF2C FLF3C

FLM1C FLM2C FLM3C FLM4C FLM5C


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 communication. 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.

Learner Outcomes


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.

Assessment

Assessment will focus on communicative and writing activities, such as listening exercises, role

plays, dictations, spelling, unit tests, quizzes, weekly journal, unit tests, performance base

task, projects and mid-year and final exams.

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.

Learner Outcomes


Ask for and give information about directions.

Course Title: French I Course Code: FLF1C


Course Title: French II Course Code: FLF2C

Prerequisite: FLF1C Credit Value: 1 Credit


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/ bag pack.

Assessment


plays, unit quizzes, weekly journal, essays, unit tests, performance base task, projects and

mid-year and final exams.

Course Description

There is a continued emphasis on oral communication skills, with reading and writing skills becoming

more important. Short stories, simple poems and audio/video material supplement support the course.

Communication skills are also refined through an appropriate novel study, vocabulary expansion

tasks, discussions, role-plays and oral presentations. Advanced grammar is also studied.

Please note this is an advanced level of French learning, and will not always be offered as a course

option.

Students who wish to take advanced French courses and possibly the Advanced Placement test in

French Language and Culture should consider alternative online course options and self-study. Advice

can be provided regarding these options from the principal and school counselors.

Learner Outcomes


Learn about the culture of other French speaking countries and regions (Belgium,

Switzerland, Morocco, Tunisia, Guadeloupe, and Louisiana).

Learn how to inquire, expressing enthusiasm and dissatisfaction.

Describe how a place was.

Ask for, grant and refuse permission, express obligation, forbid, reproach and justify action

and reject other’s excuses.

Learn how to ask for future plans, express wishes and indecisions.

Write and close a letter to friends and family members.

Express their feelings, fears and preferences, compare and contrast.

Assessment


plays, unit tests, quizzes, weekly journal, essays, unit tests, performance base task, projects

and mid-year and final exams.

Course title: French III Course Code: FLF3C

Prerequisite: FLF2C or equivalent Credit Value: 1 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 communication. 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, hobbies

and friends. 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, CD and reading materials.

Learner Outcomes


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

Assessment

Assessment 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, performance base

task, project and mid-year and final exams.

books

Course Description

The objectives of this course are to enable students to further develop their Mandarin skills through

the emphasis of 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. 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, advertisements, short stories, and CDs.

Course Title: Mandarin I Course Code: FLM1C


Course Title: Mandarin II Course Code: FLM2C

Prerequisite: FLM1C or equivalent Credit Value: 1 Credit


Learner Outcomes


Make use of the vocabulary and grammar structures in their writing.

Construct simple and compound sentence with coordinate clause and metaphor

Discuss weather, attending party, dining out,

Ask for and give information about directions

Talk about their experience in seeing a doctor and dating. Describe how they rent an apartment and provide information about the rooms of the house,

furniture and appliances as well as their location.

Read and understand simple story, summarize the story by making use of dictionary

or teacher’s help

Develop further understanding of the Chinese culture

Assessment

Assessment will focus on communicative and writing activities, such as workbook and character

workbook, role play, group discussion, translation, translation, situational dialogue, listening

and oral test, picture composition, dictation, unit quizzes, performance base task, project and

mid-year and final exams.

Course Description

The objectives of this course are to hone students’ language skills, foster their reflective and critical

thinking skills and broaden their world view. Students 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, games, interviews and debates Resources include course books,

online resources, CDs, supplementary books, newspapers, magazines, advertisements, non-fiction

materials, poetry, short stories, and videos.

Learner Outcomes


Discuss travel plans and transportation of a country

Express and describe complex topics and situations

Talk about 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

Think critically about issues

Express their views and opinions while considering the views and opinions of others

Develop their reading proficiency through exposure to contextualized written materials

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 base task, collaborative

group and research projects and mid-year and final exams.

Course Title: Mandarin III Course Code: FLM3C



,pai

Course Description

The objective of this course is to expand the intermediate learner’s vocabulary, and help them to

achieve advance level proficiency in the oral and written use of the Chinese language as well as focus

on certain themes and skill areas, particularly in the areas of description, comparison and introduction.

Students engage in a variety of tasks such as debate, student- directed seminars, games, individual and

group presentations. Resources include course book, CDs, newspaper, online resources, magazines,

non-fiction materials, novels, short stories, poetry, plays, and videos.

Learner Outcomes


Describe directions to and 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, sharing and debating tasks, integrate

language skills and evaluate performance

Broaden their knowledge of Chinese culture.

Assessment

Assessment will emphasize specific aspects of interactive activities such as student–directed tasks,

topical presentations, text translations, essay writing, oral and written reports, unit quizzes, listening

practice, performance based tasks, collaborative group and research projects, as well as mid-year and

final exams.

Course Description

The objective of this course is to provide the opportunity for students to be prepared to sit the

Advanced Placement Chinese Language and Culture Examination, particularly in the areas of

description, comparison and introduction. Students develop skills in lateral thinking, writing for

different audiences and purposes, inferring and develop a deeper understanding of Chinese culture and

how it impacts on the language. Students engage in a variety of tasks such as student-directed

seminars, topical speeches, creative writing, individual and group presentations. Resources include

textbooks, CDs, newspaper, online resources, magazines, non-fiction materials, novels, short stories,

poetry, plays, and videos.

Learner Outcomes


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.

Course Title: Mandarin IV Course Code: FLM4C


Course Title: Chinese Language & Culture Course Code: FLM5C

- Advanced Placement



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, sharing and debating tasks, integrate

language skills and evaluate performance

Get extensive practice on AP exam format

Demonstrate a deep knowledge and understanding of key elements of Chinese culture.

Assessment

Assessment 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 base task, collaborative and research projects, as well as mid-

year and final exams.



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 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.

Course Selection

The graduation requirements are two credits to be completed in High School. All course options will

be offered during the 2015 – 2016 school year.

Physical Education & Health Course Schematic



PEH1C PEH2C PEH3C PEH4C


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 rotations of

approximately 2 cycles or 12 calendar day units composed of 8 classes.

The health component covers issues including wellness, fitness and exercise, substance use and

abuse and human sexuality. The health units are delivered over 2 cycles or 12 calendar day units

composed of 8 classes. Students will learn through a variety of discussions, group work,

presentations, independent research, and role-playing as well as formal testing environments.

Learner Outcomes

The students will learn 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.

Understand that physical activity provides the opportunity for enjoyment challenge, self-

expression, and social interaction.

Assessment

PE class – 75% 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 – 20%

Health class 25% of total PEH grade

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 rotations of approximately 2

cycles or 12 calendar day units composed of 8 classes. The health component covers issues including wellness, fitness and exercise, substance use and

abuse and human sexuality. The health units are delivered over 2 cycles or 12 calendar day units

composed of 8 classes. Students will learn through a variety of discussions, group work,

presentations, independent research, and role-playing as well as formal testing environments.

Course Title: Physical Education & Health Junior I Course Code: PEH1C


Course Title: Physical Education & Health Junior II Course Code: PEH2C



Learner Outcomes






Exhibit a physically active lifestyle.





Assessment







Health class - 25% of total PEH grade

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 rotations of


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 2 cycles or 12 calendar day units composed of 8 classes. Students will learn through

a variety of discussions, group work, presentations, independent research, and role-playing as well as

formal testing environments.

Learner Outcomes










Course Title: Physical Education & Health – Senior I Course Code: PEH3C



Assessment








.

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 rotations of


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 2 cycles or 12 calendar day units composed of 8 classes. Students will learn through a variety of

discussions, group work, presentations, independent research, and role-playing as well as formal

testing environments.

Learner Outcomes











Assessment




- Participation – 20%




Course Title: Physical Education & Health – Senior II Course Code: PEH4C

Prerequisite: At least one other PEH credit Credit Value: 1 Credit



The Visual and Performing Arts are a fundamental means of expression and communication 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 musical

performance and fine arts.

Course Selection

The minimum requirement for a High School Diploma is two credits in Arts courses. These can be

either in Visual Art, Drama and/or Music.

Visual Art

The High School Visual Art program is an intensive course of study at four successive levels, in

which increasing emphasis is placed on thematic research and a critical and conceptual

understanding of Art methodology.

Students should enter Art Junior I and progress through Art Junior II, Art Senior I and Art Senior II.

Finally a one-year College Board audited Advanced Placement (AP) course in Studio Art is offered at

the senior level for students approved by the Art teacher.

Entry into Art 3C course, Art 4C course and Art-AP course without completion of Art 1C course or

Art 2C course will be at the discretion of the Art teacher. Students may be permitted to take more

than one Art course in a single year at the discretion of 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 beginners. Students in MUS2C, MUS3C and MUS4C will be part of the school concert

band. Entry into the Music 2C course 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.

We also offer a Music Technology program. MTC1C and 2C are for those interested in learning some

of the skills it takes to create music, and the technology used to produce that music. 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 a public performance

through individual speeches, collaborative plays, and film.

To this end, students will develop acting and vocalization techniques; analyze and write play and

movie scripts with performance as the primary goal; gain an understanding of an audience's

perceptions; and develop stage- and film-craft. The content is drawn from a vast well of material from

Shakespeare to famous speeches to current screenplays to YouTube – enough to cater to students’

varied strengths, interests and personal goals.


The dramatic arts courses are taught as combined programs. DRA1C and DRA2C are for freshman

and sophomore students or students with no acting / theatrical experience. DRA3C and DRA4C are

for juniors and senior students, or students with acting / theatrical experience. Students in 1C and 2C

will gain introductory and intermediate skills while 3C and 4C students will develop skills to an

advanced degree. Furthermore, students in the 2C or 4C credit course will assume leadership roles

within the class productions. These courses require students to attend professional theatrical shows

through the year in their personal time (often evenings), and will generally require students to

participate in extra rehearsals and performances beyond the school day.

Visual and Performing Arts Course Schematic



ART1C ART2C ART3C ART4C ART5C

MUS1C MUS2C MUS3C MUS4C

MTC1C MTC3C

DRA1C DRA2C DRA3C DRA4C


Course Description

This course introduces a variety of basic Art skills and practices. Students undertake practical

assignments to explore color, composition, drawing, and painting. Media experiences include pencil,

pastel, crayons, acrylic paint and collage. Students will have opportunity to learn the basic graphic

design theory and execute their ideas through commercial imagery. They will also produce a major

artwork in the “pop” style, reflecting their place in the culture and community in which they live.

Learner Outcomes

The course is practical and will explore drawing, painting and printmaking. The student will develop

a range of skills that will give them basic technical vocabulary and an awareness of the fundamentals

of creating art works. Students will understand the processes used to make contemporary art through

using the Pop Art model.

Assessment

Practical assignments are graded according to criteria provided by the Art teacher.

Course Description

This course re-emphasizes skills gained in ARTIC. The program extends the range of media

investigated to include watercolor, colored pencil, pen and ink. Approaches to art-making include

drawing from models, group work, and in-depth, thematic research. The process of art creation is

increasingly valued during this class and graded proportionately.

Learner Outcomes

The student will gain a range of advanced drawing, painting and sculpture techniques. They will use

these in combination with a descriptive set of visual problems they must solve creatively using these

techniques.

Assessment


Course Description

Students are introduced to a variety of abstract problems they must solve visually with the assigned

materials. Research, sketch work, one on one interviews, and even teacher panels will be in used

throughout the school year to support and critique student work and ideas.

Course Title: Art Junior I Course Code: ART1C


Course Title: Art Senior I Course Code: ART3C

Prerequisite: ART2C Credit Value: 1 Credit

Course Title: Art Junior II Course Code: ART2C



Learner Outcomes

The student can create and execute sophisticated visuals, using appropriate symbols and designs based

on extensive research and sketch work. They will be aware of the artistic process in creating not just

art, but fine art, characterized with an in-depth story or message done in only the visual.

Assessment


Course Description

Students are introduced to a variety of modern artists and visual problems to solve. They have the

opportunity to use a variety of media and techniques to explore a personal response to real dilemmas

in the design industry today. Students should also learn the basic design elements and principles in

order to execute both 2D and 3D Design artworks.

Learner Outcomes

The student can design and execute sophisticated images, using the appropriate media. They will be

aware of contemporary art movements, and able to compare and criticize their own work in relation to

this knowledge. Continuous assessment will be conducted in order to expose students’ creative

thinking and solve-problem skills.

Assessment


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 for the AP course and may submit up to 3

separate portfolios, one each for drawing, 2-D design (painting, printmaking, digital design,

photography etc.) and 3-D design (sculpture). Note: 3-D Design may not always be available as an

option.

The portfolio consists of 25 artworks for each section selected, and is submitted in May.

Learner Outcomes

Students can execute a variety of artworks demonstrating the A.P. 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 be able to select and submit a portfolio for examination.

Students will also understand that making art is an ongoing process that involves the student in

informed and critical decision.

Assessment

Coursework will be graded throughout the year using set criteria. The AP Portfolio will be assessed

externally by the College Board organization.

Course Title: Art – Advanced Placement Course Code: ART5C

Prerequisite: ART3C or ART4C Credit Value: 1 Credit

Course Title: Art Senior II Course Code: ART4C



All students who take any music course must own or purchase an instrument, and necessary supplies,

approved by the instructor (approximate cost is between HKD$3,500 to $7,000).

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.

Learner Outcomes

Students will acquire knowledge and develop an understanding in:

Music reading, including pitch and rhythm recognition.

Breathe control.

Ensemble playing.

Listening to music critically.

Assessment

Musicians will be graded on:

Playing tests.

Written tests.

School Performance.

Outside Concert Attendance.

Forum Discussions.

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.

Learner Outcomes

Students will develop their knowledge and understanding in:

Music reading, including pitch and rhythm recognition.

Breathe control.

Ensemble playing.


Assessment


Playing tests.

Written tests.

School Performance.

Course Title: Band I Course Code: MUS1C

Prerequisite: A desire to learn a musical instrument Credit Value: 1 Credit

Course Title: Band II Course Code: MUS2C

Prerequisite: MUS1C or adequate prior experience Credit Value: 1 Credit



Forum Discussions.

Course Description

Student in MUS3C will develop their performance skills to a high level. Elements of working co-

operatively to achieve a high level of group performance will be expected. Students are expected to

practice daily with the books and listening examples provided.

Learner Outcomes


Ensemble skills.

Advanced instrument technique.

Advanced sight-reading.


Assessment


Playing tests.

Written tests.

School Performance.


Forum Discussions.

Recording Project (10%)

Course Description

Students in MUS4C will develop their performance skills to a superior level. Elements of working co-

operatively to achieve a high level of group performance will be explored. Students are expected to

practice daily with the books and listening examples provided.

Learner Outcomes


Ensemble Skills.

Advanced instrument technique.

Advanced sight-reading.


Assessment


Playing tests.

Written tests.

School Performance.


Forum Discussions.

Course Title: Band III Course Code: MUS3C

Prerequisite: MUS2C Credit Value: 1 Credit

Course Title: Band IV Course Code: MUS4C

Prerequisite: MUS3C Credit Value: 1 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 the history and future of music technology,

acoustics, digital audio, music editing/composing, sequencing, and basic recording

techniques. Access to an iPad will be necessary to complete a portion of our projects.

Learner Outcomes


Basic recording techniques.

Basic music editing/composing.

Music history.

Music reading.

Assessment

This 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. Students should be

prepared to work independently at times and must be able to meet expected deadlines. Projects will

be graded based on required content and professionalism of sound.

Course Description

This course builds on the foundation of music technology set in MTC1C. It features the use of

computers, music software, and basic recording equipment. The concepts addressed include but are

not limited to the history and future of music technology, acoustics, digital audio, music

editing/composing, and basic recording techniques. Access to an iPad will be necessary to complete a

portion of our projects.

Learner Outcomes

Students will develop their knowledge and understanding in:

Advanced recording techniques.

Advanced music editing/composing.

Music history.

Music reading.

Assessment

This is a project-based class. The projects will be designed to mirror projects that 1C is completed,

but you will be graded with tougher criteria. Projects may change from year to year. Students should

be prepared to work independently at times and must be able to meet expected deadlines. Projects

will be graded based on required content and professionalism of sound.

Course Title: Music Technology I Course Code: MTC1C


Course Title: Music Technology III Course Code: MTC3C

Prerequisite: Some musical training/basic knowledge Credit Value: 1 Credit


The foremost purpose of these courses is to develop students’ ability to deliver a public performance

through individual speeches, collaborative plays, and film.

To this end, students will develop acting and vocalization techniques; analyze and write play and

movie scripts with performance as the primary goal; gain an understanding of an audience's

perceptions; and develop stage- and film-craft. The content is drawn from a vast well of material from

Shakespeare to famous speeches to current screenplays to YouTube – enough to cater to students’

varied strengths, interests and personal goals.

The dramatic arts courses are taught as combined programs. DRA1C and DRA2C are for freshman

and sophomore students or students with no acting / theatrical experience. DRA3C and DRA4C are

for juniors and senior students, or students with acting / theatrical experience. Students in 1C and 2C

will gain introductory and intermediate skills while 3C and 4C students will develop skills to an

advanced degree. Furthermore, students in the 2C or 4C credit course will assume leadership roles

within the class productions. These courses require students to attend professional theatrical shows

through the year in their personal time (often evenings), and will generally require students to

participate in extra rehearsals and performances beyond the school day.

Course Description

After successfully completing this course, the student will demonstrate use of fundamental acting

skills including body movement, diction, breathing, projection, and character analysis to create and

sustain believable characterization in individual and ensemble performances. They will demonstrate

use of appropriate theatre terminology. They will begin to understand the cultural and historical

influences on dramatic forms including theatre, film, and television. They will develop an awareness

of the collaborative skills and artistic discipline required to participate in rehearsals and theater

productions. Further, they will understand the technical aspects of theater production to safely create

props, sound effects, costumes, and makeup. They will begin to identify the contributions of technical

elements to the mood and setting of a drama.

Learner Outcomes

Students 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

Pantomime and improvisation

Theatre terminology

Script elements

Theatre purpose and role in modern society

Technical theatre and design

Playwriting

Theatre production

Artistic discipline

Audience etiquette

Assessment

The course is assessed through: Self Reflection, Peer Evaluation and Performance.

Course Title: Drama – Junior I Course Code: DRA1C



Course Description

After successfully completing this course, the student will demonstrate use of fundamental acting

skills including body movement, diction, breathing, projection, and character analysis to create and

sustain believable characterization in individual and ensemble performances. They will demonstrate

use of appropriate theatre terminology. They will begin to understand the cultural and historical

influences on dramatic forms including theatre, film, and television. They will develop an awareness

of the collaborative skills and artistic discipline required to participate in rehearsals and theater

productions. Further, they will understand the technical aspects of theater production to create props,

sound effects, costumes, and makeup. They will begin to identify the contributions of technical

elements to the mood and setting of a drama.

Learner Outcomes

Students 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:




Theatre terminology

Script elements



Playwriting

Theatre production

Artistic discipline

Audience etiquette

Assessment


Course Description

After successfully completing this course, the student will be able to demonstrate use of advanced-

level acting skills including body movement, diction, breathing, projection, and character analysis to

create and sustain believable characterization in individual and ensemble performance. They will use

acting techniques and methods to portray the physical, emotional, and social dimensions of characters.

They will understand how actors, directors, and designers create and refine dialogue and stage

directions that convey the playwright’s intent. They will create theatrical performances from the

perspective of current personal, national, and international issues. They will demonstrate use of

appropriate theatre terminology when participating in or evaluating theatre productions. They will

understand the contributions, responsibilities, and craft of the director by designing, implementing,

and integrating all sound effects, lighting techniques, blocking, and costuming into the production

concept. They will conceptualize the necessity of goal setting, self-discipline, and punctuality,

meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner Outcomes

Students of this upper level course will be able to showcase and tutor lower-level theater students in

the elements of theater as a collaborative art and show advance-level skills in the multiple elements of

theater. The content should include, but not be limited to, the following:

Course Title: Drama – Junior II Course Code: DRA2C


Course Title: Drama – Senior I Course Code: DRA3C

Prerequisite: DRA2C or by Audition Credit Value: 1 Credit





Theatre terminology

Script selection and evaluation



Playwriting

Role of the director

Theatre production

Artistic discipline

Audience etiquette

Assessment


Course Description

After successfully completing this course, the student will be able to demonstrate use of advanced-

level acting skills including body movement, diction, breathing, projection, and character analysis to

create and sustain believable characterization in individual and ensemble performance. They will use

acting techniques and methods to portray the physical, emotional, and social dimensions of characters.

They will understand how actors, directors, and designers create and refine dialogue and stage

directions that convey the playwright’s intent. They will create theatrical performances from the

perspective of current personal, national, and international issues. They will demonstrate use of

appropriate theatre terminology when participating in or evaluating theatre productions. They will

understand the contributions, responsibilities, and craft of the director by designing, implementing,

and integrating all sound effects, lighting techniques, blocking, and costuming into the production

concept. They will conceptualize the necessity of goal setting, self-discipline, and punctuality,

meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.

Learner Outcomes

Students of this upper level course will be able to showcase and tutor lower-level theater students in

the elements of theater as a collaborative art and show advance-level skills in the multiple elements of

theater. The content should include, but not be limited to, the following:




Theatre terminology

Script selection and evaluation



Playwriting

Role of the director

Theatre production

Artistic discipline

Audience etiquette

Assessment


Course Title: Drama – Senior II Course Code: DRA4C

Prerequisite: DRA3C, or at least DRA2C and Credit Value: 1 Credit teacher recommendation



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

pre-requisites for Computer Programming (CPG3C) or Computer Design (CTD3C). The 4C level

courses (CPG4C and CTD4C) 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 final option for students who have completed the

programming credit (CPG3C or CPG4C) would be, if permitted, to complete the Advanced Placement

level in Computer Science (CST5C). These students would be prepared to sit the College Board AP

test. This may earn these students University credit.



CST1C CPG3C CTD4C CST5C

CST2C

CTD3C CPG4C


Course Description

This is an introductory course to computing and offers basic concepts and skills in technology.

The course covers digital citizenship, photography, video editing, computer hardware, digital

imaging, simple website creation, spreadsheets and presentation skills.

The focus is on the use of a variety of applications in solving problem in the real world. Students

engage in hands-on exercise, collaborative problem solving, and electronic publishing.

Learner Outcomes

Upon completion of this course students should be able to:

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

advocate and practice safe, legal and responsible use of information and technology

Assessment

The topics introduced require intensive use of specific software. Some of the major pieces of

assessment include the creation of an adventure week video, designing clocks, calligraphy names,

as well as the creation of an e-portfolio.

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 3-D

animations. The course also covers some basic robotics and digital citizenship concepts. Throughout

the curriculum there is a focus on using technology appropriately and effectively to enhance

productivity, collaboration and communication.

Learner Outcomes


Students understand human, cultural, and societal issues related to technology and

practice legal and ethical behavior.

Students 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

Plan and manage activities to develop a solution or complete a project

Course Title: Computer Science and Technology I Course Code: CST1C


Course Title: Computer Science and Technology II Course Code: CST2C



Assessment

Students 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.

Course Description

This course introduces logic, language and programming concepts using Javascript as a platform. This

includes problem-solving exercises, flowcharts and programming languages. Students engage in a

variety of learning tasks such guided experimentation of computer code, development of logic by

reasoning through case scenarios and the analysis of code through debugging and testing. Computer

Programming provides an opportunity for students to expand on their scientific experimentation skills

and application of previously learned mathematics including sequences & series as well as algebra.

This course is for students who have completed CST1C or CST2C with a good Science and

Mathematics credits and grades. You will not be able to earn a CPG4C credit upon completion of this

course.

Learner Outcomes


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

advocate and practice responsible use of information technology for future generations.

Assessment

As a course, Computer Programming requires students to apply the scientific method through the

medium of computers including problem analysis, creating hypothesis, analysis of independent

and dependent variables, observation of output data and drawing conclusions. Major assessments

include the creation of an online store, basic video game and making improvements to other

people’s video game.

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.

Course Title: Computer Programming Course Code: CPG3C

Prerequisite: CST1C or CST2C Credit Value: 1 Credit

Course Title: Technology and Design Course Code: CTD3C

Prerequisite: CST1C or CST2C Credit Value: 1 Credit


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 CST1C or CST2C. You will not be able to earn a

CTD4C credit upon completing this course.

Unit 1: Digital Imaging

To 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 Development

In 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: Interactivity

In 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.

Learner Outcomes


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


Assessment

Design 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.

Course Description

This course introduces logic, language and programming concepts using Javascript as a platform. This

includes problem-solving exercises, flowcharts and programming languages. Students engage in a

variety of learning tasks such guided experimentation of computer code, development of logic by

reasoning through case scenarios and the analysis of code through debugging and testing. Computer

Programming provides an opportunity for students to expand on their scientific experimentation skills

and application of previously learned mathematics including sequences & series as well as algebra.

This course is for students who have completed CTD3C, or students who have shown maturity and

strong abilities in previous computer studies subjects along with very strong Mathematics and Science

credits and grades. Students who complete this course may be eligible for CST5C.

Learner Outcomes









Assessment

As a course, Computer Programming requires students to apply the scientific method through the

medium of computers including problem analysis, creating hypothesis, analysis of independent and

dependent variables, observation of output data and drawing conclusions. Major assessments include

the creation of an online store, basic video game and making improvements to other people’s video

game.

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.

Course Title: Technology and Design Course Code: CTD4C

Prerequisite: CPG3C, with one other IT credit Credit Value: 1 Credit

and teacher’s recommendation

Course Title: Computer Programming Course Code: CPG4C

Prerequisite: CTD3C, with one other IT credit Credit Value: 1 Credit

and teacher’s recommendation


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 studies subjects. You will not be able to earn a CTD3C credit

upon completing this course.

Learner Outcomes









Assessment

Design 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.

Course Description

AP Computer Science A is equivalent to a first-semester, college-level course in computer science.

The course introduces students to computer science with fundamental topics that include problem

solving, design strategies and methodologies, organization of data (data structures), approaches to

processing data (algorithms), analysis of potential solutions, and the ethical and social implications of

computing. The course emphasizes both object-oriented and imperative problem solving and design

using Java language. These techniques represent proven approaches for developing solutions that can

scale up from small, simple problems to large, complex problems. The AP Computer Science A

course curriculum is compatible with many CS1 courses in colleges and universities.

Course Title: Computer Science A – Advanced Placement Course Code: CST5C

Prerequisites: CPG3C or CPG4C with credit or Credit Value: 1 Credit

recommendation for MCA5C


This course is for students who have completed CPG3C or CPG4C along with good mathematics and

science credits.

Learner Outcomes


Design, implement, and analyse solutions to problems;

Use and implement commonly used algorithms;

Develop and select appropriate algorithms and data structures to solve new problems;

Write solutions fluently in an object-oriented paradigm;

Write, run, test, and debug solutions in the Java programming language, utilizing standard

Java library classes and interfaces from the AP Java subset;

Read and understand programs consisting of several classes and interacting objects;

Read and understand a description of the design and development process leading to such a

program; and

Understand the ethical and social implications of computer use.

Assessment

The AP Computer Science A course includes 20 lab projects where students get hands-on experience

in both with individual and group problem solving. Students design solutions to problems, express

their solutions precisely (e.g., in the Java programming language), test their solutions, identify and

correct errors (when mistakes occur), and compare possible solutions. Other assessments also include

written tests and quizzes on more fundamental concepts and topics. All students are also expected to

write a mid-term and AP examination (or final exam should they fail to write the AP examination).

high school course description 2015-2016

Documents