table of contents guide-compressed.pdf · ap computer science a credit 1, weighted gpa ap computer...

Table ofContents

Welcome

Graduation Requirements

Grading Scale & GPA Calculation

Advanced Placement Courses

Assistant Program

Electives

EAL

Core Courses

Syracuse University Project Advance Courses

SUPA Course Fees

World Languages

Keystone School Credit Decovery

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49

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WelcomeIt’s an exciting time to be studying at ISHCMC - American Academy! Our school is proud to offer Middle & High school programs that equip students with academic language skills and offer a chance to study multiple university-level courses before graduating from high school.

Our Middle School program is tailored to meet the needs of students who enroll at varying levels of English language development. Some key facts about our grade 6-8 program:

• Annual math course placement is by ability, not by grade level. This allows students who are above grade level in Math to follow an accelerated program and be on track to complete university-level Calculus before grade 12. • All grade 6 students take Beginner Band. This introduces them to music theory and a variety of band instruments. After completing Beginner Band, students have the option to continue as members of the band throughout Middle & High School. • All grade 7 students take Health. This course covers many areas related to student wellbeing, including an introduction to sexual health and reproduction. Positive Education concepts, as based on the successful model from Geelong Grammar School in Australia, are built into the course. • All grade 8 students take 21st Century Skills. Based on the Agile Learning model, students learn to take charge of their own learning and organization. Agile is a model used by many successful and innovative companies such as Google. In the class, focused teams seek creative flow, adapt through learning cycles, and use reflective tools to complete projects.

Our High School program is tailored to meet the needs of students seeking varying post-secondary career paths. Some key facts about our grade 9-12 program:

• We are the only school in Vietnam to offer dual-enrollment courses with Syracuse University Project Advance (SUPA). This allows students to gain university credit directly from Syracuse University before high school graduation. • We are one of 9 schools in Vietnam that is officially authorized to offer Advanced Placement courses through the College Board, and we have done so since 2012. • Grade 9 students take Beginner Band. This introduces them to music theory and a variety of band instruments. After completing Beginner Band, students have the option to continue as members of the band throughout Middle & High School. • Grade 9 students take Health and cover topics related to physical and mental health as well as nutrition and sexuality.• Grade 10 students who are not enrolled in intensive EAL take a semester of Information Literacy. Based on the Agile Learning model, students learn to take charge of their own learning in regard to in-depth research projects. An important focus of the class is on planning, reflection, and self-evaluation. The course culminates is a TED-style talk where each student shares about the journey. • Each grade 11 & 12 students has a completely custom-made schedule based on their academic interests and career plans. • We offer a Senior Seminar course for our grade 12 students in order to assist and guide them in the college application process. This course is taught by the Counselor and utilizes Agile Learning methods to promote self-directed learning and organization skills. • Positive Education and Agile Learning are built into core curriculum, field trips, and extracurricular activities in order to promote well-being and equip students to succeed in academics, their future careers, and their personal lives.

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Yours faithfuly,

Mr. Michael TowerDeputy Head of School & Curriculum Coordinator

I hope you enjoy reading about ISHCMC- American Academy’s academic program, and

I hope you will enjoy it even more when your children share with you about their learning!

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GRADUATION REQUIREMENTS

Starting for Class of 2019

CORE SUBJECTS (16 credits)

Mathematics 4.0 creditsEnglish Language Arts 4.0 creditsSciences 3.0 credits Social Studies 3.0 credits World Languages 2.0 credits

OTHER REQUIRED SUBJECTS (3 credits)

Health Education 0.5 creditsInformation Literacy 0.5 creditsPerforming & Visual Arts 1.0 creditsPhysical Education 0.5 creditsTechnology 0.5 credits

TOTAL REQUIRED TO GRADUATE (24 credits)

The 5.0 additional credits required can be made up of credits from various subjects where the student has already completed the minimum requirement. For example, if a student completes 4.0 credits in Science, 3.0 will meet the Science requirement and the remaining 1.0 can be used to satisfy theoverall number of graduation credits. EAL Intensive, Reading Writing Workshop, and the AssistantProgram credits also count toward satisfying the overall 24 graduation credits.

An additional graduation requirement is for all graduating seniors to write three Gratitude Letters to people who have helped or encouraged them to succeed in their education. These letters will be submitted to the Head of School by May 1st of each school year. They may be typed or handwritten.

Class of 2017 & 2018

CORE SUBJECTS (16 credits)

Mathematics 4.0 creditsEnglish Language Arts 4.0 creditsSciences 3.0 credits Social Studies 3.0 credits World Languages 2.0 credits

OTHER REQUIRED SUBJECTS (3 credits)

Physical & Health Education 1.0 creditsFine Arts / Technology 2.0 credits

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TOTAL REQUIRED TO GRADUATE (24 credits)

The 4.0 additional credits required can be made up of credits from various subjects where the student has already completed the minimum requirement. For example, if a student completes 4.0 credits inScience, 3.0 will meet the Science requirement and the remaining 1.0 can be used to satisfy the overall number of graduation credits. EAL Intensive, Reading Writing Workshop, and the Assistant Programcredits also count toward satisfying the overall 24 graduation credits.

An additional graduation requirement is for all graduating seniors to write three Gratitude Letters to people who have helped or encouraged them to succeed in their education. These letters will be submitted to the Head of School by May 1st of each school year. They may be typed or handwritten.

GRADING SCALE & GPA CALCULATIONWe use number grades from 0 to 100, and we calculate both weighted and unweighted GPA.

Percent Letter Grade Unweighted Weighted

98 - 100 A+ 4.00 5.00

93 - 97 A 4.00 5.00

90 - 92 A- 3.67 4.67

88 - 89 B+ 3.33 4.33

83 - 87 B 3.00 4.00

80 - 82 B- 2.67 3.67

78 - 79 C+ 2.33 3.33

73 - 77 C 2.00 3.00

70 - 72 C- 1.67 2.67

68 - 69 D+ 1.33 2.33

63 - 67 D 1.00 2.00

60 - 62 D- 0.67 1.67

Below 60 F 0.00 0.00

Weighted courses include Advanced Placement (AP) and university-level dual enrollment with Syracuse University Project Advance (SUPA). Only courses taken at ISHCMC - American Academy count toward cumulative GPA. GPA is calculated quarterly.

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ADVANCED PLACEMENTISHCMC - American Academy has been authorized to offer Advanced Placement (AP) courses by the College Board since the 2012-2013 academic year. In Vietnam in the 2015-2016 academic year, only 6 schools in Ho Chi Minh City and 3 schools in Hanoi were authorized to offer these university-levelcourses.

Our course offerings alternate yearly in order to offer a wider variety of classes. Faculty who teach AP courses attend AP workshops and seminars around the world in order to gain valuable resources and insight for teaching these high-level classes.

AP EXAM SCHEDULE MAY 2018

The 2018 AP Exams will be administered on the ISHCMC - American Academy campus over two weeks in May: May 2-6 and May 11-15. The AP Coordinator is responsible for notifying students when and where to report for the exams. Early testing or testing at times other than those published by the College Board is not permitted under any circumstances.

AP Computer Science A Friday May 11th 1:15 PM

AP Psychology Monday May 22nd 1:15 PM

If a student needs to request an alternate or late testing date, the student must contact the APCoordinator before January 31st of that academic year. Students may also request to take exams which are not courses offered by the school. The deadline is also January 31st.

Further information: https://professionals.collegeboard.org/testing/ap/about/dates

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ISHCMC - AMERICAN ACADEMY AP POLICIES• Advanced Placement courses are open to grade 11 & 12 students. • Students must meet course prerequisites in order to enroll. Pre-requisites are specific for each course, however, generally a B or better in the previous course in that subject area and teacher recommendation are required. • Students have two weeks in the beginning of the school year to add and/or drop courses. Dropped courses will not be on the school transcript. • After the add/drop period, students must officially withdraw from the course with the consultation of the course instructor and the Counselor. A “W” will be inserted on the transcript in place of a grade. This “W” showing the course withdrawal will remain on the final transcript and all future school reports. • All students in Advanced Placement classes must register and pay for the corresponding AP Exams. • Exam fees are billed for each course and payable directly to the Accounts department. • Students must take AP exams in order for the AP course designation to remain on transcripts. • Should a student not take the corresponding AP exam, the course name will be changed to drop the “AP” designation on the final transcript. The student will be charged an unused exam fee, as published by College Board, plus taxes liable in Vietnam. • Changing the course name and dropping the AP will also affect GPA weighting. The course will now be weighted as as standard-level course for GPA purposes. • If a student needs to request an alternate or late testing date, the student must contact the AP Coordinator before January 31st of that academic year.

Senior students should bear in mind that college and university acceptances are made on the basis of the student’s current course load, GPA, and expected final transcript. All college and university acceptances are conditional upon your final transcript and diploma. Should you decide not to take an AP exam, and thus the course name changes on your transcript, this may affect your college admissions decisions.

Students may also decide to change their program, major, or university in the future. ISHCMC - American Academy recommends always taking the AP exam if you are enrolled in the course, such that your effort in this higher-level course can be accurately represented on your transcript for years to come.

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AP COURSES AT ISHCMC - AMERICAN ACADEMY 2017 - 2018AP Computer Science A

Credit 1, weighted GPA

AP Computer Science A focuses on the fundamentals of computer programming using the Java programming language. Students learn how to develop computer programs using the Object Oriented design model. Working with many data types including integers, 2-dimensional arrays and ArrayLists, students will creatively solve real world problems.

Students will have the opportunity to take the full AP Computer Science A examination at the end of the course which is valuable when applying for university entrance. This course is also equivalent to a first semester college course and may ease the transition into a Computer Science-related college course. Students will also be learning a real-world skill that can help them develop their problem-solving skills and open doors to future employment. Java also acts as a great introduction to programming so no matter what language students plan to study in the future (Python, PHP, RUBY, HTML5/CSS3), they will have a strong grounding in building powerful computer programs. Course requirements include up to 5 hours of Programming Lab assignments weekly.

In order for the AP designation to remain on final transcripts, students must register for and complete the official Advanced Placement exam in May.

TAKING AN AP EXAM FOR A SUPA CLASS

SUPA classes can have curriculum that is similar to the same subject AP class. With approval from the SUPA teacher, students can sit for an AP exam in that subject area. For the 2017-2018 year, students may sit for the following AP Exams:

• AP Calculus AB• AP Psychology• AP Biology• AP Chemistry

ASSISTANT PROGRAM

ISHCMC - American Academy’s Assistant Program is for motivated grade 11 & 12 students who are ready to build their life and career skills by helping in various areas of the school program.

According to the P21 Framework for 21st Century Skills: Today’s students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and workenvironments. P21’s essential Life and Career Skills include:

• Flexibility & Adaptability• Initiative & Self Direction• Social & Cross-Cultural Skills• Productivity & Accountability• Leadership & Responsibility

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ISHCMC - American Academy students take 4 or 5 core classes each year and 2 or 3 electives. TheAssistant Program is a year-long commitment worth 1.0 credits. The grade is Pass/Fail and does not go into the GPA. In order to receive credit, students must complete assigned projects, reflections, blog entries, and an end-of-year survey.

Acceptance to the Assistant Program is by application. The application must be approved by theCounselor, Curriculum Coordinator, and Supervisor. Available Assistant Program positions for 2017-2018 are below. Positions offered change on an annual basis.

Administration Assistant

Credit 1The Administration Assistant works directly with the Deputy Head of School. Do you want to know what it’s like to be in a leadership position? Do you like figuring out logistical puzzles? Do you want to know more about how a school works and how it is organized? This assistant will gain valuable experience in leadership, teamwork, and organization.

Responsibilities• assist with organization of daily school logistics and events • assist with projects such as organizing field trips & student scheduling • translate letters from English to Vietnamese for parents • design PPTs and handouts for school events & homeroom curriculum• build content in FireFly • write a weekly blog in English & Vietnamese about school academics and extracurricular events

The Ideal Candidate

• pays close attention to detail • is very organized • loves spreadsheets • is proficient with Google docs• is a fast typer and strong writer in English & Vietnamese• has some experience with design tools such as Photoshop & InDesign• enjoys thinking about school events and organization • is responsible and punctual with deadlines

Marketing Assistant

Credit 1The Marketing Assistant works directly with the Marketing and Communications Manager. Do you want to know what it’s like to be in a leadership position? Do you like being innovative and creative? Do you want to know more about branding, PR, digital marketing, and events? This assistant will gain valuableexperience in leadership, teamwork, and organization.

Responsibilities• assist with organization of daily school logistics and events • assist with projects such as organizing marketing activations & strategy• translate marketing letters, posters, blogs, and social media posts• design posters and online posts for school events• build content in FireFly • write a weekly blog in English & Vietnamese about school academics and extracurricular events

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The Ideal Candidate• pays close attention to detail • is very organized • loves spreadsheets • is proficient with Google docs• is a fast typer and strong writer in English & Vietnamese• has some experience with design tools such as Illustrator, Photoshop & InDesign• enjoys thinking about school events and organization • is responsible and punctual with deadlines

Art Assistant

Credit 1The Art Assistant works with the Art teacher, during 3-D Art class with the 10th graders. This position seeks to give the student better organizational abilities in the art studio, and hopefully generate an interest and understanding of teaching as a potential future vocation.

Responsibilities• set up equipment• get things ready for lessons• help pupils who need extra support to complete tasks• help the teacher to maintain non-confidential records• act as an English-language support person during lessons• set up displays around the classrooms or in hallways• organize or take inventory of materials• tidy up the classroom or re-arrange furniture• present short lectures with teacher assistance• take inventory and manage art supplies

The Ideal Candidate• has taken 3-D Art• has a passion for visual arts and seeks to explore this further• has excellent communication skills• is punctual and responsible

Clinic Assistant

Credit 1The Clinic Assistant works directly with the School Nurse. This assistant will gain valuable experience in organization, student care & well being promotion. Responsibilities

• take inventory of supplies and medicines• assist with non-confidential records• organize information sessions on Health & Safety for field trips• design public health campaigns to increase student well being

The Ideal Candidate• pays close attention to detail• is very organized• plans to pursue a career in medicine or public health

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Counseling & College Assistant

Credit 1The Counseling Assistants works directly with the Counselor. Ideally, this is a team of two students who are able to schedule their assistant period at the same time. The Counselor will work with the assistants to develop college, career, and/or counseling programs to help students across the school. Assistants will begin the year by deciding on a specific goal to help the school, and with the counselor’s guidance, develop a creative way to solve the problem. Students will use Design Thinking and tools of social re-search to gather information about how to solve a problem and measure the results.

Responsibilities• Develop programming in support of college and social/emotional goals of the department

The Ideal Candidate• A passion for helping others• Has the ability to work independently• A willingness to learn how to think like a counselor

EAL Assistant

Credit 1EAL Assistants will learn various teaching methods for working with ELLs; have the opportunity to teach in small group and whole class settings; have opportunity to express their creativity; and learn to manage their time more effectively. Teachers will benefit by having extra support classroom and in materialspreparation.

Responsibilities• set up equipment• get things ready for lessons• help pupils who need extra support to complete tasks• help the teacher to maintain non-confidential records• act as an English-language support person during lessons• set up displays around the classrooms or in hallways• present short lectures with teacher assistance

The Ideal Candidate• is proficient in English & Vietnamese• has strong organization skills• is an excellent communicator• is patient and caring

Library Assistant

Credit 1The Library Assistants work directly with the Librarian to manage the school library. Library Assistants will gain experience in organization, collaboration, and time management.

Responsibilities

• Check in and Check out books• Shelving and general library upkeep

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• Create and make displays• Help with reading promotions and competitions• Assist with cataloguing and maintaining electronic records of books• Plan, write, design and produce library newsletter• Assist with library website

The Ideal Candidate• Organized• Self-directed• Creative

Main Office Assistant

Credit 1The Main Office Assistant works with the School Secretary to help with daily logistics of running the school. This includes all the nitty gritty such as report distribution and filing forms, as well as thecommunication aspects for this Front of House position. This is a great opportunity for any studentsplanning to go into Hospitality, Management, or Human Resources.

Responsibilities• assist with data entry • print and organize materials for distribution• translate school communication as needed• answer phones• organize or take inventory of materials• file, copy, and collate materials

The Ideal Candidate• has excellent communication skills in English & Vietnamese• is responsible and punctual • pays close attention to detail

Math Teaching Assistant

Credit 1The Math Teaching Assistant works directly with the math teacher. This assistant will gain valuableexperience in organization, leadership, collaboration.

Responsibilities• set up equipment and get things ready for lessons• help pupils who need extra support to complete tasks• help the teacher to maintain non-confidential records• act as an English-language support person during lessons• set up displays around the classrooms or in hallways• tidy up the classroom or re-arrange furniture• present short lectures with teacher assistance

The Ideal Candidate• has completed Algebra 2 with a grade of B or better• has excellent organization skills• is a strong communicator• is creative and enjoys facilitating project-based learning

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Music Assistant Credit 1The Music Assistant works directly with our Band & Music Director during Grade 6 Beginner Band or Grade 9 Beginner Band. This assistant will gain valuable experience in organization, leadership,collaboration, and communication skills. One of the best ways to learn something thoroughly is to teach it. A second year (or more!) experienced player is MILES ahead of a beginner, and could help withstudents that are behind, or students that could use an extra challenge. There could be an assistant in both classes, if interest warrants.

Responsibilities• set up equipment• get things ready for lessons• help pupils who need extra support to complete tasks• organize or take inventory of materials• teach music lessons• lead small group practice sessions

The Ideal Candidate• plays a band instrument with at least one year of experience

Physical Education Assistant

Credit 1The PE Assistant works with our PE Teacher & Athletics Director. Duties could involve classroomassistance and/or administrative assistance, depending on the candidate’s skill time and scheduleavailability.

Responsibilities • set up equipment and get things ready for lessons• organize or take inventory of materials• tidy up the classroom or re-arrange furniture• assist with running classroom games & coaching• demonstrate new skills and teach mini lessons• assist with organization of sporting events

The Ideal Candidate• has a solid knowledge of team sports and play• is committed to personal fitness• demonstrates leadership skills• enjoys working with younger students• is positive, energetic, and enthusiastic

Science Assistant

Credit 1The Science Assistant works directly with a science teacher. This assistant will gain valuable experience in organization, leadership, collaboration, and communication skills. Science Assistants also work with the lab TA to learn about lab safety and equipment. Assistants in Middle School classes will assist with Science Fair project ideas and design. This will be for Biology class.

*Any student who has taken AP Chemistry with a final grade of 85% or better may apply as a Chemistry assistant for Grade 10 Chemistry.

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Responsibilities• set up lab equipment and get things ready for lessons• help pupils who need extra support to complete tasks• help the teacher to maintain non-confidential records• act as an English-language support person during lessons• set up displays around the classrooms or in hallways• tidy up the classroom or re-arrange furniture• present short lectures with teacher assistance

The Ideal Candidate• enjoys working with others • is a strong communicator• has excellent command of English & Vietnamese • received a B or better in Biology

The Assistant Program is overseen and evaluated by the Curriculum Coordinator on an annual basisusing student surveys, student blogs, and teacher/supervisor feedback.

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ELECTIVES

The Electives Department offers students from Grades 6 to 12 the opportunity to explore a wide variety of different subject areas, from Health to Music to Mandarin to Physical Education and beyond.

Electives departmental aim is to help our students develop their critical thinking and creative skills whilst collaborating and communicating with their teachers and peers. Our department is determined to help students develop skills that will be useful to them inside and outside of school. We support the school wide goals of helping students develop 21st Century Skills and expanding students’ language proficiency for academic, social and creative pursuits.

MIDDLE SCHOOL

Middle School students who are not enrolled in Intensive EAL have two electives out of their sevencourses. The other five are core academic courses. EAL intensive students have one elective and one EAL support course in addition to their five core academic courses.

GRADE 6 CORE ELECTIVES

Beginner Band 6 Beginner Band is an introductory-level course where students are introduced to band instruments and group performance. Technology 6Students will be introduced to programming with using MIT Scratch. This will then lead into app invention and the year will end with animation and game programming.

GRADE 7 CORE ELECTIVES

Health Education 7 Health Education emphasizes the importance of knowledge, skills, attitudes and practices relating to health and wellness. In this class students will acquire the knowledge relating to the physical, emotional, social health, practice positive healthy behaviors, develop wise decision-making skills, demonstrate the ability to access accurate health information, analyze the influences on health, use communication skills and advocate for personal and community health.

Physical Education 7 Grade 7 Physical Education is an in depth extension of the curriculum students experienced in grade 6. Students will be asked to build upon their existing knowledge and actively contribute to their owndevelopment. There will be more emphasis on individual and group responsibilities, and concepts such as accountability, communication, and preparation are practiced. Students will actively participate in a variety of games and activities. Students will be encouraged to demonstrate maximum participation in physical activity. Students will be prepared for activities they can use for their own lifetime of physical fitness.

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GRADE 8 CORE ELECTIVE

21st Century Skills 21st Century Skills offers Grade 8 students an opportunity to reflect on and develop:

• Communication and collaboration skills• Problem-solving skills• Creative-thinking• Risk-taking• Digital-literacy skills

The students complete a range of individual and group projects during the year using the AgileFramework for starting, running and completing each project. This is a year-long course co-taught by a Physical Education specialist and a Technology coach.

EXPLORATORY WHEEL

The majority of our Middle School students opt to take the Exploratory Wheel during their Elective period. This full-year course sequence takes students through four different elective options, organized byacademic term. In 2017-2018 the four parts of the Exploratory Wheel are as described below.

Middle School ArtThis is an introductory course in which the student explores a variety of media in the areas of drawing, painting, printmaking, and design. The course helps students develop the critical thinking and thenecessary motor skills to use art tools, appreciate, understand, and create art. An understanding ofvarious art styles and techniques is developed through hands-on experiences. Basic gesture, contour, mass, and value drawing styles are learned. Art appreciation and discussion of artwork are introduced. Studio emphasis is on creative problem solving, experimentation, and a highly individualized response and expression.

Middle School Technology In Middle School, students are introduced to a variety of different technologies to help open their minds to how things work in their everyday digital world. These technologies include Game-making, Programming, 3D modeling, Video Production and Digital Simulation. Students are encouraged to work collaboratively and the project-based assignments challenge their creativity, too.

Middle School Robotics Student will be introduced to robotics using Lego Mindstorms kits.

Middle School SuccessTaught by our Middle School Counselor, students learn skills like goal setting, time management, social skills, communication, and explore topics like character and personal development.

FULL- YEAR ELECTIVE OPTIONS Students who choose these options will not be enrolled in the Exploratory Wheel. Mandarin 1, 2 & 3Students may opt to study Mandarin language as their elective. See the World Languages section for program description.

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Middle School Band The band offers the chance for students to play a musical instrument in the school band with their friends. Students will learn saxophone, trombone, trumpet, flute, drums and clarinet individually, as well as the skills needed to perform in a large group. There are many benefits in learning an instrument - earlymusical training helps develop brain areas involved in language and reasoning. Musicians learn to think creatively, are more successful on standardized tests such as the SAT, and enhances teamwork skills and discipline. In order for an orchestra to sound good, all players must work together harmoniously towards a single goal, the performance, and must commit to learning music, attending rehearsals, and practicing.

HIGH SCHOOL

High School electives are offered by semester or full academic year. Students should check theirgraduation requirements when choosing elective courses. In Grades 9 & 10, students who are notenrolled in EAL Intensive and/or Reading & Writing Workshop are assigned a sequence of core electives, each worth 0.5 credits for a total of 2.0 elective credits per year.

High School Core Electives

Grade 9 Beginner Band Health Education Drama Information Literacy

Grade 10 3-D Art Physical Education Data Literacy Positive Education

Students who miss these core electives due to having EAL support classes will be assigned in later grades after they test out of the EAL program. Placement will be determined based on credits needed for graduation.

Grade 11 & 12 students who meet the prerequisites may take AP & SUPA courses to meet their Elective credit requirements. See the Advanced Placement and SU Project Advance sections for more details. EAL courses also count toward general Elective credit.

ART

3-D Art Credit 0.5, Fall & Spring

This course focuses on 3-Dimensional Art (Sculpture). Among the many materials that are used are wire, clay, paper, found objects, wax, plaster and wood. All who like to work with a variety of tools and different media will make this course a rewarding experience. In addition to sculpture, an exploration of serigraphy (silk-screen printmaking) that will utilize both paper and textile applications will be learned. 3-D Art is both an academic and practical art program. Exploring research are connected to art history, culture andsociety are integrated to art production.

Visual Art Credit 1, Full year Prerequisite: Grade 11/12 standing

The Visual Arts program is both an academic and practical program that emphasizes the interrelationship between research and artistic production. The course expounds creativity; however, the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture.Students will develop art vocabulary, a general art history background, and various art skills andtechniques, all of which are needed to be successful at the next level. Students will hopefully develop a

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lifelong interest in the visual arts as a result of taking this class. Students must be willing to take risks by challenging themselves with new media, advanced complexity, and new techniques in their projects.Successful students in Visual Arts are dedicated and give effort on various levels to finish all startedprojects.

DRAMA

Drama ProductionCredit 1, Full YearPrerequisite: Grade 10-12 standing

Students learn to explore stage acting, basic acting theory, theatre history, and dramatic analysis.Students learn to fundamental is writing and organizing a production. The course is designed to improve communication skills, strengthen public speaking, create confidence, increase collaborative awareness, and to sharpen social intelligence. The course ends with a production run and performed by the students.

CAREER & COLLEGE PREPARATION

Senior SeminarCredit 0.5, Fall Semester OnlyPrerequisites: Grade 12 standing

Senior Seminar prepares students for college applications and career choices. Units will focus on career exploration, how to research colleges, and strengthen your college applications. Students will complete projects to develop a college and career plan, which will culminate in a Parent Seminar that the students plan for their parents. The Counselor will teach this class, and visiting universities will also provide\workshops. Senior Seminar then covers the two units of Positive Education not covered in the Positive Education class. Students explore Positive Purpose and Positive Engagement to come to betterunderstanding of themselves (goals, mindset) and how to make important decision at this stage of life.

HEALTH EDUCATION

Health Education 9 Credit 0.5

Health Education emphasizes the importance of knowledge, skills, attitudes and practices relating to health and wellness. In this class, students will acquire the knowledge relating to the physical, emotional, social health, practice positive healthy behaviors, develop wise decision-making skills, demonstrate the ability to access accurate health information, analyze the influences on health, use communication skills and advocate for personal and community health.

*This course is required for graduation starting with the class of 2019.

Health Education 11/12 Credit 0.5 Prerequisite: Grade 11/12 standing

As we have just introduced our Health Education course for Grade 9 students in the 2015-2016 school year, we are offering the same course as an elective for Grade 11 & 12 students who would like to study Health Education before graduation. Course content is the same as described above.

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INFORMATION LITERACY

Information Literacy Credit 0.5

Information Literacy teaches students important skills needed for high school and college research.Students experience the research process at a slow pace throughout the semester so they can fully explore and learn techniques at each stage of the process. Students select a research topic, define a central question, explore print and digital resources, learn to evaluate and select resources most relevant to their topic, and synthesize their research into a research paper and presentation. Course goals and objectives are based off of the American Library Association’s Standards for the 21st Century Learner, and the Big 6 model for Information Literacy. This course of is offered as a year long class for Sheltered Instruction students in Grade 9.

*This course is required for graduation starting with the class of 2019.

MUSIC & BAND

Beginner Band 9Credit 0.5

Beginner Band is an introductory-level course where students are introduced to band instruments and group performance.

High School BandCredit 1.0 per academic year Prerequisite(s): Beginner Band, Recommendation of Instructor, Audition

The band offers the chance for students to play a musical instrument in the school band with their friends. Students will learn saxophone, trombone, trumpet, ute, drums and clarinet individually, as well as the skills needed to perform in a large group. There are many benefits in learning an instrument - earlymusical training helps develop brain areas involved in language and reasoning, musicians learn to think creatively, are more successful on standardized tests such as the SAT, and enhances teamwork skills and discipline. In order for an orchestra to sound good, all players must work together harmoniously towards a single goal, the performance, and must commit to learning music, attending rehearsals, and practicing.

Vietnamese Traditional MusicCredit 1.0, Not available this year.

Vietnamese Traditional Music is a year-long introductory course where students are introduced totraditional Vietnamese instruments and musical styles. Beginner and experienced musicians welcome. This class is a fun, hands-on activity where students will learn to play 2 or 3 of the instruments found in traditional (and some modern) Vietnamese musical groups.

PHYSICAL EDUCATION

Physical Education 9/10Credit 0.5, Fall and Spring Semester Prerequisite: Grade 9/10 standing

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The Physical Education program will concentrate on the cognitive, physical, and social skills necessary to pursue a lifetime of activity, health, and fitness. The course will expose students to a variety of global games and sports that help introduce them to a number of different cultures. Students will develop their physical skills as well as be challenged to think creatively while applying that to a variety of social settings. The idea is to help students and their passion, and to equip them with the skills and knowledgenecessary to succeed in life. Students must be willing to challenge themselves and are expected to have an active role in every class. Successful students in Physical Education must be prepared for class, offer a consistently high level of effort, and demonstrate respect toward themselves, others, and school at all times.

Physical Education 11/12Credit 0.5, Fall and Spring Semester Prerequisite: Grade 11/12 standing

This course is the same as above, but for Grade 11 & 12 students.

Positive Education 10 Credit 0.5, Fall and Spring Semester

Positive Education uses the science of Positive Psychology to “encourage and support individuals, schools and communities to flourish.” ISHCMC - American Academy has based its Positive Education program on Geelong Grammar School (GGS) in Australia. Following the GGS program model, we refer to flourishing as “a combination of feeling good and doing good.” This course can be thought of as aroadmap of what people want for themselves, the students and their children. Good health, frequent positive emotions, supportive relationships, a sense of purpose and meaning, and moments of complete immersion and absorption – a life where a person uses their character strengths in ways that support themselves and others, and that has been flourished at the heart. This 0.5 credit course focuses onspecific skills that assist students to strengthen their relationships, build positive emotions, enhancepersonal resilience, promote mindfulness and encourage a healthy lifestyle.

Positive Education Elective Credit 0.5, Fall and Spring SemesterPrerequisite: Grade 11/12 standing

As we have just introduced our Positive Education course for Grade 10 students in the 2016-2017 school year, we are offering the same course as an elective for Grade 11 & 12 students who would like to study Positive Education before graduation. Course content is the same as described above.

PUBLICATIONS

Student Publications: Introduction to Magazine Writing & ProductionCredit 1, Full Year

This class revolves around a focus of students assessing their own sources of news and producing the monthly magazine, Reverberations. Students will examine the question: “What is News?” in order to understand and evaluate the elements of news and magazine reporting. They will then identify and write news stories within the ISHCMC - American Academy school community. A major goal in the class will be the actual production of a school magazine for students, faculty, and parents. Students will becomefamiliar with and start to use journalistic vocabulary to identify the parts of the page and features.

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Students will also look at placement issues and be trained in magazine layout using Adobe InDesign. Since this course is an introductory level course, vocabulary and English usage skills will be emphasized and reinforced throughout the study of journalism, news values, design, and magazine production.

Editorial Internship: Introduction to Administration of a Print MagazineCredit 1, Full Year

This class is a continuation of Student Publications for grade 12 students. As a second-year magazine staff member, editorial interns will take on more responsibility for section editing, layout, design and final production. Students must fill in an application. Successful applicants will have shown commitment, punctuality, and attention to detail throughout their first year on the Reverberations staff. This course meets at the same time as Student Publications. Students are graded on their leadership roles as well as collaborative skills.

TECHNOLOGY & COMPUTER SCIENCE

Data LiteracyCredit 0.5, Fall and Spring Semester When data is processed, organized, arranged and displayed in a given context, we can call it useful information. Students will gain insight into how data is gathered, sorted, filtered, processed and displayed to make it meaningful for a given audience. Students will develop practical skills in Database Design, Graphic Design and Web Design during the course and will be required to complete a variety of projects in order to earn available credit. AP Computer Science A Credit 1, weighted GPA. Full Year

See the Advanced Placement section for more details.

IST 263 Introduction to Frontend Web DevelopmentCredit 1, weighted GPA, Full Year

See the Syracuse University Project Advance section for more details.

Web Design Credit 0.5, Full Year

Students will be introduced to the basics of web design and internet content management using HTML, CSS, and PHP. Final projects include custom-designed websites.

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ENGLISH AS AN ADDITIONAL LANGUAGESupport entering, beginning and developing language learners by enhancing their social, instructional and academic language in order to ensure optimal success in the American English curriculum.

MIDDLE SCHOOL COURSES

Intensive EAL 1, 2 & 3This multi-level course (determined by WIDA and MAP test data) is designed to support beginner and low-intermediate English language learners. Enrollment in the course is determined by test data and teacher recommendation. The goal is to increase English language skills at the sentence and word/phrase level through:

• Explicitly taught grammar and writing practice• Building basic social, instructional and academic vocabulary through reading and writing• Speaking and Listening skill-building activities

HIGH SCHOOL COURSES

Intensive EAL 1 & 2Credit 1, Full Year.

This multi-level course (determined by WIDA and MAP test data) is designed to support low-intermediate English language learners. Enrollment in the course is determined by test data and teacherrecommendation.

The goal is to increase English language skills at the sentence and word/phrase level through:

- Explicit grammar instruction with lots of practice- Basic social, instructional, and academic English vocabulary development- Speaking and Listening skill-building activities

Reading & Writing WorkshopCredit 1, Full Year

This unique course has been created specifically to provide ISHCMC-AA students in Grades 9-12 with sufficient support and practice in reading and writing, in an effort to develop skills that will be necessary throughout all of their core-content classes as well as at a university level. Exercises are tailored tostudent ability, allowing for a diverse range of levels to be accommodated within one classroom. The curriculum is built around principles of extensive and intensive reading and writing approaches to aid in increasing students’ reading and writing repertoire.

ENGLISH LANGUAGE ARTSWe endeavour to teach and encourage students to use the English language as a means ofcommunication and as an outlet for creative and scholarly pursuits.

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MIDDLE SCHOOL

English 6 Grade 6 English Language Arts is geared to help students make the transition from primary school to middle school. While a heavy emphasis is placed on basic study and organizational skills, the teacher also guides the students in exploring a variety of genres and types of literature. Students are introduced to Literature Circles and taught to work independently and in groups. Students will learn to identify, evaluate, and respond to literary elements in fiction, informative text, creative non-fiction, drama and mythology.

English 7 In Grade 7 English Language Arts, students learn to become more independent readers, writers and thinkers. A strong emphasis is placed on compare and contrast skill as well as visual organization and pre-writing skills. Students read two longer texts: Walk Two Moons, a Newberry Medal winning novel by Sharon Creech, and an informational text: Phineas Gage: A Gruesome but True Story about BrainScience. Students continue to develop their understanding of the elements of nonfiction and fiction prose as well as mythology, drama and poetry.

English 8Grade 8 English Language Arts is meant to help students transition from middle school to high school. Students are expected to read more independently, and more units are based on novels than short stories; at least four full-length texts will be completed during the academic year. For some of the texts, adapted or alternate versions are available for students with lower reading levels in English. The course focuses on developing students’ ability to speak and write clearly and accurately, while deepeninganalytical thinking skills and knowledge of various types of writing. Emphasis is placed on organization, creative thinking, and analyzing the use of literary devices. These skills are taught through a variety of texts including short stories, plays, poetry, and novels.

HIGH SCHOOL

English 9 Credit 1

In their first year of high school English Language Arts, students will learn the skills and strategies to put literature and nonfiction text in greater rhetorical context. A large emphasis is placed on understanding what “text” is and what documents or visual can be considered as text for analysis. Many of the grade 9 novels share similar themes related to individuality and social justice. Emphasis is placed on strengthening creative and critical thinking skills, and students are encouraged to develop connections between texts and the outside world. These skills are taught through a variety of texts including short stories, plays, poetry, novels, and film.

English 9 Sheltered InstructionCredit 1

This course is the same as described above in regard to content, skills, and course emphasis. Thedifference is that this section is taught by an EAL specialist for only our intensive EAL students in Grade 9. This allows the students to gain additional support, and for the instructor to adjust the course pacing. Adapted or alternate texts are used to better suit student Lexile levels and overall reading ability.

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English 10Credit 1 This course extends the range of analytical reading, writing, oral communication and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays and opinion pieces. An important focus will be the thoughtful use of spoken and written language. Students continue to examine texts from different cultural and historical backgrounds, and they are encouraged to view all texts in context. Library research skills are built up to help students prepare for future AP courses.

English 11Credit 1

Grade 11 English Language Arts is a college preparatory course. Analytical reading, essay composition, and use of rhetorical and literary devices in presentations and writing are emphasized. Criticalthinking, close reading, literary analysis, and persuasive writing will focus on elements of purpose,audience, argumentation, and style. Students will continue to examine texts from different cultural and historical backgrounds, and will be required to view all texts in context. Research skills and overalllanguage development will continue to be areas of emphasis.

English 12Credit 1

Grade 12 English Language Arts is a college preparatory course with a focus on literary & academic non fiction, drama/screenplay, visual & rhetorical analysis, scholarly research and public speaking. The first nine weeks of instruction is dedicated to studying personal narrative and writing the college essay. This encourages students to examine themselves, their career aspirations, and their future plans. The course instructor works alongside the Counselor to prepare Grade 12 students for academic and professional pursuits in the English language in university and beyond.

ETS 192. Gender and Literary Texts, University CreditCredit 0.5, weighted GPA. Not offered this year for credit.

See full course description under Syracuse University Project Advance.

WRT 105. Studio 1: Practices of Academic Writing, University CreditCredit 0.5, weighted GPA, Fall Semester.


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FIELD STUDIES PROGRAM

Where Character is BuiltEach year in November, teachers and students attend field trips in Southeast Asia. The field studiesprogram is meant to strengthen relationships, enhance awareness of culture and history, and buildvaluable outdoor and physical fitness skills. The trips are built into our curriculum, with a curriculumcoordinator working with grade level teachers to create field experiences aligned with classroom content. For example, 6th grade Earth Science classes study geological features on the Vietnamese coastline while 9th grade World History students learn about ancient civilization at Angkor Wat in Cambodia.

Trips also include community service elements such as working with schools in the Mekong Delta.Graduating seniors often share that their best memories from high school took place during field study trips.

The 2017-2018 Field Trips will take place the week of November 13th, with the exception of the Grade 12 Field Trip which occurs in June. Exact dates and itineraries will be communicated in the beginning of the 2017-2018 academic year.

A large part of our trip curriculum is focused on building character. We use the VIA Character Strengths model and the fixed/growth mindset concept to introduce character to our students before the trips. Trip benefits that we are looking for and that we focus on in the program include encouraging students to:

• Be a leader in their school community• Assist people who need help• Accomplish their goals• Believe in their ability to succeed• Take responsibility for their actions• Participate in service to their community• Take risks and/or challenge themselves• Compliment others on their strengths

Trips span 4-5 days. As a school, your childʹs safety is of our utmost importance. We have taken the follow precautions:

• All teachers chaperoning trips are First Aid & CPR trained.• We work with International SOS medical insurance to provide high-quality care during trips. • Each grade level attends a field trip Health & Safety orientation. • Teachers work closely with tour providers to design itineraries that are educational, fun, and safe. • Every trip undergoes an annual review using teacher and student feedback. • New trips require an on-site risk assessment following international protocols and standards.

If a student does not attend the trip, please be aware that:

• The absences will be unexcused. This may affect the students ability to gain credit for the term if he or she has additional absences. • There will be no refund of trip fees. • The student may not come to school during those days. • The student will miss an experience which is an integral part of the school culture and curriculum.

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MATHEMATICS

With the changes that are taking place in today’s world, students will need to be able to adapt to ever changing conditions. Through studying mathematics they will learn to be critical thinkers who analyze, assess situations, and solutions to problems. They will require the ability to use technology effectively and the skills for processing large amounts of quantitative information. The mathematics curriculum willprepare students for becoming a global citizen who can thrive. Our vision is to ensure our students have the essential mathematical knowledge and skills; with skills of reasoning, problem solving, andcommunication; and, most importantly, with the ability and the incentive to continue learning on their own.

At ISHCMC - American Academy, math placement is by student ability and academic readiness, not by grade level. See the charts below for sample Math course progression as it corresponds to grade level.

Path 1 Path 2 Path 3

Grade 6 Pre-Algebra 1 Pre-Algebra 1 Pre-Algebra 1

Grade 7 Pre-Algebra 2 Pre-Algebra 2 Pre-Algebra 2

Grade 8 Algebra 1 Algebra 1 Algebra 1

Grade 9 Geometry Geometry Geometry

Grade 10 Algebra 2 Algebra 2 Algebra 2

Grade 11 Pre-Calculus Math Principles Pre-Calculus

Grade 12 AP Calculus AB Statistics Statistics

We are also offering a Foundations path. Both of these paths are by departmental recommendation only.

Path 4 (Foundations)

Grade 6 Pre-Algebra 1

Grade 7 Pre-Algebra 1

Grade 8 Foundations of Algebra 1

Grade 9 Foundations of Geometry

Grade 10 Foundations of Algebra 2

Grade 11 Math Principles

Grade 12 Statistics

Math Principles & Statistics are offered in alternating years for Grade 11 & 12 students.

Pre-Algebra I Pre-Algebra I is a standard sixth grade math course focusing on developing number sense, computation, algebraic reasoning, data analysis, measurement and problem-solving skills. Students will be asked to explain their reasoning orally and in writing, as well as apply their math skills to solving real-worldproblems.

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Pre-Algebra II Pre-Algebra II is a standard seventh grade level math course. Students will develop their problem solving skills using a variety of tools. They will work with proportions, equations, inequalities, graphing, andfunctions.

Foundations of Algebra I Algebra I is an introductory course to algebra available to eighth grade students. Students will develop their ability to solve equations, graph functions, and solve real-world problems. The Foundations course moves more slowly than the standard Algebra 1 sequence and does not cover the final units of theAlgebra 1 course. Students taking Foundations of Algebra 1 who want to progress to Geometry must work with the Math Department to come up with a summer study plan.

Algebra I Credit 1 Algebra I is an introductory course to algebra available to eighth grade students and ninth gradestudents by teacher recommendation. Enrolled Middle School students do not receive High School credit. Throughout the Algebra I course students strengthen their Pre-Algebra skills such as working with integers and writing algebraic expressions and equations. Students will develop algebraic skills such as solving equations, graphing functions and modeling real-world situations with graphs and equations. Polynomials, radicals and rational equations and expressions are also introduced. Students learn by direct instruction, cooperative groups, project based learning, self-inquiry and working with manipulatives.

Geometry Credit 1 Prerequisite: Algebra I, instructor recommendation

This course is designed to explore the concepts of reasoning and proof, as interpreted through theunderstanding of geometric figures. Units include parallel and perpendicular lines, congruent triangles, polygons and quadrilaterals, similarity, and volume and surface are. Students will not only learn the basic rules of logical reasoning, but also the formulation of mathematical proof and the foundations oftrigonometry.

Foundations of Geometry Credit 1 Prerequisite: Foundations Algebra 1 or Algebra 1

This course presents the foundations of geometry key concepts, the study of the relationships ofgeometric figures, and an introduction to the use of axioms or postulates in proofs. Students will be able to differentiated between deductive and inductive reasoning as well as modeling real life problems using geometry.

Algebra IICredit 1Prerequisite(s): Algebra I, Geometry

Algebra 2 is a continuation of the concepts from Algebra I. Although some of the topics from Algebra 1 are revisited in more depth, the course is mainly composed of more complex topics. Other more complex topics might include: rational, complex, exponential, logarithmic, and trigonometric functions, sequence and series, and a brief introduction to statistics.

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Foundations of Algebra IICredit 1Prerequisite: Algebra I

This course presents the a slower version of Algebra II content for students recommended by theirprevious math teacher. Students will study properties of functions including polynomials, rational,trigonometric, and transcendental functions. Students will also study conic sections and probability.

Math Principles Credit 1Prerequisite: Algebra II Math Principles is a mathematics course for Grade 11 and 12 students who need more mathematical support before taking our Trig/Pre-Calculus course. Math Principles is offered every other year opposite of General Statistics.

General Statistics Credit 1Prerequisite: Algebra IINot offered this year.

This course provides an introduction to statistical reasoning, including sampling, elementary probability, statistical inference, and data analysis. Students will examine data analysis; correlation and regression; sampling and experimental design; basic probability (random variables, expected values, normal and binomial distributions); hypothesis testing and confidence intervals for means, proportions, and regression parameters; and use of spreadsheet software.

Pre-Calculus Credit 1Prerequisite: Algebra II, recommendation of instructor

This course is a continuation of Algebra 2. Here students spend two thirds of the course solidifying their understanding of the content they covered in Algebra 2 by applications of the content to real worldproblems. This course challenges students by going beyond the basics of techniques and computation to emphasizing the implementation of applied functions, polynomials, logarithms, trigonometry, systems of equations and inequalities, sequences, series and probability to all facets of engineering.

MAT 295 Calculus ICredit 1, weighted GPAPrerequisite(s): Pre-Calculus, recommendation of instructor


AP Calculus ABPlease see SUPA Calculus I for a related offering. AP Calculus AB is offered by exam only.

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SCIENCE

The Science Department seeks to inspire our students to be lifelong learners. We strive to equip students with scientific skills and problem-solving strategies, using materials and resources appropriate to eachdevelopmental level. The program offers stimulating and enriching experiences to challenge students across a range of learning abilities. Students are given the opportunity to develop science skills through various techniques that include investigating concepts through practical experimentations. Students are encouraged to apply their literacy skills in science courses while being responsible, safety conscious and mindful of ethical practices. Teachers, aiming to assist students in achieving academic excellence, will emphasize the importance of science through hands on manipulation and report writing.

MIDDLE SCHOOL

Earth ScienceIn the 6th Grade, students will learn about a variety of Earth processes and ways of studying the Earth, including Maps, the Earth’s Surface, Water, Earth History, the Earth’s Insides, Weather, and Space.Students will experience science by doing experiments and creating models. As an introduction to middle school science, the courses’ main aims are to 1) develop student understanding of how science works, 2) teach school and study skills, and 3) increase science literacy.

Life Science The 7th grade Life Science course is designed to give students the necessary skills for a smoothtransition from elementary life science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science including, but not limited to, diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution. Students will do a number of labs to enhance understanding as well as learn basic lab techniques.

Physical Science The 8th grade Physical Science course is designed to give students the necessary skills for a smooth transition from elementary physical science standards to high school physical science standards. The purpose is to give all students an overview of common strands in physical science including, but not limited to, the nature of matter, laws of energy, matter, motion and forces, and energy transformation. Students will discover how science affects every aspect of their lives. Students will do a number of labs to enhance understanding as well as learn basic lab techniques. With successful completion of this course, students should be ready for high school level of expectations within the field of science.

HIGH SCHOOL

BiologyCredit 1Prerequisite: Grade 9 Standing

Biology is devoted to the study of living things and their processes. Throughout this one-year course,students are provided the opportunity to develop scientific process skills, laboratory techniques, and gain an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, genetics and heredity, evolution and classification and diversity of living.

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Biology Sheltered Instruction Credit 1Prerequisite(s): Grade 9 Standing, Sheltered Instruction placement, enrollment in intensive EAL

Biology is devoted to the study of living things and their processes. Throughout this one-year course,students are provided the opportunity to develop scientific process skills, laboratory techniques, and gain an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, genetics and heredity, evolution and classification and diversity of living. The course comes with a regular level of expectations for a high school science course, but a more basic level of expectations is available for students receiving EAL support. The course is taught by an EAL specialist who works closely with the Science faculty to ensure that core standards are being met while also focusing explicitly on academic language development.

ChemistryCredit 1Prerequisite: Grade 10 Standing

This course explores the major topics within Chemistry, including atomic structure, periodic trends,chemical bonding and reactions, gases, thermochemistry, and kinetics. Students in this class will gain an in-depth understanding of the most important ideas within Chemistry, making them well-prepared for further study in AP Chemistry or a university course. Regular laboratory work will be focused on applying science concepts and becoming comfortable with equipment and techniques. The content of this class is focused on understanding and applying concepts rather than memorization.

Conceptual Physics Credit 1Prerequisite(s): Grade 11/12 Standing, Algebra I This one-year course focuses on concepts and applications of physics, including laboratoryinvestigations, and the use of basic algebra skills. The students will gain a thorough understanding of the laws of physics that surround them in their natural world. Students will develop an understanding of the concepts underlying the phenomena of motion, force, energy, matter, sound, electricity, magnetism, light and the atom. The course comes with a regular level of expectations for a high school science course, but a more basic level of expectations is available for students who have this need.

Environmental ScienceCredit 1Prerequisite(s): Grade 11/12 standing, Biology, Algebra I

This course is a laboratory-based class focused on understanding the earth and how humans interact with the environment. Students are engaged in the scientific principles, concepts, and methodologies which are required to understand the interrelationships of the natural world. The course requiresstudents to identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography.

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AP Biology

Please see SUPA Biology I for a related offering. AP Biology is offered by exam only.

BIO 121, General Biology I, University CreditCredit 1, weighted GPAPrerequisite(s): Grade 11/12 standing, Biology, Chemistry, B or better is previous Science course, teacher permission


CHEM 121 & 123, General Chemistry Credit 1, weighted GPAPrerequisite(s): Grade 11/12 standing, Biology, Chemistry, B or better is previous Science course, teacher permission


*Note - we may substitute AP Chemistry for Syracuse University Project Advance Chemistry sequence of 8 university credits. PHY 101 - 102 Major Concepts of Physics I and IICredit 1, weighted GPA8 SU creditsNot offered this year.


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SOCIAL STUDIES

Our goal is to develop socially aware global citizens. We desire that our students will be actively involved in their world through critical understanding of world issues and patterns, and they will then be able to share their positions in an organized and logical framework.

MIDDLE SCHOOL

Social Studies 6: The Ancient WorldWhat can the past teach us about life in the 21st century? In Grade 6 Social Studies, students explore artifacts and stories from the Ancient World to gain knowledge and skills that will help them be leaders in their world. We connect learning in English, Science and Mathematics to strengthen understanding of the human adventure. We examine the impact of technology and the environment on human society from Early Humans to ourselves. Students learn lessons from the first farming civilizations about river and flood management which is relevant to life here in Ho Chi Minh City. We examine the role of government and leadership in the Ancient Empires and in our world today. Students use and expand their research skills and develop their language and communication skills through reading, writing, speaking and listening.

Students participate in reading circles, writing workshops, simulations, project based and cooperative learning. We build responsibility and good work habits that are important for the transition to Middle School.

Social Studies 7: World Geography7th Graders will look at the major regions of the world and how geography and culture have shaped our planet throughout history , as well as the present, by examining past events, current events and global issues. Over the academic year, the course will help develop analytical skills in the Social Studies with real world applications. The curriculum is geared toward Project Based Learning where students will meet their learning objectives by demonstrating their understanding through collaboration and cooperative projects ranging from simple presentations to more protracted assessments with a heavy emphasis but on English language acquisition. Using simulations, texts and primary sources, students participate in engaging learning activities thatpromote cooperation and communication while developing analytical and critical thinking.

Social Studies 8: The Industrial AgeStudents uncover various broad themes set in a historical context- the Industrial Age (18th-early 20th centuries)- these themes are technological, political, economic and social. One of the primary goals of class is to improve students’ English language skills: speaking, listening, reading and writing. Usingsimulations, texts and primary sources, students participate in engaging learning activities that promote cooperation and communication while developing analytical and information literacy skills for the 21st century.

HIGH SCHOOL

World History ICredit 1Prerequisite: Grade 9 standing

World History I is a year long course that traces the human history from early societies and theagricultural revolution through the development of religious empires to the rise of international trade in the early 1500’s. Students build historical knowledge through reading and research and expand their skills in the evaluation of sources and the creation of media. Through collaborative simulations and project work,

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students apply what they know to their own context in the 21st century and build a portfolio of their work. The Grade 9 Field study trip to Cambodia is an important opportunity for students to connect withancient and recent history.*Based on achievement in this class and personal goals, students can enroll in World History II or AP World History in Grade 10.

World History IICredit 1Prerequisite: Grade 10 standingWorld History II is a continuation of World History I. The course begins in the Modern Era post 1492 and follows the development of global events from the Enlightenment to the Industrial Revolution and theimperial conquests preluding the World Wars, through the Cold War and the present struggle against violent ideological extremism.

The course is equally focused on skills development as much as content. All assessments are intensive writing further emphasizing ISHCMC-American Academy’s mission of creating 100% English fluency among our students in preparation for continuing education abroad. The learning methodology consis-tently relies on lecture, discussion, debate, DBQ primary source analysis, and protracted writingassignments and research.

21st Century IssuesCredit 1Prerequisite: Grade 11/12 standingThis course is intended to aid students in developing an informed opinion about the modern world and future global trends. Throughout the year students will be able to discover, analyze, compare and solve global problems. We will use different technologies to make our learning engaging and interesting. The course material will provide students with an opportunity to build awareness of how a nation’s history, culture, and ideology impact their society and global influence. In particular, the course examines those aspects and how they impact what decisions a country makes, or doesn’t make, on the global stage. Additionally, the class will capitalize any opportunity to become involved in the community and make a difference.

PSY 205 Psychology: Foundations of Human BehaviorCredit 1.0, weighted GPA3 SU credits


AP World HistoryCredit 1, weighted GPAPrerequisite(s): Grade 10/11/12 standing, B or better is previous Social Studies course, teacherpermission

The AP World History course content is structured around the investigation of five course themes and 19 key concepts in six different chronological periods, from approximately 8000 B.C.E. to the present. The themes, skills and key concepts are intended to provide foundational knowledge for future college level coursework in history. Command of these course themes, skills and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the five themes, four historical thinking skills and nineteen key concepts of the course.

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The following five themes connect key concepts across six historical periods and serve as the foundation for student reading, writing, document analysis, and other class activities.

In order for the AP designation to remain on final transcripts, students must register for and complete the official Advanced Placement exam in May.

ECN 203 Economic Ideas & IssuesCredit 0.5, weighted GPA 3 SU credits See full course description under Syracuse University Project Advance. EEE 370 Introduction to Entrepreneurship & Emerging Enterprises Credit 0.5, weighted GPA 3 SU credits


PAF 101 An Introduction to the Analysis of Public Policy (Planned for 2017-2018)Credit 1, weighted GPA3 SU credits


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SYRACUSE UNIVERSITY PROJECT ADVANCE

One of the hallmarks of our academic program is our involvement with Syracuse University ProjectAdvance (SUPA). We have five faculty members who have trained with SUPA to offer Syracuse University courses for credit to our juniors and seniors. Students register online as non-matriculated students of SU, and upon completion of their dual enrollment courses receive an SU transcript in addition to their high school course credit. We are the only school in Vietnam to offer this program.

Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University (SU) and your high school that allows high school students to enroll in SU courses. Teachers who are also adjunct SU instructors teach these classes in the high school, following the curriculum and guidelines established by SU. SUPA enables high school students to gauge their ability to do college work prior to full-time college study. Upon successful completion of an SU course, students are awarded SUtranscripts that record credits earned. These credits are transferable to hundreds of colleges anduniversities nationwide. Note that there is a per-credit tuition charge of $112 per credit hour associated with SU courses, although this charge is significantly discounted compared to regular SyracuseUniversity tuition fees. For more information about Syracuse University Project Advance, contact your guidance counselor or visit supa.syr.edu.

SUPA ENROLLMENT AT ISHCMC - AMERICAN ACADEMY

• Students must be grade 11 or 12 standing to enroll in an SU course. Some courses allow only Grade 12 students. • Students must meet course pre-requisites for each course, as specified in the course guide. • ISHCMC - American Academy’s SUPA Coordinator has the right to refuse enrollment for students who do not meet prerequisites. • Students may not take more than a combination of 3 Advanced Placement and/or Syracuse University courses without written approval from the Counselor, Curriculum Coordinator, and SUPA Coordinator. • Students must officially register with Syracuse University for each enrolled course and pay course fees by the registration deadline. If students do not register and pay for the course, they will be dropped from the course and will need to change their schedule and course of study. • Students may be required to continue SUPA studies after the school’s Grade 12 graduation date. Classes will not run after the official last day of school. • Students should expect to complete SU coursework during school holidays. This may include summer reading assignments prior to starting a new course.

SU COURSE DESCRIPTIONS

ECN 203 Economic Ideas & IssuesCredit 0.5, weighted GPA3 SU credits

Prerequisite(s): Grade 11/12 standing, B or better in English Language Arts & Social Studies, completion of Algebra 2, recommendation from instructor This course provides an introduction to modern Western (neoclassical) economic thought. Beginning with an individual in the simplest situations, a one-person society, the course moves step by step to develop a model of a complex society based on division of labor and exchange through markets. The process takes students from the microeconomic to the macroeconomic level, emphasizing the connection between

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these two perspectives. Students will examine the benefits, as well as the problems, inherent in amarket-oriented economy. The course prepares students to analyze and understand the ongoingeconomic policy debate between interventionists and non-interventionists. Students will also develop a strong foundation in neoclassical analysis that is applicable to other academic fields as well as tostudents’ everyday experiences. The course is rigorous, but not heavily mathematical. Students should understand basic algebra and geometry. This is a college course offered through Syracuse University, and students paying the (discounted) fee for SU credit will receive a Syracuse University transcript. *Note - This course is offered in the Fall of the Entrepreneurship & Economics, University Credit sequence for a total of 6 SU credits. Students must register and pay for SU credit to remain enrolled in the course. This will be noted on your transcripts as “Entrepreneurship & Economics, University Credit.”

EEE 370 Introduction to Entrepreneurship & Emerging Enterprises Credit 0.5, weighted GPA3 SU credits

Prerequisite(s): Grade 11/12 standing, B or better in English Language Arts & Social Studies, completion of Algebra 2, recommendation from instructor

EEE 370 provides students a solid understanding of the vital role played by entrepreneurs in the 21stcentury global economy. During this course, we will assess, explore, critique, and celebrateentrepreneurship. Entrepreneurship is approached as a way of thinking and acting, as well as anattitude and a behavior. Our emphasis is on entrepreneurship as a manageable process that can be applied virtually in any organizational setting. Moreover, our interest is in sustainable entrepreneurship, or entrepreneurship over the life cycle of a person’s entire career; in organizations as they evolve fromstart-up enterprises to sizable corporations; and in societies as they move from undeveloped topost-industrial. However, our principal focus will be on the creation of new ventures, the ways that they come into being, and factors associated with their success.

This is a course of many ideas and questions, and you will be encouraged to develop and defend your own set of conclusions regarding each of these issues. It is also a course that integrates a number ofdifferent disciplines, ranging from sociology and psychology to economics, finance, marketing, andhuman resource management. Further, it is a course that mixes theory with practice, and students will be challenged to apply principles, concepts, and frameworks to real-world situations.

EEE 370 Course Learning Outcomes• Identify the entrepreneurial potential within yourself and others in your environment.• Explain the role of entrepreneurship within society, at the level of the organization, and in your own personal life.• Describe the process nature of entrepreneurship and ways to manage the process.• Summarize the many ways in which entrepreneurship manifests itself, including start-up contexts, corporate contexts, social contexts, and public sector contexts.• Develop an appreciation for opportunity, how to recognize it, and how to evaluate it.• Appraise the nature of creative new business concepts that can be turned into sustainable busi ness ventures.• Recognize the ethical issues that are intimately intertwined with entrepreneurial activities, and develop a personal framework for managing ethical dilemmas.

*Note - This course is offered in the Fall of the Entrepreneurship & Economics, University Credit sequence for a total of 6 SU credits. Students must register and pay for SU credit to remain enrolled in the course. This will be noted on your transcripts as “Entrepreneurship & Economics, University Credit.”

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ETS 192 Gender & Literary Texts Credit 1, weighted GPA3 SU credits

Prerequisite(s): Grade 11/12 standing, B or better in English Language Arts, recommendation frominstructor

It has become commonplace within the social sciences and contemporary cultural criticism to speak of gender as a social construct and to see it as a kind of “compulsory performance.” What would it mean to think of gender (i.e., masculinities and femininities) in this way? In this course, we will begin with thepremise that gender is a social construct—rather than a natural, ahistorical “essence” that somehow“expresses” our true “selves”—and examine the ways in which literature participates in the socialreproduction of gender, as well as the difference that gender makes in the production and reception of literary texts. From Chaucer’s Wife of Bath’s Tale and Shakespeare’s cross-dressed male actors on the stage to virtual genders in the cyber-fiction of writers like William Gibson and Alice Sheldon, we’ll explore what gender comes to mean in such literary texts and its effects. Although focused on literature, ETS192 still qualifies as a writing intensive course.

ETS 192 Course Learning Outcomes• Develop skills in close reading, textual analysis, and effective historical and cultural contextualization of claims.• Recognize how meanings are created through acts of critical reading.• Analyze the ways texts construct categories of difference, particularly differences of gender but also those of race, ethnicity, nationality, sexuality, and class• Formulate sustained interpretive, analytical, or conceptual arguments based on evidence drawn from texts

*Note - This course is offered in the Fall of the Literature, University Credit sequence for a total of 3 SU credits. Students must register and pay for SU credit to remain enrolled in the course.

IST 263 Design & Management of Internet ServicesCredit 1, weighted GPA3 SU credits

Prerequisite(s): Grade 11/12 standing, recommendation from instructor Combining entrepreneurial methods with real world projects, Web Design and Management is anintensive course that covers the construction and publication of websites for the Internet. Students study and utilize a user-based approach to planning, design, implementation, and management of the websites, all with an entrepreneurial focus. Students become very proficient in HTML, CSS, and PHP, and develop their final projects utilizing a Content Management System (CMS). After taking the course, every student should have the ability and confidence to design and program a website for a small- to medium-sized business or organization. This is a college course offered through Syracuse University, and studentspaying the (discounted) fee for SU credit will receive a Syracuse University transcript.

*Note - This course is offered in the Spring of the Web Design, University Credit sequence for a total of 3 SU credits. Students must register and pay for SU credit to remain enrolled in the course.

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PAF 101 An Introduction to the Analysis of Public Policy Credit 1, weighted GPA3 SU credits

Prerequisite(s): Grade 11/12 standing, B or better in English Language Arts & Social Studies,recommendation from instructor This course is designed to provide students with basic research, communication, and decision-making skills used in public policy analysis. Students will develop a range of applied social science skills that will help them to make more informed choices as citizens, as workers, and as consumers. While studying particular public policy issues, students will practice collecting information and will examine the use of graphs, tables, statistics, surveys, and other informal interviewing procedures. In addition, students will identify a social problem and come up with a proposed public policy to deal with it. They will forecast the impact of that policy on societal conditions, analyze the political factors affecting the policy, and develop strategies to implement the proposed public policy. This is a college course offered through SyracuseUniversity, and students paying the (discounted) fee for SU credit will receive a Syracuse Universitytranscript. *Note - This course is offered in the Spring of the Public Affairs, University Credit sequence for a total of 3 SU credits. Students must register and pay for SU credit to remain enrolled in the course.

PHY 101 - 102 Major Concepts of Physics I and IICredit 1, weighted GPA8 SU credits

Prerequisite(s): Grade 11/12 standing, B or better in previous Science course, completion or simultane-ous enrollment in Pre-Calculus, recommendation from instructor This is the one-year introductory, non-calculus physics sequence offered through SyracuseUniversity. This algebra-based course includes a regularly scheduled lab and provides the necessary physics background for health professionals and others who need physics but are not required to take a calculus-based course. The first semester, PHY 101, will cover traditional topics in mechanics, such as kinematics, Newton’s laws, circular motion, gravity and planetary motion, work, energy, momentum, rotational motion, vibrations, and kinetic theory. This semester stresses problem solving and conceptual understanding. The second semester, PHY 102, treats topics dealing with electricity, magnetism, and optics. Students paying the (discounted) fee for SU credit will receive a Syracuse University transcript. *Note - This course is offered for a full-year of the Physics, University Credit sequence for a total of 8 SU credits. Students must register and pay for SU credit to remain enrolled in the course.

WRT 105 Practices of Academic Writing (Planned for 2017-2018)Credit 0.5, weighted GPA3 SU creditsPrerequisite(s): Grade 12 standing, B or better in English Language Arts, recommendation from instructor This course teaches students strategies of critical academic writing in various genres, including analysis, argument, and researched writing. The course challenges students to understand that effectivecommunication requires people to be aware of the complex factors that shape every rhetorical context, including issues of power, history, difference, and community; and that writing as a process involves

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reflection and revision. This writing course is a site of active learning where students have responsibility for their own progress and for that of their peers. Students write formal papers for each major unit, inaddition to various informal writing assignments and a culminating portfolio. This is a college course offered through Syracuse University, and students paying the (discounted) fee for SU credit will receive a Syracuse University transcript.

WRT 105 Course Learning Outcomes• Writing as Situated Process: Students will practice a range of invention and revision strategies appropriate to various writing situations.• Writing with Sources: Students will be introduced to primary and secondary research, utilize various library resources, evaluate sources, and synthesize and apply research in accordance with citation, genre conventions and ethical standards.• Writing as Rhetorical Action: Students will gain knowledge of rhetorical principles and practice addressing different audiences and situations.• Writing as Academic Practice: Students will build their familiarity with values, strategies, and conventions related to a range of academic contexts and disciplinary conversations.• Writing as Social Practice: Students will analyze, reflect on, and practice the dynamic use of language in diverse contexts and recognize issues of power, difference and materiality.

*Note - This course is offered in the Fall of the Writing, University Credit sequence for a total of 6 SUcredits. Students must register and pay for SU credit to remain enrolled in the course. This course is offered in alternating years and will NOT be offered in the 2017-2018 school year. Open only to Grade 12 students.

WRT 114 Writing Culture: Intro to Creative NonfictionCredit 0.5, weighted GPA3 SU credits Not offered this year.

Prerequisite(s): Grade 12 standing, B or better in English Language Arts, recommendation from instructor WRT 114 focuses on the genre of creative nonfiction. Students explore varieties of creative nonfiction, such as memoir; biography; the personal essay; travel, science, and food writing; and “new journalism.” As its name suggests, creative nonfiction borrows elements from fiction and poetry (e.g., description, scene construction, dialogue, etc.) yet still aims to tell the truth. For a writer to “tell it slant,” however, is to acknowledge the ways in which one’s subjective viewpoint shapes what counts as “the truth” in telling a story about one’s own or another’s experiences. Students will have the opportunity to experiment with style, genre, and subject in a writing studioenvironment and to read varied examples of contemporary creative nonfiction (e.g., Marjane Satrapi’s Persepolis, Laurence Gonzalez’s “Marion Prison”, Floyd Skloot’s “A Measure of Acceptance,” etc.).Students will craft and workshop their own creative nonfiction compositions. This is a college course offered through Syracuse University, and students paying the (discounted) fee for SU credit will receive a Syracuse University transcript.

WRT 114 Course Learning Outcomes • Students will read and critically engage with creative nonfiction texts representing a diverse range of topics, sub-genres, and perspectives.• Students will learn about, and put into practice, conventions and characteristics of creative nonfiction.• Students will compose a series of creative nonfiction texts, and take them through the processes of composing.

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• Students will explore relationships between research and creative nonfiction, and learn conventions for incorporating research into their texts.• Students will develop an awareness of audience, and work to construct an ethos and voice that responds to audience needs and expectations.• Students will experiment with voices, styles and forms.• Students will reflect on their writing processes.

*Note - This course is offered in the Spring of the Writing, University Credit sequence for a total of 6 SU credits. Students must register and pay for SU credit to remain enrolled in the course. This course is offered in alternating years and will NOT be offered in the 2017-2018 school year. Open only to Grade 12 students.

PSY 205 Psychology: Foundations of Human BehaviorCredit 1.0, weighted GPA3 SU credits

Prerequisite(s): Grade 12 standing, B or better in World History II, recommendation from instructor

Psychology 205 is an introductory psychology course offered by the Psychology Department atSyracuse University. Dr. Sutterer and Dr. Lewandowski, in conjunction with other members of thedepartment, have designed an innovative course that provides instruction in the fundamental topics in psychology in addition to providing a degree of freedom for students to pursue individual topics ofinterest. The primary goals of the course include providing students with information regarding majorareas of psychology such as learning, memory, cognition, development, personality, and socialpsychology. Students will learn the basic principles, concepts, and research findings in psychology and will become acquainted with psychological research methods and procedures while attempting to conduct anddocument research. Students will be presented with opportunities to discuss current topics, events, real-life experiences, and applications of psychological theories and research. Furthermore, students will learn the organizational and study skills important to succeed in college courses while also developing their oral and written communication of psychological knowledge.

REGISTRATION FOR SU CREDIT - GLOBAL STUDENTS

Students must register online with Syracuse University in order to receive SU credit and to remain enrolled in the course at ISHCMC - American Academy. Students must pay directly to Syracuse University. The school cannot pay on students’ behalf.

Cost: $112.00 per credit hour (e.g. 3 credit course = $336.00)Payment is due in full after the online registration is complete.

To register: https://pass.supa.syr.edu (Or click button below. Use the “International SUPA Students”portal.)

Information needed to register:Student’s e-mail and parent’s e-mailSU course name and number (e.g., Psychology/PSY 205)High school class time/period

Click here for a list of Frequently Asked Questions about registration.Click here for online bill payment.

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Additional Payment Option: Wire Transfer(This method should only be utilized if Parent does not have a credit card)You may authorize your banking institution to transfer funds through the Federal Reserve (U.S. banks) or the SWIFT system (foreign banks), in accordance with the following instructions:JPMorgan Chase New York, NYABA#: 021000021Credit: Syracuse University Account #: 018-000-1182ATTN: Upstate Syracuse Account SWIFT Code: CHASUS33 (required for foreign banks only) Reference: (SUPA Payment- Name of Student)

An email notification must be sent to Debbie LaVine, Student Accounts Administrator ([email protected]) at the time the funds are transferred. It must include the student’s name, high school, payment amount and name of the course(s). This notification assures that your payment gets promptly applied to your account.

Your high school may be willing to collect your payment and complete the wire transfer for you, but you should confirm this with your SUPA instructor or SUPA Coordinator.

For more information:Christine Signy, Student Records AdministratorPhone: 00-1-315-443-2404 (7:00 a.m. to 3:30 p.m., EST)E-mail: [email protected]: 00-1-315-443-1626; alternate FAX: 00-1-315-443-2585Live Chat: http://supa.syr.edu/livechat (accessible 8:30 a.m. to 5:00 p.m., EST)

SU COURSE FEES 2017 - 2018

Course Full name Semester Credits SUPA Cost

PAF 101 Public Policy Spring 3 $336

BIO 121 & 123 Biology Fall 3 $336

CHE 106 & 107 Chemistry Fall 3 $336

IST 263 Design & Management of Internet Services

Year 3 $336

WRT 105 Writing Fall 3 $336

MAT 295 Calculus Fall 3 $336

Note that the 2017-2018 annual tuition fees for an international student are $43,400. Full time students tend to take between 12 and 18 credits per semester, which is 24 to 36 credits in an academic year. The value per credit an international student at SU would get if taking a full course load of 36 credits per year is $1,205 per credit. Compare this to the SU Project Advance fee of $336 per credit.

For example, taking the same 3-credit Economics course at SU would cost approximately $3,616 as compared to $336 taking it through SU Project Advance.

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SUPA DROP / WITHDRAWAL COURSE POLICY

When a student requests to drop a Syracuse University course, a drop form must be completed and signed by the student, parent, and instructor. The instructor then sends it to the Project Advance office for processing, prior to the drop date established on the registrar’s calendar. The student is no longerfinancially responsible for the cost of the course.

Once the deadline for dropping a course has passed, the only option for a student who does not want to complete the course is to withdraw; however, the student is still financially responsible for theoutstanding tuition owed. In this case, a withdrawal form (signed by student, parent, and instructor) must be submitted. A student who withdraws will have “WD” posted on his or her transcript.

Both of these forms are available here or upon request from Christine Signy at [email protected]

ACADEMIC INTEGRITY

At Syracuse University, academic integrity is expected of every community member in all endeavors.Academic integrity includes a commitment to the values of honesty, trustworthiness, fairness, andrespect.

These values are essential to the overall success of an academic society. In addition, each member of the University community has a right to expect adherence to academic integrity from all other community members.

“Syracuse University students shall exhibit honesty in all academic endeavors. Cheating in any form is not tolerated, nor is assisting another person to cheat. The submission of any work by a student is taken as a guarantee that the thoughts and expressions in it are the student’s own, except when properly credited to another. Violations of this principle include the following: giving or receiving aid in an exam or whereotherwise prohibited; fraud; plagiarism; the falsification or forgery of any record; or any other deceptive act in connection with academic work. Plagiarism is the representation of another’s words, ideas,programs, formulae, opinions, or other products of work as one’s own either overtly or by failing toattribute them to their true source.” (Section 1.0, University Rules and Regulations.)

The complete policy is available from Syracuse University’s Academic Integrity Office or by selecting the link: Syracuse University Academic Integrity Policy

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WORLD LANGUAGES

We endeavour to teach and encourage students to use Vietnamese and Mandarin languages as a means of communication, a way to experience Asian cultures, and as an outlet for creative and scholarlypursuits.

MOTHER-TONGUE LANGUAGE INITIATIVE

ISHCMC - American Academy believes it is critically important for students to develop academic andsocial language skills in their first language, which for the majority of our students is Vietnamese. The role of the mother language in cognitive development and subsequent language acquisition has been well-documented. The School agrees with UNESCO General Director Irina Bokova in supporting the goals of the International Mother Language Day 2015: “The focus for the post - 2015 agenda must fall on the priority of advancing quality education for all -- widening access, ensuring equality and inclusiveness, and promoting education for global citizenship and sustainable development. Education in the mother language is an essential part of achieving these goals -- to facilitate learning and to bolster skills inreading, writing and mathematics.”

Vietnamese Studies is a core subject from grades 6 to 12. Continued academic instruction in themother language will preserve and enhance students’ Cognitive Academic Language Proficiency (CALP) and henceforth their cognitive and social-emotional development.

Goals:1. Vietnamese students will be able to demonstrate Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in both their mother language and English that are appropriate to their age and developmental level. 2. When Vietnamese students graduate from the School, they will have the language skills to pursue higher education within Vietnamese educational institutions or within English-language institutions in Vietnam and abroad.3. Vietnamese students will have strong subject knowledge in Vietnamese Literature, History, and Geography.4. Vietnamese students will be able to write academic essays and reports in both English and Vietnamese.5. Vietnamese students will be able to produce creative works - such as dramatic performances, poetry, fiction, creative non-fiction, journalistic reports, and music - in both English and Vietnamese.

Students who have a non-Vietnamese passport are not required to take Vietnamese studies, however they may still opt to take the courses for their World Languages credit. Exemption from VietnameseStudies must be applied for with the Curriculum Coordinator upon the student’s enrollment in the school. High school students must have an alternate plan to gain their 2.0 required credits in World Languages.

VIETNAMESE STUDIES

Each year, students take a core academic class in Vietnamese Studies which covers Language Arts,History & Geography. Vietnamese Studies is required as a core subject for all students who areVietnamese nationals.

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MIDDLE SCHOOL

Vietnamese 6In Vietnamese Literature, students learn about the folklore, narrative writing and rhetorical devices. In Geography, 6th grade students learn about general earth science such as space, internal forces, external forces, the earth’s surface, topography, natural resources, and oceanology. In History, students explore the history of Vietnam from early societies to when King Ngô Quyʹn (939–944) restored sovereign power in the country.

Vietnamese 7 In Vietnamese Literature, student will learn about Medieval literature, sentence structure, rhetoric,expressive writing and informative and demonstrative cultural discourse. In Geography, students learn about natural Vietnamese Geography such as geographic location, topography, sea territories, and map skills. In History, students will focus on Vietnam’s development from the 10th century to the middle of the 19th century.

Vietnamese 8 In Vietnamese Literature, we continue studying Medieval literature, modern literature, vocabulary and sentence structure. In Geography, student learn about natural Vietnamese Geography such as climate, river system, soil, ecology and biodiversity and maps skills. In History, grade 8 students will look at the French invasion of 1858, Vietnamese reform Movements from the second half of the 19th century, and the patriotic movements from the early 20th century.

HIGH SCHOOL

Vietnamese 9Credit 1

In Vietnamese 9, students learn about medieval literature, modern literature and conversation motto. In Geography, student learn about economic of Vietnam as agricultural, industrial, trade, transportation. As part of the Grade 9 Field Study Trip, students visit Cambodia, where they are challenged to think about the two countries’ relationships in these areas. In History, students will look at Vietnam’s modern history which was ravaged and divided by wars, French colonial intervention, the American involvement in the region and occupation by the Japanese Empire. This course also covers the August Revolution, and the birth of the united Socialist Republic of Vietnam in 1976.

Vietnamese 10Credit 1

In Vietnamese 10, students focus on folklore, Medieval literature, language style, and writing notes and documents. In Geography, students start exploring the various regions of Vietnam including the Mekong Delta, Southeast, Central Highland and Red River Delta. The Grade 10 Field Study Trip takes place in the Mekong Delta where students get a firsthand experience of life in the region. In History, students look at major stages of development of the nation’s history from its origin to the 19th century, the mainachievements regarding the country’s foundations, and an awareness of some of the limitations of feudal society.

Vietnamese 11 Credit 1

In Vietnamese 11, students learn about Medieval literature, Modern literature and language styles.

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In Geography, students explore the various regions of Vietnam including the Northwest, Northeast, North Central Coast and South Central Coast. Our Grade 11 Field Study Trip, the Sun Bear Scramble, is an Amazing-Race style competition that takes students across Central Vietnam. In History, the students will be exploring two main topics: The French colonial period in Vietnam and the patriotic resistancemovement.

Vietnamese 12 Credit 0.5, Spring semester

In their senior year, Vietnamese nationals are required to take a half-year course in Vietnamese Studies. Students focus on modern Vietnamese literature, language, and the style of writing discourse. InGeography, students learn about Vietnamese culture, government and politics. The Grade 12 Field Study Trip takes students to Hang En Cave in the Phong Nha region, where students are challenged to think about how Vietnamese policies and culture connect with the conflicting initiatives to protect or develop the region. In History, students will look at Vietnam’s fight for freedom, reunification of Vietnam, and social and economic development achievements after 1975.

VIETNAMESE LANGUAGE These courses are only available to Vietnamese nationals who enter the school with below grade-level skills in Vietnamese speaking, reading, writing, and listening. Placement is determined by theCurriculum Coordinator and World Languages Department faculty. Due to the low number of students requiring Vietnamese Language, the mode of learning is by self-study with direction and guidance from the course instructor. These courses meet the World Languages graduation requirement.

Vietnamese Language 1Credit 1 (high school students only)

Students in this program study at their own level, which may be grade 1 through grade 8 Vietnamese national curriculum. This course code is used for the student’s first year in the program.

Vietnamese Language 2Credit 1 (high school students only)

Students in this program study at their own level, which may be grade 1 through grade 8 Vietnamese national curriculum. This course code is used for the student’s second year in the program.

MANDARIN LANGUAGE & CULTURE

Our Mandarin language program is open to all students who are not enrolled in Intensive EAL. Students can start their Mandarin studies as early as 6th grade and as late as 12th grade. Mandarin 1 andMandarin 2 fulfill the 2.0 credit World Languages graduation requirement. Students in the Mandarin program take part in the HSK Chinese Proficiency test each year in April. ISHCMC - American Academy students have a 100% pass rate for the HSK exams.

HSK Hong Kong - Chinese Proficiency Tests

The new HSK test was launched by Hanban in an effort to better serve Chinese language learners. The test is the result of coordinated efforts by experts from different disciplines including Chinese language teaching, linguistics, psychology and educational measurement. The new exam combines the advantages of the original HSK while taking into consideration recent trends in Chinese language training by

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conducting surveys and making use of the latest findings in international language testing. The HSK.HK courses are structured to six levels, from Breakthrough to Mastery. It corresponds to the level of the Common European Framework of Reference for Languages (CEFR) which is a standard, international scale of levels for language learning.

I. Test StructureThe new HSK is an international standardized exam that tests and rates Chinese language proficiency. It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily, academic and professional lives. The new HSK consists of a writing test and a speaking test, which areindependent of each other. There are six levels of writing tests, namely the HSK (level I), HSK (level II), HSK (level III), HSK (level IV), HSK (level V), and HSK (level VI). There are three levels of speaking tests, namely the HSK (beginner level), HSK (intermediate level), and HSK (advanced level). During the speaking test, test takers’ speeches will be recorded.

II. Test LevelsThe different levels of the new HSK are similar to some of the levels in the Chinese Language Proficiency Scales for Speakers of Other Languages (CLPS) and the Common European Framework of Reference (CEF); details are as follows:

Test takers who are able to pass the HSK (Level I) can understand and use very simple Chinese phrases, meet basic needs for communication and possess the ability to further their Chinese language studies.

III. Test PrinciplesThe new HSK follows the principle of “test-teaching correlation”, bases the design of the test on thecurrent trends in international Chinese language training, and is closely related to textbooks. The purpose of the test is to “promote training through testing” and “promote learning through testing”.

The new HSK emphasizes the objectivity and accuracy of the evaluation and stresses the learners’ actual Chinese language abilities.

The new HSK sets clear test objectives to allow the test takers to be able to improve their Chineselanguage abilities in a systematic and efficient way.

IV. Results CertificateTest takers will receive the results for the new HSK issued by Hanban within three weeks after the test.

Learn more: http://www.hsk.hk/HSK-Hong-Kong

MANDARIN COURSE DESCRIPTIONS

Mandarin 1Credit 1

This course corresponds to HSK Level 1. Students will be introduced to Chinese script and will master 150 vocabulary items and basic grammar. Units include: Greeting & Introduction, Time & Date, Family Members, Jobs, Transportation, and Daily Routine.

Mandarin 2Credit 1

This course corresponds to HSK Level 2. Students will master 250 vocabulary items and more advanced grammar. Units include: Colors, Clothing, Weather, Directions, Traveling, Holidays, and School Subjects.

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Mandarin 3 Credit 1

This course corresponds to HSK Level 3. Students will master 600 vocabulary items and more advanced grammar. Units include: Body Parts, Currency, Food and Health, Shopping, Home Life, Stationery and Gifts, Asking Directions.

Mandarin 4 Credit 1

This course corresponds to HSK Level 4 and can be arranged as an Independent Study for motivated students with strong study skills.

THE KEYSTONE SCHOOL

The Keystone School is a fully accredited online institution that offers credit recovery courses for core subjects including English, Math, Science and Social Studies. Over 200,000 students from 5,250 schools across the United States have used The Keystone School to recover and earn credit for high school courses.

ISHCMC - American Academy uses The Keystone School as an option for Credit Recovery, MathAcceleration, and additional Advanced Placement courses that are not in our current program.

CREDIT RECOVERY

If a student in grades 9-12 fails a course or a semester, the student has two options to recover the credit. COURSE REPETITION The student can repeat the failed course on campus at ISHCMC American Academy in the following academic year. The new grade for the course will replace the failing grade on the transcript. The student will only be able to earn credit once for the course. If a student repeats 1 or 2 courses, he should be able to graduate on time. However, students must consult the Counselor to verify that course repetition will not affect his graduation plan. For grade 12 students, course repetition is only an option if 4 to 7 courses need to be repeated. In this case, students will repeat year 12 as a full-time student and pay full tuition for an additional year oncampus. Graduation will be delayed by one year. ONLINE CREDIT RECOVERY

With the approval and recommendation of the Counselor, the student can enroll in online creditrecovery courses with The Keystone School. The Keystone School is a fully accredited online institution that offers credit recovery courses for core subjects including English, Math, Science and Social Studies. Over 200,000 students from 5,250 schools across the United States have used The Keystone School to recover and earn credit for high school courses.

A student at ISHCMC American Academy may count up to 5 credits from The Keystone School toward graduation.

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The process is as follows:

1. Upon learning that a student will fail or has failed a required course, the Counselor will fill in a Credit Recovery Enrollment Form for the student. The form will specify what course the student needs to enroll in. Credit recovery courses have been pre-approved by the Curriculum Coordinator.2. The student must register online and pay for the course using a credit card. If the student needs only ½ credit, he can register only for Part A or Part B (as directed by the Counselor). This payment is made to The Keystone School and cannot be paid via ISHCMC American Academy. Credit Recovery is not included in tuition.3. The student will make a plan with the Counselor to ensure academic integrity and honesty in the completion of course requirements. This may require the School to bill directly for supervision hours if the Credit Recovery takes place during the summer. This is a flat fee per course, set every year. 4. For ½ credit courses, the student has 4 to 8 weeks to complete the material. For 1-credit courses, the student has 6 to 12 weeks to complete the material.5. A numeric grade will be assigned by Keystone faculty within 10 days of completion. This grade will be sent to ISHCMC - American Academy.6. The Credit Recovery Supervisor will assess the work and grant final approval for the credit recovery and transcript change.7. The Registrar with update the student’s academic records with the credit earned from The Keystone School. The grade earned from The Keystone School will replace the failing grade and be calculated into the student’s cumulative GPA in place of the failing grade.

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PRE-APPROVED CREDIT RECOVERY COURSES

ISHCMC - AA The Keystone School Notes

English Language Arts(9-12)

English 9A + 9B Online School will lend reading material

Algebra 1 Algebra 1 Online

Algebra 2 Algebra 2 Online

Geometry Geometry Online

Math Principles General Mathematics Online

Pre-Calculus * * There is no equivalent course, however a student can take General Mathematics for credit. This will not erase the failed Pre-Calculus grade.

Biology Biology Online

Chemistry Chemistry Online

Conceptual Physics * *There is not equivalent course, however a student can take Earth Science Online for graduation credit. This will not erase a failed grade.

World History Part 1 World History Online Part A** **Keystone course is ½ credit but we can grant up to 1 credit based oncurricular similarity.

World History Part 2 World History Online Part B** **Keystone course is ½ credit but we can grant up to 1 credit based oncurricular similarity.

Human Geography Geography Online

Physical & HealthEducation

Physical Education Online OR Health Online

1 credit of Physical & Health Education is required for graduation.

DIPLOMAS AND FINAL TRANSCRIPTS Grade 12 students who do not meet graduation requirements will be allowed to walk at the high school graduation ceremony unless it has been determined that the student will repeat the entire academic year. If the student and parents have agreed on a credit recovery plan through The Keystone School, final transcripts and diplomas will not be granted until all course requirements are completed. Final transcripts will also not be released to prospective colleges via Naviance or the Common Application until all credit recovery course requirements are completed. Students must receive a numeric grade of 60% or higher in order to gain recovery credit.

MATH ACCELERATION

Students may request to take Algebra 2 over the summer before their 10th or 11th grade year. Ifsuccessful, students will place directly into Pre-Calculus upon their return. Students can request a Math Acceleration form from their Math teacher. The Math teacher must sign whether the student is Highly

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Recommended, Recommended, or Not Recommended. Completed forms will go to the CurriculumCoordinator for review and approval.

Students and parents who desire to apply for Math Acceleration should understand the following:

• A student at ISHCMC - American Academy may count up to 5 credits from The Keystone School toward graduation. This includes Credit Recovery. • The student must register for the full Algebra 2 course, not Credit Recovery Algebra 2.• The student must pass the course with an 85% or above from The Keystone School.• The student must send transcripts to ISHCMC-AA for credit.• The student must take a comprehensive exam prior to enrollment in Pre-Calculus. We will schedule this exam during New Student Orientation, which is generally the Friday before school starts. • The student must score an 85% or above on the comprehensive exam to be placed into Pre-Calculus. The Math Department Head will make the final placement decision.• Registering for The Keystone School course does not guarantee credit or advanced placement.• The student is responsible to pay the fees for The Keystone School. This is not part of tuition.• The numeric grade from The Keystone School will not count in the GPA.• The credits from The Keystone School will be counted as transfer credits.• The grade from The Keystone School will not go on my ISHCMC – American Academy transcript or quarterly report cards.

ADVANCED PLACEMENT

Students in excellent academic standing (cumulative GPA of 3.5 and above) may request an Independent Study while enrolling in an Advanced Placement course from The Keystone School. Students should fill in an Independent Study Request Form, find a willing Faculty Advisor to assist should any questions arise during their studies, and turn the form in with the Curriculum Coordinator.

Policies for Independent Study Advanced Placement courses:

• A student at ISHCMC - American Academy may count up to 5 credits from The Keystone School toward graduation. This includes Credit Recovery. • The student must pass the course with an 75% or above from The Keystone School to receive transfer credit with ISHCMC - AA.• The student must send transcripts to ISHCMC - AA for credit.• The requested course must be one that the School does not offer over a two-year period. • Registering for The Keystone School course does not guarantee credit or advanced placement.• The student is responsible to pay the fees for The Keystone School. This is not part of tuition.• The numeric grade from The Keystone School will not count in the GPA.• The credits from The Keystone School will be counted as transfer credits.• The grade from The Keystone School will not go on my ISHCMC – American Academy transcript or quarterly report cards. • The student is responsible to request the correct AP Exam from the AP Coordinator before January 31st of the academic year. • The student must pay the AP exam fees including taxes due in Vietnam.

AP courses through The Keystone School cost between $300 and $600, plus the exam fees. This is not included in tuition, so it is ISHCMC - American Academy’s recommendation only to take this option if that particular AP subject is required for admission to the university program of the student’s choice.

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