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EMIRATES NATIONAL SCHOOLS

COURSE CATALOG GRADES 9-12

SCHOOL YEAR 2013/2014 The 2013/2014 replaces all former versions of the Course Description Guide

Edited in February 2013

Emirates Nationals Schools are accredited by AdvancED

Copyright © 2013 AdvancED All Rights Reserved

رؤية مدارس اإلمارات الوطنية

"إعداد قادة المستقبل من خالل االبتكار في مجال التعليم، واالعتزاز بالتراث الثقافي"

EMIRATES NATIONAL SCHOOLS VISION STATEMENT

“To prepare future leaders through innovation in education and

treasuring of cultural heritage”

1 Emirates National Schools Course Catalog SY 2013/2014

TABLE OF CONTENTS

I. Welcome to the Course Catalog . . . . . . . . Page 2

II. Overview of the ENS Program of Study . . . . . . Page 2

III. Graduation Requirements . . . . . . . . .

IV. Ministry Compulsory Courses. . . . . . . . . . Page 4

V. Culminating Project . . . . . . . . . . . . Page 4

VI. Choosing Your Challenge and Planning . . . . . . . Page 5

VII. International Baccalaureate . . . . . . . . . . Page 6

VIII. Advanced Placement . . . . . . . . . . Page 9

IX. Grade Weighting. . . . . . . . . . . . . Page 10

X. English Language . . . . . . . . . . . . Page 11

XI. Arabic Language . . . . . . . . . . . . Page 16

XII. Mathematics . . . . . . . . . . . . . Page 21

XIII. Science . . . . . . . . . . . . . . Page 26

XIV. Social Studies [American, Islamic and UAE] . . . . . . Page 31

XV. World Languages: Arabic and French [Non-Native Speakers] . . Page 39

XVI. The Arts: Visual Arts and Performing Arts . . . . . . Page 43

XVII. Physical Education . . . . . . . . . . . Page 48

XVIII. Information Technology . . . . . . . . . . Page 50


WELCOME TO YOUR COURSE CATALOG The purpose of this catalog is to open conversation regarding your future. This catalogue will provide you with tools to think through your plan for high school and beyond. The conversations about future choices begin with a plan for your studies at the Emirates National Schools. Involve your parents, your teachers, and people to gain more information and insight concerning careers or colleges that interest you. Collect information on all of your choices. This catalog is intended to be a guide to develop a program of study that will help you plan your studies at ENS and achieve your goals.

This catalog describes graduation requirements that the ENS board of directors has adopted. These are designed to provide a balanced program that helps you develop the skills and understandings you need to truly understand complex concepts and to apply them to your future.

Guidelines for the Emirates National Schools Diploma:

All students will receive an Emirates National School Diploma if they successfully meet the course credit requirements for graduation as described below. Students may also choose to work toward earning an International Baccalaureate Diploma. This will be an additional diploma, earned in addition to the ENS Diploma, indicating that the student has met the rigor of the International Baccalaureate Diploma Programme. Earning an IB Diploma requires students to take IB classes, meet IB program requirements and to pass the International Baccalaureate Exams. This is in addition to the ENS assessments required for the ENS Diploma.

OVERVIEW OF THE ENS PROGRAM OF STUDY

This catalog provides a view of the academic programming choices available to students who attend the Emirates National Schools. ENS strives to provide a first-rate education to future leaders while preserving the beliefs that form the national identity. Common curriculum standards connect campuses in Abu Dhabi City Campus, Al Ain City Campus, and Mohamed Bin Zayed City Campus that provides high quality preparation for post-secondary studies.

On the way to graduation, students acquire the knowledge and skills that enable them to navigate in the rapidly changing world. While English is the language of instruction, the curriculum features instruction for all secondary students in three languages (Arabic, English, and French) as well as Islamic and Arabic Studies. The path begins in Preschool and continues through Kindergarten and Primary School where it rests on a foundation of the International Baccalaureate program. The path ends in the secondary level program (separate Boy’s and Girl’s School) with the American Diploma Project and Advanced Placement courses where students can earn credits that are recognized by colleges all over the world.

Focused on the needs of each individual, ENS prepares students for the 21st century. Because success today means competing in an international marketplace, academic content is important but it is not enough. Skills matter. Inquiry, critical thinking and international mindedness are important. ENS students see how school connects with the world at large. The aim is to help students achieve their dreams.

Learning at ENS is a continuous cycle of improvement. Internationally-benchmarked standards set the target in each grade. Technology and other resources help facilitate the development of technological literacy within each content area. In the classroom, teachers adjust instruction based on frequent progress monitoring. End-of-term assessments show the progress of students toward annual goals. Evaluation gauges system progress against international benchmarks. The Accreditation by AdvancED is used to focus improved achievement and to certify the quality of an ENS education.

With tradition as its foundation, the Emirates National Schools strive to ensure students are proud of their heritage and that their families are proud of them.


GRADUATION REQUIREMENTS The Board of Emirates National Schools believes students who graduate from ENS will have a firm foundation in the core areas of Arabic, Islamic Studies, UAE, English, Mathematics, Science, Social Science, and World language (French) was well as a comprehensive background in the Fine Arts, Physical Education and Information Technology. To prepare for post-secondary education and careers, students and parents should select academically demanding courses that related to students’ postsecondary interests and future plans. Courses outlined here are the minimum required for earning a diploma from the Emirates National Schools. Students should strive to challenge themselves by exceeding requirements to earn a diploma, whenever possible. As students plan their four years of course work, school officials will begin to work with them and their parents to develop a graduation plan. This planning should begin in Grade 7 because some ENS graduation credit may be earned in Grades 7 and 8 for academically advanced students.

Graduation requirements are based on the number of successful units of credit earned in grade 9 through 12, with some exceptions. The exception is students may earn mathematics high school credit for courses that meet high school content standards in this area (Algebra I, Geometry, or Algebra II). Any course taken in Grade 7 and /or Grade 8, for graduation credit, must be completed successfully and passed. These courses must meet the same academic requirements as the high school course equivalent, including assessments given to measure knowledge on the ENS content standards. A unit of credit is defined as the amount of credit given for the successful completion of a unit of work as defined in the Emirates National School course guide. Course credit shall be awarded in semester units and based upon the standard Carnegie Credit methodology.

Graduation Credit Requirements by Content Area: [One credit is equivalent to passing 1 semester of course work]

Arabic/AAL 8 credits (8 semesters of work)

English 8 credits (8 semesters of work)

Mathematics * 8 credits (8 semesters of work)

Science 6 credits (6 semesters of work)

Social Sciences 6 credits (6 semesters of work)

World Languages ** 6 credits (6 semesters of work)

Physical Education 4 credits (4 semesters of work)

Fine Arts*** 4 credits (4 semesters of work)

Culminating Project **** 2 credits (2 semesters of work)

__________________________________

Total Minimum Credits 52 credits

Additional Ministry Requirements:

UAE Social Studies [Grade 9]

Islamic Studies [Muslim Students] [Grades 9-12]

* All students must complete Algebra I, Geometry and Algebra II (either in grade 6-8 or 9-12 and one additional mathematics course). Students who earn high school credit for successfully meeting mathematics requirements in middle school will enroll and pass in a minimum of 6 credits of mathematics while in Grades 9 through 12.

** World Language credit may be given for successful passage of language instruction in non-mother tongue courses offered by the ENS or as approved by the Campus Director and Schools Director.

*** Arts requirements include visual and performing arts.

**** The Culminating Project shall be a project based upon a researchable topic approved by the parents and an academic advisor within the school. It may commence, with parent and campus director approval once a student has earned a minimum of 35 credits.


MINISTRY COMPULSORY COURSES Islamic Education, Arabic Language and Social Studies (UAE Studies) These three courses are required by the UAE Ministry. The curricula, materials and books for these courses must be the Ministry approved materials. The requirements for these courses are as follows.

Islamic Education: Teaching Islamic Education is required for all Muslim students whether or not they are Arabic or non-Arabic speaking students. Islamic Education will be taught in English for non-Arabic Speaking Muslim students. Islamic Education, whether taught in English or Arabic has a minimum requirement of 80 minutes per week. Islamic Education is an optional subject for non-Muslims.

Arabic Language: For students with Arabic as a first language, and for students who study Arabic as an additional language, Arabic Language is required through grade 12. These classes have a minimum requirement of 160 minutes per week taught throughout the entire year.

Social Studies (UAE Studies): Teaching the Social Subjects (UAE Studies) is required for all Arab and non-Arab students through grade 9. This course must be dedicated to the history, geography, culture and leadership of the UEA. UAE Studies has a minimum requirement of 80 minutes per week for Arabic first language students and 40 minutes per week for students who study Arabic as a second language.

CULMINATING PROJECT The culminating project work is one of the requirements that students must meet to earn a diploma from the Emirates National School System. Students should strive to challenge themselves by exceeding the requirements to earn a diploma, whenever possible, in accordance with their post-graduation goals. The Culminating Project is an opportunity for students to delve into areas where they have interest. The Culminating Project is where the student demonstrates his/her learning in an area of interest to them using the skills and knowledge they have attained in part through their formal education experiences. As part of the Emirates National Schools diploma graduation requirements students’ will need to complete a Culminating Project. Students in the International Baccalaureate Programme will complete the Extended Essay as part of the IBDP requirements.

The purpose of the Emirates National Schools American Diploma Culminating Project challenges students to: a) demonstrate their ability to complete a comprehensive project using the skills and content partially learned through the formal education process; b) identify an area to conduct a process based study that applies research skills in a problem solving activity; and, c) conduct research in an area of interest to the student with the approval of the parent and an academic advisor appointed by the school. The student will be eligible to begin the project once he/she has successfully earned 35 credits but no more than 42 credits toward graduation. The project shall be completed and submitted for final review and acceptance no later than 3 months prior to the end of the school year and will receive feedback with an opportunity to correct and/or improve any elements judged not meeting the standards. Each Campus Director, along with the head of school and/or secondary principal, shall identify the process to be used to judge student work, assign an academic advisor for the project, and will involve a minimum of two additional academic staff members to judge the project, along with the academic advisor. Since the Culminating Project is iterative, the academic advisor will provide feedback to the student so improvements can be made. Only one submission for credit will be permitted. Appeals will be made to the Campus Director who will have final authority on any decision made.

Requirements for the Culminating Project: Each student that graduates from the Emirates National Schools shall complete a research based project that meets the following basic requirements:

Design a research study, that answers a question that is based upon an area of interest to the student; Includes a search of the literature of the topic of study, resulting in a summary of the research with appropriate citations and a reference bibliography; Includes a series of questions to be used to develop the thesis to answer the question posed; Includes a process to collect information and data to develop the responses to the questions; and, Develops an answer to the primary question posed which provides the rationale for the answer.


CHOOSING YOUR CHALLENGE: THE POSSIBILITIES This booklet contains descriptions of courses that are open to those who will be entering grade 9 at the Emirates National Schools for academic year 2013/2014. The course catalogue provides information on courses that lead toward the fulfillment of the graduation requirements set forth by the Board of Directors for Emirates National Schools. Because this booklet also lists courses that will be offered in future years, this course catalog can continue to be used as a guide for students who enter high school during the 2013/2014 school year and progress from grade 9 to grade 12. To enrich options available to students, a variety of choices are listed that all lead to graduation. Some choices offer greater challenges that are aligned to the students’ future wants, needs and choices. The guide that follows outlines a course of study for grades 9-12.

PLAN YOUR FUTURE

Grade 9 Course Selection Grade 10 Course Selection

1. Arabic 1. Arabic

2. Mathematics 2. Mathematics

3. English 3. English

4. Social Studies 4. Social Studies

5. Science 5. Science

6. UAE Social Studies 6. Islamic Studies (Muslim students)

7. Islamic Studies (Muslim students) 7. Choices: Arts, PE, Technology, World Language

8. Choices: Arts, PE, Technology, World Language 8. Choices: Arts, PE, Technology, World Language

Grade 11 Course Selection Grade 12 Course Selection

1. Arabic (Arabic students) or World Language (AAL) 1. Arabic (Arabic students) or World Language (AAL)

2. Mathematics (IB, AP, General) 2. Mathematics (IB, AP, General)

3. English (IB, AP, General) 3. English (IB, AP, General)

4. Social Studies (IB, AP, General) 4. Culminating Project (ENS Diploma) or Extended Essay (IB Diploma)

5. Science (IB, AP, General) 5. Islamic Studies (Muslim students)

6. Islamic Studies (Muslim students) 6. Choices: Arts, PE, Technology Science, Social Studies, World Language

7. Choices: Arts, PE, Technology, World Language 7. Choices: Arts, PE, Technology, Science, Social Studies, World Language

8. Choices: Arts, PE, Technology, World Language 8. Choices: Arts, PE, Technology, Science, Social Studies, World Language

Additional Core Requirements for DP: Theory of Knowledge; Creativity, Activities, and Service (CAS); Extended Essay


INTERNATIONAL BACCALAUREATE

The International Baccalaureate (IB) Programme offers a high quality and challenging educational programme for a worldwide community of schools. There are more than 3,493 IB World Schools in 144 countries (January 2013). IB programs encourage international-mindedness and a positive attitude to learning. The IB Programme emphasizes the development of the whole student—physically, intellectually, emotionally, and ethically. The International Baccalaureate Programme in grades 9-12 has two separate programs. The Middle Years Programme in grades 9 and 10 and the Diploma Programme in grades 11 and 12.

Emirates National Schools at Abu Dhabi City Campus, Al Ain City Campus, and Mohamed Bin Zayed Campuses are candidate schools for the IB Diploma Programme. These schools are pursuing authorization as I B World Schools. These are schools that share a common philosophy-a commitment to high quality, challenging, international education that Emirates National Schools believes are important for our students. Candidate school status gives no guarantee that authorization will be granted.

For additional information on the details of the IB Programme, go to www.ibo.org

IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


The International Baccalaureate Middle Years Programme (MYP):

Within an IB program, all students in grades 9 and 10 students participate in the Middle Years Programme. These students complete academic studies in eight subject groups: Language A: English/Arabic, a World Language: Language B: French/Arabic, Humanities, Sciences, Mathematics, Arts, Physical Education and Computer Technology. Students complete a Personal Project, a significant piece of work that is the product of the student's own initiative and creativity, in the final year of MYP: Grade 10. The Personal Project must reflect a personal understanding of the areas of interaction which are contexts which make learning relevant and authentic. Students apply the skills acquired throughout the five years of the MYP. Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves: planning, research and a high degree of personal reflection. The personal project is assessed by teachers against a set of IB assessment criteria.


The International Baccalaureate Diploma Programme (DP)

The International Baccalaureate Diploma Programme is a rigorous pre-university two-year course of studies starting in grade 11, and culminating in exams at the end of Grade 12. Diploma students are required to select one course from each of the six subjects. At least three and not more than four courses are taken at Higher Level (HL), the others at Standard Level (SL). By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period.

Successful Diploma candidates meet three requirements in addition to the six subjects. The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning which transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The Extended Essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. Participation in the school’s Creativity, Action and Service (CAS) program encourages students to be involved in artistic pursuits, sports and community service work. The Diploma Program aims to develop internationally minded students who help create a more peaceful world. Throughout the two years students will develop an understanding of the IB Learner Profile which is characterized by ten qualities: inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.

The full IB Diploma Programme is designed to achieve a balance of disciplines and levels; however, it is possible to take the external examination in individual subjects. In these cases the student will be awarded an IB Certificate recording the level of achievement in those subjects. Higher Level courses may be regarded as “honors” or “advanced” courses and may qualify for credit and/or advanced placement at colleges worldwide.

Students in DP courses learn as much or more than students taking the same courses in college, universities world-wide recognize the rigor of the IB Diploma Programme. Because of the level of difficulty of these courses, the DP grades are “weighted”. This means that difficult classes carry more weight than the standard classes. See the grade weighting section below for more details.

The IB Diploma curriculum is modeled by a hexagon with six academic areas surrounding the three core requirements.


ADVANCED PLACEMENT

The Advanced Placement Program* has been administered since 1955 by the College Board, and procedures are determined by member institutions (public and independent schools, colleges, and universities). AP’s operational services are provided by Educational Testing Service.

The Emirates National Schools have applied to participate in the College Board’s Advanced Placement Program. The Advanced Placement (AP) Program is a cooperative educational endeavor between secondary schools and colleges and universities. It allows high school students to undertake college-level academic learning and gives them the opportunity to demonstrate mastery of the advanced material by taking AP exams. Students can receive credit, advanced placement, or both from thousands of colleges and universities that participate in the Advanced Placement Program. These courses are recognized by universities in 60 countries around the world.

Because Advanced Placement courses are the equivalent of introductory college courses, AP makes it possible for motivated, high-achieving students to complete certain college requirements while still in grades 11 and 12. Each of these courses is year-long and culminates in a rigorous AP examination (which is given at a neutral location and is not a part of the regular class work at Emirates National Schools). Students who take an advanced placement course will be encouraged (but not required) to take the rigorous AP examination. However, it is important to know that students who wish to be considered for advanced placement credit at the college level are required to take the AP examination in order to qualify for this advanced standing.

Emirates National Schools offers the following Advanced Placement courses:

Mathematics Sciences Fine Arts

Calculus AB and BC Biology Studio Art 2-Dimensional Design for Visual Arts

Statistics Chemistry Studio Art 3-Dimensional Design for Visual Arts

Physics B

Environmental Science

English Social Studies

Language and Composition Human Geography

Macro and Micro Economics

Students in AP courses learn as much or more than students taking the same courses in college and so students who do well in AP may receive college credit from universities world-wide. Because of the level of difficulty of these courses, the AP grades are “weighted”. This means that difficult classes carry more weight than the standard classes. See the grade weighting section below for more details.

The evidence of AP students’ achievement is not only a teacher’s grade, but also the results on a carefully designed national examination. AP exams are prepared by committees of college faculty and AP teachers, and are graded by other college and AP teachers, who ensure that the content and skills that are required reflect college-level achievement (Source: A Secondary School Guide to the Advanced Placement Program, 1996). When the evidence of that achievement is a satisfactory grade (3, 4, or 5) on the spring AP exam, many


colleges and universities award course credit. AP Grade Reports are sent in July to each student’s home, high school, and any college(s) designated by the student. At the time of the exam, students can indicate on their answer sheet if they would like a college to receive their grade. After the exam, they can write to the AP Program and request that the grade be sent to other colleges as well. Students may also cancel or withhold a grade by contacting the AP Program by June 15 of the testing year (Source: Facts about the AP Program, 2000).

AP classes at Emirates National Schools are open to any student who meets the necessary prerequisites. Any student who is interested in pursuing a challenging, rigorous, college-level course while can register for these classes. Most AP classes taught at Emirates National Schools will be taken by students in grades 11 or 12 who, with adequate planning, can take any AP class offered that they desire. For more information about the Advanced Placement Program and the College Board, go to www.collegeboard.com.

*College Board, AP, Advanced Placement, Advanced Placement Program and the acorn logo are registered trademarks of the College Board. Used with permission.

GRADE WEIGHTING:

Students in AP and IBDP courses learn as much or more than students taking the same courses in college, so students who do well in AP may receive college credit from universities world-wide. Because of the level of difficulty of these courses, the AP and IBDP grades are “weighted” in ENS. This means that Advanced Placement and International Baccalaureate Diploma Program designated classes carry more grade weight than the standard content class offered as an option for students to take to meet graduation requirements. This additional grade weight is added to the Course Earned Grade of the student when the student completes the course. The course earned grade is based upon the assessments provided by the teacher and not the exams offered by the College Board or International Baccalaureate. Furthermore college or university credit earned is determined by the individual college after the student completes a College Board AP and/or International Baccalaureate Diploma exam and receives marks from either or both of those two programs. ENS does not award college credit. Scores awarded by College Board or International Baccalaureate do not affect the students earning of the ENS Diploma. Additional weights for student work are awarded based upon the following table.

Course Grade

Earned Additional %

Weight Final Recorded

Grade 60 12 72 65 12 77 70 10 80 75 10 85 80 8 88 85 8 93 90 6 96 95 5 100

http://www.collegeboard.com/


ENGLISH

Literacy is a complex idea that has changed exponentially in the last decade. Being literate today and in the future encompasses the ability to research, read and understand, speak fluently, write fluently, and utilize said literacy across all aspects of school and life. The adopted ENS standards are called the Common Core Standards. An overview of the standards model is described below:

The Standards are integrated. Although the Common Core Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.

Research and media skills blended into the Common Core Standards as a whole. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

There is shared responsibility for students’ literacy development The Common Core Standards insist that instruction in reading, writing, speaking, listening, and language is a shared responsibility within the school. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Common Core Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. When the Common Core Standards are followed with fidelity and classroom instruction is aligned with effective teaching methodologies, students will achieve fluency. By the end of grade 12, students who are fluent have the following characteristics.

They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of Standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g. documentary evidence in history, experimental evidence in science).


They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures. Students appreciate that the Twenty-First-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

(Source: Adapted from Standards for English Language Arts and for Literacy in History/Social Studies and Science, 2011)

COURSE SEQUENCE FOR ENGLISH

Note: At the discretion of the Campus Directors, an English reinforcement class may be offered at each grade.

English (Grade 9)

English (Grade 10)

International Baccalaureate Diploma Programme Language A: Language and Literature (Standard Level/Higher Level) or or Language B: Language and Literature (Standard Level/Higher Level) or Language B Language Acquisition (Higher Level)

(Grades 11-12) Anticipated DP authorization for SY 2013/2014

English 11 or 12 Advanced Placement Program

Advanced Placement Language and Composition (Grades 11-12)


GENERAL ENGLISH COURSES

English Course Description: Grade 9

This course is taken in the penultimate year of the MYP (Middle Years Programme). Course content is aligned with areas of interaction that enable subject content to be easily made relevant to important personal and social development. The focus of the course is to serve as a solid foundation for Grade 10 and offer the best chance of success for the DP or AP English courses offered at Grade 11 and 12. In addition to the study of several fictional text types of various genres (drama, novel, short story and poetry), students are also exposed to non-fiction texts. Lessons are designed to teach students how to communicate accurately and effectively through written and spoken tasks and encourage students to continue to develop comprehension and analytical skills. Written assignments draw on creativity and proficient analysis while speaking and listening tasks include group, pair and individual work that encourage students to formulate persuasive arguments, organize logical explanations or create original ways of presenting using multimedia. Visual stimuli are also included in this subject and students are expected to be able to comment on and review text, film, music, paintings and performances.


This course represents the final year of the MYP (Middle Years Programme). It is at this point that students ought to be able to demonstrate proficiency in all three criteria for Language Arts English: content, organization and accuracy. This course is designed to give students exposure to literature from a variety of cultures and traditions. There is a close study of historical and cultural context woven within a thematic thread and students learn to recognize themes both within a single text and across texts (eg. comparing poetry). Students explore universal questions within the context of local concerns. Students study a variety of text types and from different regions to gain better intercultural awareness and understanding. One major focus is ensuring that students can write an essay response to a literary work that incorporates textual evidence in the form of quotations. Students also continue to develop their writing skills and advance their understanding and application of persuasive and emotive language. Speaking and listening tasks are an important part of assessment and group, pair and individuals presentations are expected using a variety of technology and multimedia.


This course is designed to give students an overview of American literature across the spectrum. There is a good balance of nonfiction material with which students have the opportunity to analyze historical and informational texts as well as classic and contemporary fictional writing that explore pertinent themes that resonate with readers across a variety of cultural traditions. Students make interdisciplinary links with other subjects such as history, art, and fine-tune their ability to integrate multiple perspectives in their work, and become more fluent with literary criticism. Students continue to refine their communication skills by writing longer and more complex essays and preparing oral presentations that demonstrate advanced research and analytical skills or a flair for originality. Consistent and accurate citation of all sources is mandatory for all written and spoken tasks.


This course is designed to give students an overview of European literature from the Middle Ages to the present. Students are guided to see how earlier works influence later works and how forms and ideas have evolved over time. Students consider prominent themes for each time period such as reason and emotion in 17th century literature or the relationship of art and nature in literature in the early 18th and 19th centuries. Students further develop their appreciation of poetry and concentrate on structural elements such as metrical forms. A combination of drama, novels and short stories are explored in addition to non-fiction texts that lend themselves to the study of logos, pathos and ethos. An ability to recognize rhetorical devices in texts and apply them in ones’ own writing is paramount. Diligent use of the MLA form of referencing is expected and assignments are submitted via turnitin.com to ensure academic honesty. Speaking and listening activities continue to play a vital role in assessment. Students will write research papers and essays and continue to hone their skills for speaking and reciting expressively from memory.


INTERNATIONAL BACCALAUREATE COURSES (Grades 11 and 12)

International Baccalaureate Language A Language and Literature Course Description (HL and SL)

This course is designed to support future academic study by developing high levels of language competence and communication skills as well as social, aesthetic and cultural literacy. Literature plays a pivotal role in this course which aims to support lifelong learning through engaging students as actively as possible with the texts they study. Students will be expected to look more openly at the method of inquiry embodied in critical literacy. In addition, to literary texts, this course allows students to explore a wide variety of non-literary texts. The focus is on understanding the constructed nature of meanings generated by language and the web of relationships they share with the social world. Language A: Language and Literature develops skills of textual analysis. A study of formal structure is combined with an exploration of the way formal elements and our understanding of their meaning is affected by reading practices that are culturally defined. This course is suitable for students who have experience using the language in an academic context. It is a two year course that spans grade 11 and 12. Students are expected to study a minimum of six texts over the course at HL and four texts at SL. [Source: Guidance for language provision: August 2009]

Distinction between Language A Literature and Language SL and HL:

The model for language A: language and literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. Two of the assessment tasks at SL are significantly easier than the comparable tasks at HL. The first is the paper 1 textual analysis, where SL students address and analyse only one passage, while HL students make a comparative analysis of two passages. The second is the written tasks, where HL students must produce four tasks, rather than the three produced by SL students. Two of these tasks are submitted for external assessment at HL, while only one is submitted at SL. One of the assessed tasks submitted at HL must be a critical response that addresses one of six set questions and requires students to explore the values, attitudes and beliefs that are implied in the texts they select for this task.

International Baccalaureate Language B Language and Literature Course Description (HL and SL):

Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content.

Distinction between English Language B SL and HL

Both SL and HL courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.

International Baccalaureate Language B Language Acquisition Higher Level Course Description

Language B is a language acquisition course developed at two levels – standard level (SL) and higher level (HL) – for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students building the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.


SL and HL are differentiated by the recommended number of teaching hours, the depth of the syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.

The core – with topics common to both levels – is divided into THREE areas and is a required area of study.

Communication and media

Global issues

Social relationships

In addition, at both SL and HL, teachers select TWO from the following FIVE options:

Cultural diversity

Customs and traditions

Health

Leisure

Science and technology

At HL, students read two works of literature. It is essential that the teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours. This course is internally and externally assessed and culminates in an external examination comprising two separate exams, Paper 1 and Paper 2 which are written in May of Grade 12. There is also an oral component and two different types of oral assessment make up 30% of the final grade for this course. All assessments are marked according to rubrics incorporating three separate criteria: content, organization and accuracy and students are awarded a level between zero and seven on a standardized scale for their final grade.

ADVANCED PLACEMENT ENGLISH COURSE

Advanced Placement English Language and Composition

The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The goals of an AP English Language and Composition course are diverse because the college composition course is one of the most varied in the curriculum. The college course provides students with opportunities to write about a variety of subjects and to demonstrate an awareness of audience and purpose. The AP English Language and Composition course hopes to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Students are encouraged to place their emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing.

The AP English Language & Composition Exam is an external assessment. It is three hours and fifteen minutes long and consists of two sections. In Section I, students are given one hour to answer approximately 55 multiple-choice questions. In Section II, following a fifteen-minute reading period, students must answer three free-response questions within two hours. The multiple-choice questions test how well students are able to analyze the rhetoric of prose passages. Through the free-response questions students demonstrate their composition skills by writing essays in response to a variety of tasks that call for rhetorical analysis, synthesis of information sources, and argument. (www.collegeboard.com)

http://www.collegeboard.com/


اللغة العربيةARABIC LANGUAGE

منهج اللغة العربية إلى تمكين الطالب من استخدام اللغة كأداة للتفكير والتعبير عن الذات من خالل بناء مهارات يسعى

القراءة والكتابة واالستماع والمحادثة، بما ينمي االتجاهات اإليجابية تجاه اللغة العريبة في نفوس الطلبة وبما يزودهم .للغة العربية بكفاءة تلبي متطلبات القرن الحادي والعشرينبالمعرفة والمهارات الالزمة الستخدام ا

:تتضمن مهارة القراءة المعايير التالية :القراءةمهارة

وتهجئتها، كما يكتشف الطلبة ) المكتوبة(يعنى هذا الجانب بتمييز الكلمات المطبوعة : الوعي الصوتي وتمييز الكلمات والطالقة -وأسمائها مما يساعدهم على تهجئة الكلمات غير المألوفة، باإلضافة إلى هذا فإنهم يبنون في االرتباط بين أصوات الحروف

الصفوف االبتدائية رصيدا جيدا من الكلمات البصرية التي تساعدهم على القراءة الواعية والسريعة والدقيقة في الوقت نفسه، ومع .يقرؤوا بطالقة وبتعبير وبصوت يناسبان النص المقروء نهاية الصف السادس االبتدائي يكون باستطاعة الطالب أن

يكتسب الطالب مفرداتهم من خالل احتكاكهم بمواقف غنية لغويا كقراءة الكتب والنصوص ومن خالل تواصلهم : اكتساب المفردات -ويتعلم الطالب . الجديدةمع أصدقائهم ومع الكبار حيث يستخدمون مفاتيح النص والشروح المقدمة من اآلخرين الكتساب المفردات

استراتيجيات تساعدهم على اكتشاف معاني المفردات الجديدة وتحليلها إلى أن يصبحوا أكثر مهارة في تحليل كذلك استخدام نظر المتعلم الصغير إلى يتم لفتاشتقاقات الكلمات ومصادرها وجذورها واشتقاقاتها ومعانيها مما يسهل عليهم عملية الفهم، كما

ودورها في تقديم المعلومات، بحيث ينشأ المتعلم على تقدير المطبوع والتعلق ) المفاهيم حول المطبوعات(ة المادة المطبوعة أهمي .به وإدراك قيمته

يكتسب الطالب استراتيجيات قرائية تساعدهم على فهم وتحليل أنواع : مفهوم النص واستراتيجيات القراءة والفهم والتقييم الذاتي -القراءة وتعلمها تتطلب استخدام مهارات تفتح معاني النص أمام القارئ، فيتعلم القارئ ن النصوص، ذلك أن عملية مختلفة م

المبتدئ مثال أن للكالم المكتوب معنى وطريقة تنظيم معينة، ويتعلم الطالب بالمراس أن القدرة على تحليل النصوص وتقييمها جزء طالب أن يراقب ويالحظ مدى فهمه واستيعابه للنصوص من خالل سؤاله لألسئلة المناسبة ومن ال يتجزأ من فهمه لها، كما يتعلم ال

ويقوم بتطبيق هذه االستراتيجيات على كل النصوص المقروءة داخل أو خارج . خالل التصحيح الذاتي وتقييم مدى فهمه لما قرأ .الصف

ادة ألهداف معينة، منها مثال القراءة لمعرفة المزيد عن موضوع ما، يقرأ الطالب ع: قراءة النصوص اإلقناعية والتقنية والمعرفية -أو لمعرفة الخطوات الالزمة لصنع أو تركيب شيء ما، أو إلتمام عمل ما أو للمتعة الخالصة، وبالتالي فإن الطالب يطبق العملية

ية واألكاديمية ونحو الكتابة الصحفية واإلعالنات القرائية على نصوص من أنواع أدبية مختلفة نحو المقالة األدبية والعلمية والصحفإن تعرض الطالب لهذه األنواع األدبية على كثرتها وتنوعها تصقل فيه مهارات عدة؛ منها . والمنتديات والمدونات اإللكترونية

كما يتعلم . النصوص التعرف إلى مزايا النصوص من العناوين الرئيسية والثانوية والصور مما يساعده على فهم بعض جوانب تلكالطالب أن ينظر إلى الخرائط والرسوم البيانية والجداول على أنها مصادر إضافية للمعلومات، ويعطي مجموع هذه المعارف الطالب

إضافة إلى ذلك فإن الطالب المتمرسين . القدرة على تنظيم أفكار النصوص وتلخيصها وتحليلها والخلوص إلى استنتاجات متعلقة بها .لية القراءة يكتسبون قدرة التمييز بين الغث والسمين وبين الكتابة الموضوعية وتلك المنحازة إلى طرف دون آخربعم

يكتسب الطالب فهمهم للنفس البشرية من خالل قراءاتهم للنصوص األدبية الكالسيكية والحديثة والتي تمثل : قراءة النصوص األدبية -مثل ثقافات وشعوبا وأزمنة متباينة ومنها يتعرض الطالب لألنواع األدبية المختلفة من القصص كتابا على اختالف أساليبهم، كما ت

وصف وتحليل : ويعبر الطالب عن فهمهم لتلك النصوص من خالل. القصيرة إلى الروايات فالشعر والقصص األخالقي والمسرحياتزمان والمكان، ومن خالل تحليل النص على المستوى اللغوي من العناصر األدبية الموجودة في النص نحو الحبكة والشخصيات وال


حيث اختيار الكلمات والتعابير والبالغة، ومن خالل مقارنة النص بنصوص أخرى، واستخدام عمليتي االستدالل واالستنتاج لسبر .غور المعاني بشكل ناقد وخالق في الوقت عينه

:وتتضمن مهارة الكتابة المعايير التالية :الكتابةمهارة

غالبا ما تتطور ملكة الكتابة عند الطالب عندما يعملون بشكل مستمر على المراحل المختلفة للعملية الكتابية، تلك : العملية الكتابية -يتعلم الطالب أن . قيح فالنشرالمراحل تضم حتما مرحلة ما قبل الكتابة ومن ثم التخطيط فكتابة المسودة األولى فالمراجعة فالتن

الكتابة ال بد لها من غرض وأن تلك األغراض تتغير وتتبدل بحسب القارئ وبحسب الرسالة التي يود الكاتب توصيلها، كما يتعلم شكل الطالب أن يكتب بعناية فيختار الكلمات والعبارات المؤثرة ويكتبها بلغة سليمة نحويا ويراجع ما كتب لغرض تحسين مضمون و

.وتنظيم ما كتب

في العملية الكتابية، ذلك " لكل مقام مقال"ينبغي للطالب أن يدرك أهمية القول العربي المأثور : في العملية الكتابية" لكل مقام مقال" -فللكتابة . مكتوبأن اختياراته للغة المستخدمة ولتنظيم النص والنتقاء التعابير ستتغير بتغير الهدف من الكتابة وبتغير النوع األدبي ال

أهداف شتى وأنواع وألوان عدة كالرسالة والقصيدة واألرجوزة والقصة القصيرة والمقالة العلمية واألدبية والسياسية وغيرها كما ال بد للطالب المتمكن من اكتساب . والتي ال بد للطالب المتمكن من أن يعرفها معرفة جيدة ويحلل ما يناسب كل موقف وكل مقام

.ي انتقاء المفردات والتعابير والشكل الذي يخرج به النص بما يخدم هدفه من الكتابة بشكل فعالحرفية ف

إن تعرض الطالب للكثير من النماذج الكتابية ذات المستوى الرفيع باإلضافة إلى تدريبه على ضبط : السالمة اللغوية في الكتابة -كلها أن تكسبه سالمة لغوية ال بد منها للعملية الكتابية، ومن معايير الكلمات بالشكل الصحيح ورسمها رسما صحيحا من شأنها

السالمة اللغوية معرفة القواعد النحوية وأهميتها في التواصل الكتابي ومعرفة القواعد اإلمالئية وبخاصة األصوات الطويلة لسالمة اللغوية اإللمام باستخدامات عالمات والقصيرة وكتابة التاءات والهمزات على اختالف مواقعها في الكلمة، ومن معايير ا

.الوقف وأنواع الخطوط العربية كذلك

يتعين على الطالب اختيار موضوع أو قضية تتعلق بمضمون ما يدرسونه في الصف ومن ثم بلورة ذلك الموضوع : البحث األكاديمي -مال المهتمين به مستخدمين في هذا مصادر بما في ذلك من بحث عن أهم المعلومات المتعلقة به والتعرف على أسماء وأع

بعد تجميع وتحليل تلك ). اإلنترنت والحاسوب(ومصادر تكنولوجية ) التلفاز والصحف(وإعالمية ) الموسوعات والمعاجم(موسوعية مية منذ نعومة المعلومات يكتب الطالب مواضيعهم على ضوء تلك األبحاث، ومن األهمية القصوى أن يتعلم الطالب مبدأ األمانة العل

.أظافرهم بحيث ال ينسبون ألنفسهم كتابات وأفكار وأقوال اآلخرين

: المحادثةو االستماعمهارتي

البد لمتعلم اللغة العربية من اكتساب القدرة على التعبير والتواصل بشكل فعال ومعبر، ويتم ذلك بأن يستمع الطالب لنماذج أصيلة الفرصة أمامه للتعبير عن أفكاره ومشاعره بشكل مستمر، ومع الوقت والمراس يصقل الطالب للتواصل الشفهي إضافة إلى إتاحة

مهارة التعبير الشفهي لديه لتصبح أرقى وأبلغ وأعمق أثرا بحيث يتعلم الطالب استخدام أدوات الخطابة واألداء والتعبير لتبليغ .حجة والمنطقرسالة فكرية تتعانق فيها اللغة المؤثرة بوسائل اإلقناع وال

وزارة التربية والتعليم بدولة اإلمارات العربية المتحدة، و -)2011(الوثيقة الوطنية المطورة لمنهج مادة اللغة العربية : المصدر(

).تامير-هنادا طه. أي أس أس ود -معايير اللغة العربية المطورة


ARABIC COURSE SEQUENCE

Arabic Course Description: Grade 9 الصف التاسع: مساق اللغة العربية

، يهدف المساق إلى على وفق منحى مهاري باهتمامات المتعلم وحياته وبيئتهمحاور تتصل من المجموعة ضمنصمم هذا المساق

واستراتيجيات القراءة والفهم كالتنبؤ والمقارنة واالستذكار والتلخيص واالستدالل واالستنتاج من خالل مهارات القراءة تطوير ويتعرض كذلك لتوظيف اللغة في كتابة النصوص المنوعة . قراءة وتحليل النصوص المعلوماتية والقصصية والمسرحية والشعرية

. الشخصية للمتعةلمعلوماتية والمقاالت اإلقناعية إضافة إلى الكتابة المناسبة للمرحلة من مثل القصص والرسائل والتقارير ا

Arabic Course Description: Grade 10 الصف العاشر: مساق اللغة العربية

مع التركيز على من عصور األدب العربي المختلفة المنتقاةنثرية الوشعرية يشتمل هذا المساق على عدد من النصوص األدبية المهارات التحليل والنقد، كما يبني المساق مهارات الكتابة للمقاالت المتماسكة ومهارات كتابة البحث العلمي مشتملة على اختيار

اللغة العربية يكسب هذا المساق الطالب . الموضوع واستخدام المصادر وتلخيص المعلومات وعرض النتائج وتوثيق المصادر .بداعاإلتفكير والتواصل وللأداة كبعفوية واطمئنان اويستخدمهبيسر

Arabic Course Description: Grade 11 الصف الحادي عشر: مساق اللغة العربية

النصوص في اختيار، تمت مراعاة الجودة صمم هذا المساق باالعتماد على النصوص األدبية والنصوص المعلوماتية المتنوعة، وفي المتعلم بالدراسة والتحليل اتناولهالعناصر الفنية التي يتحقيق نواتج التعلم في تقديم النص األدبي وإبراز السعي إلى و األدبية

مجال النصوص المعلوماتية يطور الطالب مهاراته في قراءة النصوص التقنية والمعرفية ويكتب هو بدوره تقارير معلوماتية ف هذا المساق أيضا إلى صقل مهارات االستماع والمحادثة لدى الطالب من خالل استخدام يهد. كالسيرة الذاتية والمذكرة

استراتيجيات االستماع وتطبيق الموضوعات الشفهية المستندة إلى مصادر متعددة والتي يستخدم فيها رأيا واضحا مدعما بالمنطق .والحجة

Arabic for Native Speakers (Grade 9)

Arabic for Native Speakers

(Grade 10)

Int'l Baccalaureate Diploma Programme Language A (Standard Level or Higher Level) or Language B (Standard Level or Higher Level) or

Ab Initio (Grades 11-12)

DP authorization anticipated for SY 2013/2014


(Grade 11)


(Grade 12)


Arabic Course Description: Grade 12 الصف الثاني عشر: العربيةمساق اللغة

بني هذا المساق على أعمال أدبية مميزة ومنتقاة من مجاالت معرفية متعددة كالتاريخ وعلم االجتماع وعلم النفس وغيرها، فيبحث

وفي سياق . الطالب خالل المساق على مستوى عميق في تحليل النصوص تحديد األفكار والقضايا اإلنسانية العامة التي تعرضهاالكتابة يركز المساق على كتابة التقارير المعلوماتية ويضيف إليها تطوير جانب الكتابات التأملية القائمة على المسحة الشخصية

. والتأمل الجاد في قضية من القضايا الحياتية

INTERNATIONAL BACCALAUREATE WORLD LANGUAGE ARABIC COURSES

International Baccalaureate Arabic Language A Language and Literature (Standard and Higher Level)

This course is designed to support future academic study by developing high levels of language competence and communication skills as well as social, aesthetic and cultural literacy. It incorporates all aspects of the Arabic Language curriculum for grades 11 and 12 that is provided and required by the UAE Ministry of Education (including year-end examinations required of all students). It exceeds the Ministry requirements by supplementing the Ministry curriculum (for example, students spend considerable energy working on producing an extended essay).

Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. This course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the Arabic language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Via the development of techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purpose and an understanding of how language, culture and context determine the construction of meaning is developed through the exploration of a wide variety of texts, some of which are studied in translation. [Source: IB DP Website, Group 1: Language and Literature, Website, 2012]

)المستوى األول والمستوى األول المتقدم( اللغة واألدب مساق اللغة العربية أ –البكالوريا الدولية

تم تصميم هذه المقرر لدعم الدراسة األكاديمية المستقبلية من خالل تطوير مستويات عالية من الكفاءة اللغوية ومهارات التواصل، 12-11لصفي نه يشتمل على جميع جوانب المنهج الدراسي للغة العربية أكما . االجتماعية والجمالية والثقافية إلى المعرفةإضافة

تجاوز ي وهو). بما في ذلك امتحانات نهاية السنة الدراسية المطلوبة من جميع الطالب(وزارة التربية والتعليم المتطلبة من قبل ).في كتابة مقال مطول كبيرا الطالب جهدا يبذلعلى سبيل المثال، ( منهجويثري المتطلبات الوزارة

ساعات التدريس الموصى بها، وعمق الخطة الدراسية، والدراسة في المستوى األول المتقدمو األولاختالف بين المستوى يوجديقدم هذا المقرر دراسة نقدية . م ومعاييرهمهام التقييداب اللغة في المرحلة المتقدمة ومستوى صعوبة ومتطلبات آلالمطلوبة

ستكمل التحليل ي و. دبيةدبية وغير األنواع األمن النصوص المكتوبة والمنطوقة من مختلف األ متنوعةلمجموعة وتفسيرية ويتم تقسيم . بحسب سياق المنتج وسياق المتلقي المعنىتغير أن الوعي بأنها ليست ثابتة ولكن يمكن بالمنهجي للنصوص

هذه االقسام مجتمعة تمكن الطالب من اكتشاف . دبيةوغير األأدبية المقررإلى أربعة أجزاء، كل جزء يركز على دراسة النصوص األوبهذه الطريقة يطور الطالب مهارات .دبيةعالمية واألواستخداماتها وأشكالها ووظائفها اإل الثقافيتطورها حيثاللغة العربية من


ومن األهداف الرئيسية ايضا هو تطوير األدب النقدي من . صية، وأيضا القدرة على عرض أفكارهم بشكل فعالالتحليل األدبية والنخالل تطوير التقنيات المطلوبة للتواصل و الذي يشكل الحافز المؤثر بين النص و الجمهور، و الهدف من ذلك هو إدراك كيف أن

في الترجمة ة بعضهانصوص متنوعة يتم دراس استكشافلذي يتطور من خالل المعنى ا بناءن واللغة والثقافة والمضمون يحدد ]2012اللغة واألدب، : 1، المجموعة IB DPموقع : المصدر[. أيضا

International Baccalaureate Arabic Language B Language and Literature (Standard and Higher Level)


Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it. Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. The range of purposes and situations for using language in the language B courses extends well beyond those for language ab Initio. The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from five options provided. Finally, two works of literature are studied at HL only. Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes. Intercultural understanding and plurilingualism are key goals of the course and students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts. [Source: IB DP Website, Group 3: Language B SL and HL, 2012]

)المستوى األول والمستوى األول المتقدم( اللغة واألدب بمساق اللغة العربية –البكالوريا الدولية

يم هذه المقرر لدعم الدراسة األكاديمية المستقبلية من خالل تطوير مستويات عالية من الكفاءة اللغوية ومهارات التواصل، تم تصم 12-11كما انه يشتمل على جميع جوانب المنهج الدراسي للغة العربية لصفي . إضافة إلى المعرفة االجتماعية والجمالية والثقافية

وهو يتجاوز ). بما في ذلك امتحانات نهاية السنة الدراسية المطلوبة من جميع الطالب(تربية والتعليم المتطلبة من قبل وزارة ال ).على سبيل المثال، يبذل الطالب جهدا كبيرا في كتابة مقال مطول(متطلبات الوزارة ويثري المنهج

وأثناء. المكتسبة للطلبة ذوي المعرفة المسبقة بهذه اللغةللمستوى األول والمستوى األول المتقدم هي مقررات اللغة ) ب(اللغة المستوى األول المتقدم من حيث ساعات التدريس عن المستوى األول يختلف .بها المرتبطة سيكتشفون الثقافة للغة دراستهم

تتعدد األغراض .والمعايير ومستوى الصعوبة ومتطلبات التقييم واألدبياتالموصى بها وعمق الخطة الدراسية والدراسة المطلوبة : أساسية قسم المقرر إلى ثالثة محاور. بما هو أعلى من المستوى التمهيدي )ب(في مستوى مساق اللغة في استخدام اللغة

األول واألول المتقدم يختار : ضافة الى ذلك في كال المستويينإ .االجتماعية والعالقات العالمية، القضايا واإلعالم، التواصلوفي النهاية يدرس عمالن أدبيان في المستوى األول المتقدم ،موضوعين إضافيين من أصل خمسة موضوعات مقترحة لمعلمونا

يعد فهم تفاعل الحضارات وتعدد اللغات . فقط، وبذلك تتطور المهارات التفاعلية واإلنتاجية والحسية من خالل دراسة سياق اللغةلة وينجزون أعماال متنوعة عبر يصعلى مجموعة متنوعة من النصوص األ يطلع الطالبمن األهداف الرئيسية للمقرر حيث

]2012، ب المستوى األول والمستوى األول المتقدماللغة : 3، المجموعة IB DPموقع :المصدر[. سياقات التواصل المختلفة


MATHEMATICS Recent understanding based upon deep research in the area of mathematics has uncovered that classroom instruction in mathematics must promote understanding for students. Mathematics, how it is taught, how students learn and understand and how homework is applied have changed. One change that has been articulated with examples and methodologies is the modeling method of instruction. Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is one of the Standards for Mathematical Practice.

The Standards for Mathematical Practice describe a variety of expertise that all teachers of mathematics should assure that their students can achieve. These proficiencies and processes must be developed through practice. Therefore, in mathematics classes, students will be practicing hands-on and authentic examples of mathematical reasoning and problem-solving. Further, there will be daily opportunities to practice peer-to-peer and teacher-to –peer communication about mathematical problems and ideas. Students will also make connections to a variety of other subjects to assure that their mathematical skills become a part of their school and their future. These mathematical practices will increase student life-long efficacy in mathematics.

The high schools Mathematical Practice Standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. For example, the Common Core Standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.” Students should be experiencing the modeling standard in their mathematics classes on a daily basis. Students should also be experiencing mathematics by relating mathematical concepts to authentic real world situations and processes. Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards. (Source: Adapted from Common Core State Standards Initiative http://www.corestandards.org/about-the-standards/key-points-in-mathematics , 2011)

The mathematics standards have changed to assure that students develop understanding via hands on practice with authentic examples. The mathematics standards specify the mathematics content that all students should study in order to be college and career ready. The high school standards are listed in conceptual categories:

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

Conceptual categories portray a coherent view of high school mathematics; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus.

These Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the properties of operations to structure those ideas. In addition, the “sequence of topics and performances” that is outlined in a body of mathematics standards must also respect what is known about how students learn. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about

http://www.corestandards.org/about-the-standards/key-points-in-mathematics


meaning that derive from careful study of learning, would be unfortunate and unwise.” In recognition of this, the development of these Standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time.

These Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives. The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.

As the foundation of science, mathematics provides students with knowledge to meet the challenges of the 21st century. The mathematics curriculum reflects the understanding that mathematical literacy is important for all students. The curriculum allows students to explore, discover, analyze, apply and enjoy mathematics. Students learn from a variety of techniques and strategies which utilize all modes of learning and involve various resources, hands-on activities, audiovisual aids, computer technology, and calculators. To prepare students to function in a global society problem solving, communication, and reasoning are used to integrate mathematical concepts across the curriculum areas in real-world situations.

The aims of mathematics education are to help students develop attitudes and abilities to be flexible, creative thinkers who can cope with open-ended real-world problems. This requires them to become confident in their understanding and application of mathematical ideas, procedures and processes. Assessments in mathematics include a substantial proportion of tasks which allow the extent of progress in conceptual knowledge and skill to be observed over time. Both conceptual understanding and the capacity for exploring, applying and communicating mathematical understandings within real-world contexts are important. Mathematics education is very much concerned with such matters as students' confidence, interest and inventiveness in working with a range of mathematical ideas. The assessment framework recognizes this by making provision for students to demonstrate their mathematical skills through a range of situations which involve them in asking questions, making connections, and applying understandings and processes to novel as well as familiar situations. There is also a substantial focus on thinking, reasoning and problem-solving skills which require more open tasks that allow students to demonstrate their number sense, reason, make decisions and explain.


COURSE SEQUENCES FOR MATHEMATICS

Note: At the discretion of Campus Directors, a reinforcement class may be offered at each grade. Registration to these elective, no-credit courses is open on a space-available basis and with permission to be received from the school advisor/counselor, parents, and Head of the principal.

Important: Students who wish to enter the IB Diploma Program in grade 11 must first complete Algebra I, Geometry, and Algebra II.

MATHEMATICS COURSES

MATHEMATICS PRE-REQUISITE COURSES Algebra 1 and Geometry are pre-requisites for Algebra 2. Students with talent in mathematics are encouraged to move through the pre-requisite courses as quickly as possible so they can take advanced mathematical studies in the form of International Baccalaureate Programme and/or Advanced Placement.

Algebra I Course Description

The Algebra 1 course provides the algebraic foundation for high school mathematics courses. Students re-examine properties and computation skills with real numbers, develop basic algebraic techniques, learn how to solve linear equations, inequalities and systems, graph and model situations with linear equations and begin to explore quadratics and radical equations. Applications of mathematics to real world situations and problem solving are incorporated in each unit. Teaching and assessment emphasize knowledge and understanding, analytical and reasoning skills and mathematical communication.

Geometry Course Description

The integrated Geometry course provides the foundation for geometry in high school math courses. Students review basic elements of geometry and then throughout the course accumulate a set of definitions and properties to investigate various geometric figures. Students reinforce their understanding of linear equations and functions and use algebraic techniques to solve geometric problems. The deductive nature of geometry is investigated through formal proofs.

Algebra II Course Description

This Algebra II course describes the third year in a three-year traditional course sequence that has been enhanced by the addition of topics taken from data analysis, statistics, and discrete mathematics. It deepens and extends the understanding of linear, direct proportional, reciprocal, exponential, and quadratic relationships whose study was begun in earlier courses, encouraging students to view them as classes of

Algebra I and Geometry

(Grade 8-9)

Algebra II (Grade 10)

Int'l Baccalaureate Diploma Programme Mathematics (Standard Level or High Level) or

Mathematics Studies (SL) (Grades 11-12)

Anticipated DP authorization for SY 2013/2014

Algebra I or Geometry

(Grade 8-9)

Geometry or Algebra II

(Grade 9-10)

Algebra II or Pre-calculus or Caclulus Advandced Placement Program

Advanced Placement Statistics or Advanced Placement Calculus

(Grades 11 -12)


functions and equations and objects of study in their own right. The study of linear phenomena, started in middle school and expanded in Algebra I, is a point of departure for this course. The introduction of complex numbers opens the door to the understanding and solution of all quadratic equations and their related functions. Power, root, polynomial, and rational functions; expressions; and equations increase student experience with non-linear behavior and its representation. Topics include further study of functions (both linear and quadratic); systems of equations and linear programming; arithmetic and geometric sequences and series; factoring and rational expressions; and permutations and combinations.

GENERAL COURSES

Pre-Calculus Course Description

This course provides the foundation for Calculus by ensuring the knowledge and skills that will enable students to draw and interpret graphs of linear, absolute value, quadratic, exponential, logarithmic and trigonometric functions, to apply the basic techniques in handling problems related to the theory of polynomials, systems of linear equations, matrices, the complex number system and to solve related equations and inequalities. Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.

Calculus Course Description

The Calculus A course is taught over one term (semester) of work and is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with the mathematics skills and conceptual understanding necessary for them to further their mathematical education. The Calculus B course is a continuation of the Calculus A course (B is a second semester course). It is taught over one term of work and is primarily concerned with strengthening the students’ understanding of the concepts of calculus and providing experience with the mathematics skills and conceptual understanding necessary for them to further their mathematical education.


International Baccalaureate Math Higher Level

This 240 hour, two-year course includes a survey of mathematics, including elements of pre-calculus, calculus, and statistics. This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts.

International Baccalaureate Math Standard Level

This 140 hour, two-year course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

International Baccalaureate Mathematical Studies Standard Level

This 140 hour, two-year course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities,


languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies sl course in their future studies.

ADVANCED PLACEMENT COURSES (Grades 11 and 12)

Advanced Placement Statistics Course Description

The purpose of this AP Statistics course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes:

– Exploring Data: Describing patterns and departures from patterns

– Sampling and Experimentation: Planning and conducting a study

– Anticipating Patterns: Exploring random phenomena using probability and simulation

– Statistical Inference: Estimating population parameters and testing hypotheses

Advanced Placement Calculus AB Course Description

AP courses in Calculus AB consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results and problems being expressed graphically, numerically, analytically and verbally. The connections among these representations also are important. Broad concepts and widely applicable methods are emphasized. The focus of the courses is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of these courses.

Advanced Placement Calculus BC Course Description

AP courses in Calculus BC consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics. The courses emphasize a multi-representational approach to calculus, with concepts, results and problems being expressed graphically, numerically, analytically and verbally. The connections among these representations also are important. Broad concepts and widely applicable methods are emphasized. The focus of the courses is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of these courses.


SCIENCE

Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing current and future challenges. Yet too few adults have strong backgrounds in these fields and many people lack even fundamental knowledge of them. This trend has created a widespread call for a new approach to K-12 science education across the world.

The conceptual framework for science articulates a broad set of expectations for students in K-12 science. The overarching goal for science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.

The conceptual model for teaching Science can be articulated further as groups of skills that sometimes exist as a cluster (or may exist as a standalone skill). These skills make up the process by which scientific understanding has developed and progressed. It is essential that students have minds-on and hands-on kinesthetic activities (laboratories and conversation) embedded within the model below in order to truly understand science concepts. The following conceptual model is utilized in the classroom. The use of this model assures that students have a genuine understanding of science.

Inquiring: Students formulate questions to clarify issues and understand meaning.

Predicting: Students offer statements, suggestions or hypotheses based on observations, experience and knowledge to anticipate the outcome of a situation.

Interpreting: Students observe, offer explanations, organize data, draw conclusions, and predict.

Communicating: Students express information in variety of forms: oral, written accounts, and through visual representations (graphs, diagrams, equations, tables, presentations using ICT applications, etc).

Evaluating: Assessing the validity of information or quality of the work based on criteria.

(Source: This framework is adapted from “Biological Science Curriculum Study”)

Inquiring

Predicting

Interpreting Data Communicating

Evaluating


In order to assure that students have a 21st century understanding of science, technology, mathematics and engineering, the past practice of emphasis on discrete facts with a focus on breadth over depth needs to be changed. Further, students must be provided with engaging opportunities to experience how science is actually done. The framework for science content and teaching practices are based upon a rich and growing body of research on teaching and learning in science, as well as on nearly two decades of efforts to define foundational knowledge and skills for science and engineering. From this work, the conclusions are that science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design.

Science education is built around three major dimensions. These dimensions are:

Scientific and engineering practices;

Crosscutting concepts that unify the study of science and engineering through their common application across fields; and

Core ideas in four disciplinary areas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and the applications of science.

To support students’ meaningful learning in science and engineering, all three dimensions need to be integrated into standards, curriculum, instruction, and assessment. Engineering and technology are featured alongside the natural sciences (physical sciences, life sciences, and earth and space sciences) for two critical reasons: to reflect the importance of understanding the human-built world and to recognize the value of better integrating the teaching and learning of science, engineering, and technology.

A coherent and consistent approach for science that assures that students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each fields’ disciplinary core ideas. (Source: Adapted from “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Executive Summary”, National Academy of Sciences, 2011)

In order to assure student literacy, and college and career readiness, the English/Language Arts Common Core standards require shared responsibility for student literacy. Further, Science content requires that students read and write technical documents. Therefore, it is the responsibility of the science teacher to assure that students demonstrate fluency with the scientific and technical aspects of literacy. This means that instruction and activities in Science classes must focus on the areas of reading and writing embedded within the science content. Details and specific standards related to this shared literacy effort are available at this link: http://www.corestandards.org/the-standards/english-language-arts-standards

http://www.corestandards.org/the-standards/english-language-arts-standards


COURSE SEQUENCES FOR SCIENCE

SCIENCE COURSES

Biology Course Description:

Biology is designed to provide students with an integrated approach to the study of living organisms, in addition to science as inquiry, science & technology, science & social perspectives, and the history & nature of science. Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics of study include the cell as the basic unit of structure and function, the natural world, impacts of factors on the environment, DNA structure and function, evolution of systems, natural selection, and biological energy.

Chemistry Course Description:

Chemistry is designed to help students understand the major principles of chemistry. Information is acquired through an integrated approach, incorporating advanced topics with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium; and form & function. Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics of study include atomic theory and structure, chemical bonding, principles of chemical reactions, molecular structure, and how science and technology relate to chemistry.

Physics Course Description:

Physics presents basic concepts of physics in relation to world experiences. Information is presented in an integrated approach, linking physics with technology, social perspectives, and the history and nature of science. Physics is designed to provide an understanding of the physical laws fundamental to all sciences. Fundamental laws of mechanics are introduced, along with measurement and problem-solving techniques. Other topics included are wave theory, heat, sound, light, magnetism, electricity, atomic structure, nuclear reactions, and high energy physics.

Biology, Chemistry or Physics

Grades 9-12

International Baccalaureate Diploma Programme Environmental Systems and Societies or Biology (Standards Level or Higher Level) or Physics (Standard Level or Higher Level) or Chemistry (Standard

Level or Higher Level) (Grades 11-12)

Anticipated DP Authorization for SY 2013/2014

Advanced Placement Program Advanced Placement Biology, Advanced Placement Chemistry or Advanced

Placement Physics or Advanced Placement Environmental Science (Grades 10-12)



International Baccalaureate Standard Level Environmental Systems and Societies Course Description: Through studying environmental systems and societies (ES&S) students will be provided with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. The teaching approach is such that students are allowed to evaluate the scientific, ethical and socio-political aspects of issues. ES&S is an interdisciplinary course. Because it is an interdisciplinary course, students can study this course and have it count as either a group 3 course (Individuals and Societies) or a group 4 course (Experimental Sciences) or as both a group 3 and group 4 course. Students can also use this course for credit in the Science or Social Science subjects. Students will be able to study this course successfully with no specific previous knowledge of science or geography. However, as the course aims to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific methods, a course that shares these aims would be good preparation. During the course, students will study seven different topics. The most important aspect of the ES&S course is hands-on work in the laboratory and/or out in the field.

International Baccalaureate Standard Level Biology Course Description:

To receive the IB diploma, over a two year period, students must explore the concepts, theories, models and techniques that underpin each subject area in Biology and through these develop their understanding of scientific method. This is a standard level IB course in Biology and topics covered include; Cells, Chemicals of Life and Plant Science.

International Baccalaureate Higher Level Biology Course Description:

Higher Level IB Biology will also require more hours of instructional time, compared to standard level program. The second year of the course continues to build on the scientific skills developed over the last year. Students are required to focus on the design criteria for Laboratory work and also prepare for the IB examination if they choose to take the external examination at the end of the year. This second year program includes the topic Genetics and Human Health. A project will also need to be completed in this program of study.

International Baccalaureate Standard Level Physics Course Description:

This is the first year of the two year Higher Level IB course in Physics. This course is designed to introduce students to the laws of Physics and the experimental skills required. Higher Level IB Physics will also require more hours of instructional time, compared to standard level programs. Course topics include Physics and Physical measurements, Kinematics and Force and Dynamics.

International Baccalaureate Higher Level Physics Course Description:

Students must complete the pre-requisite for this course; IB Physics 1. This is the second year of the two year higher level IB program in Physics and encompasses a project and a summative review. Topics in the second year Physics course includes; Relativity and Electromagnetic Waves.

International Baccalaureate Standard Level Chemistry Course Description:

This is the first year course for students in grade 11, covering the higher level IB diploma syllabus and lab requirements. Students are required to do regular lab work encompassing over 40 hours over the two year period. Higher Level IB Chemistry will also require more hours of instructional time, compared to standard level programs. Topics covered in this first year course includes: Atomic Structure, Periodicity and Bonding

International Baccalaureate Higher Level Chemistry Course Description:

Students must complete the pre-requisite for this course; IB Chemistry 1. This is the second year of the two year program, covering the IB Diploma syllabus and lab requirements. As well as completing a minimum of 40 hours lab work, students are also required to complete an interdisciplinary project and undergo preparation


for the IB examination at the end of the year. Topics of study include Oxidation/Reduction, Acids and Bases and Organic Chemistry.

ADVANCED PLACEMENT COURSES (Grades 10-12)

Advanced Placement Biology Course Description

AP Biology provides an understanding of the unifying themes and fundamental concepts and principles of biology with an emphasis on inquiry and critical thinking skills including problem solving, mathematical reasoning, and experimental investigations. Topics of study include molecules and cells, heredity and evolution, and organisms and populations. Laboratory work is an integral component of this course. Technology including graphing calculators, probeware, graphing and data analysis software, and biological apparatus is used throughout this course.

Advanced Placement Chemistry Course Description

AP Chemistry provides an orderly development of the fundamental concepts and principles of chemistry with an emphasis on inquiry and critical thinking skills including problem solving, mathematical reasoning, and experimental investigations. Topics of study include structure of matter, states of matter, chemical reactions, and descriptive chemistry. Laboratory work is an integral component of this course. Technology including graphing calculators, probeware, graphing and data analysis software, and chemistry apparatus is used throughout this course.

Advanced Placement Environmental Science Course Description

The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following themes provide a foundation for the structure of the AP Environmental Science course.

Advanced Placement Physics B Course Description

The AP Physics B course builds on the conceptual understanding attained in the physics course. This course provides a systematic development of the main principles of physics, emphasizing problem -solving and helping students develop a deep understanding of physics concepts. It is assumed that students are familiar with algebra and trigonometry, although some theoretical developments may use basic concepts of calculus. In most colleges, this is a one-year terminal course including a laboratory component and is not the usual preparation for more advanced physics and engineering courses. This course provides a foundation in physics for students in the life sciences, pre-medicine, and some applied sciences, as well as other fields not directly related to science. AP Physics B is intended to be equivalent to such courses.


SOCIAL STUDIES Preparing students for the 21st century cannot be accomplished without a strong and sustaining emphasis on the social studies. The social studies provide cornerstone skills that are the key to opening doors for a more diverse, competitive workforce and responsible citizenry. Students use critical thinking, self-assessment, reasoning, problem-solving, collaboration, research, and investigation to make connections in new and innovative ways as they progress through social studies education. These standards outline the knowledge and skills needed to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

Social studies is essential to understanding the complexity of the world. It provides the context and understanding of how humans interact with each other and with the environment over time. It offers the crucial knowledge needed to create a framework for understanding the systems of society.

Emirates National Schools’ Social Studies Standards lay out a vision of these vitally important disciplines and describe what all students should know and be able to do at each grade level through eighth grade, and through high school. The authors of this document are educators in preschool through twelfth grade, higher education professors, business and military representatives, and community members. The group developed a set of competencies starting with "the end in mind." What concepts and skills would a "prepared graduate" in the 21st century possess after completing high school? The answers to this question framed the work that led to the development of four standards in social studies for grades P-12.

In order to assure student literacy, and college and career readiness, the English/Language Arts Common Core standards require shared responsibility for student literacy. Further, Social Sciences content requires that students access historical documents and anecdotal information. Therefore, it is the responsibility of the teacher to assure that students demonstrate fluency with reading and writing from primary and secondary sources. This means that instruction and activities in Social Science classes must focus on the areas of reading and writing embedded within the content they teach. Details and specific standards related to this shared literacy effort are available at this link: http://www.corestandards.org/the-standards/english-language-arts-standards

COURSE SEQUENCE FOR SOCIAL STUDIES

Medley: Geography, History, Civics,

Economics (Grade 9)

International Baccalaureate Diploma Programme History (Standard or High Level), or Business Management (Standard Level or

Higher Level) or Environmental Systems and Societies (Standard level) and *Theory of Knowledge

(Grades 11-12) * Required course for DP Diploma

Anticipated DP authorization for SY 2013/2014

Business and Entrepreneurship, or Economics & Financial Literacy or Geography

Advanced Placement Program Marco/Micro Economics or Human Geography

(Grades 10-12)




SOCIAL STUDIES COURSES

SOCIAL STUDIES MEDLEY COURSE OVERVIEW Grade 9

The Social Studies Medley courses are taken by all 9th grade students. The Social Studies Medley Course is a one year course that provides an overview of foundational topics in Geography, Civics, History and Economics. The subjects are taught in an integrated format so that students understand the interconnectedness of social science and the real world. The focus is on kinesthetic and higher level thinking activities. These courses are prerequisite courses to further study in Social Studies grades 10 to 12.

Students are introduced to the Social Science disciplines of History, Geography, Civics, and Economics in order for them to obtain a general understanding of the close relationship that exists between these subjects. The study of the Social Sciences rests on a broad range of knowledge that requires students to engage in complex thinking, to raise questions and to marshal evidence in support of their answers. Imbued throughout the Social Sciences courses are certain skills necessary to be successful at university. In each course students are expected to apply the mechanics of writing and basic grammar, and must be able to express their ideas clearly and coherently. Basic mathematical and statistical knowledge is further expected as students read and understand graphs and analyze and interpret statistical data so as to better understand History, Geography, Civics, and Economics.

GENERAL COURSES OVERVIEW (Grades 10-12) The purpose of these general courses offered as part of the ENS American Diploma program is to offer students a one year specialization in the subject of their choice within the subject group of Humanities. These general courses will allow students to explore their interests from a Geographic, Historic, Business, or Economic global perspective. Further to this, these courses will serve as prerequisite courses to further study in the AP and DP courses in grades 11 and 12 as detailed below. Students electing not to undertake AP or DP courses can elect a combination of the general courses during grades 10, 11 and 12 as part of their ENS American Diploma.

Geography Course Description

In Geographic World Studies, students examine the relationships among people, places, and environments that result in changing patterns on the Earth’s surface. Students use the tools and methods of geography to study the principal regions in the world – the Americas; Europe and Eurasia; North Africa and the Middle East; Sub-Saharan Africa; South, East, and Southeast Asia. Students describe the influence of geography on events of the past and present and analyze how location affects economic activities in different economic systems throughout the world. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment. Students use problem-solving and decision-making skills to ask, analyze and answer geographic questions.

Economics and Financial Literacy Course Description

Economics is a dynamic social science that concerns individuals and societies. It focuses is on dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. The study of economics is essentially about understanding how society and individuals manage scarce resources, interact in the domestic and international markets and make decisions that affect the economy as a whole. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

Business and Entrepreneurship Course Description

This course is designed to allow students to build business skills by designing, creating and running a company. This process is the application of business skills. The student will be required to work in groups, demonstrate literacy (content related reading, writing, speaking and technological skills) within a business context. The course will require students to demonstrate complex thinking, ethical reasoning, computer literacy, information retrieval skills, and evaluative skills. This course enables students to understand the place of business and entrepreneurship as integral parts of the local and global society. It aims to promote knowledge


of and an understanding of businesses as a productive activity and to foster an experiential approach to learning, using a range of global entrepreneurial contexts. Students will be introduced to the complexities of the world of business (organization, finance and operations) through practical application.


International Baccalaureate History Course Description (Standard and Higher Level):

The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world. (IB History Subject Outline First Examination 2010). The specialized IB Programme seeks to develop the use of a range of historical sources and the communication of historical knowledge and judgments introduced in the Middle Year Programme Social Sciences course. The programme also develops technical, analytical, decision-making and investigative skills, all of which are required for a study of history.

International Baccalaureate Business Course Description (Standard and Higher Level):

The business strategy topic is intended to provide a framework and overview for the students to think in an integrated way about the future strategy of a business or businesses. These skills are particularly relevant when examining the case study and when researching for, and writing, the internal assessment components. The purpose of the business strategy topic is not to add extra content to the business and management course, but to collect together business ideas, concepts and techniques, which will develop the skills that allow an informed decision to be made about the future direction of an organization. The type of thinking encouraged by this approach will provide a bridge between the Diploma Programme business and management course and higher education or employment. The standard level of this course explore five topics of business and management including business organization and environment, human resources, accounts and finance, marketing, and operations management. The higher level of the course explores all topics in the standard level plus a sixth topic on business strategy.

International Baccalaureate Theory of Knowledge Course Description:

This capstone course is required of (and only open to) students who seek to earn an IB diploma. The course considers one central question. How do we know what we know? As others have said, “In the IB framework, an educated person is someone who knows how to apply knowledge to novel situations for which there are no ready-made answers . . . [as such] TOK is a thoughtful reflection on what students claim to know and believe and what others profess as knowledge . . . There may not be one right answer to a question but there are standards for judgment in the expression and defence of beliefs and knowledge claims. And some reasons may be better than others.” (Bastian et al, 2008, pages 2-3) While respecting and honouring the belief systems that all students carry with them, this course equips students to evaluate claims to knowledge that arise from all sources (logic, empiricism, faith and revelation). Through inquiry and discussion it invites students to consider how useful it is in today’s world to have a way to evaluate competing claims to truth and how having that understanding can equip all graduates to help lead others in the search for a more-tolerant and more-peaceful world. [Note that this course is a standalone and does not appear within the course framework for Social Sciences].

ADVANCED PLACEMENT COURSES

Advanced Placement Marco/Micro Economics Course Description

Economics is a dynamic social science, focused on individuals and societies. It emphasizes dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. The study of economics is essentially about understanding how society and individuals manage


scarce resources, interact in the domestic and international markets and make decisions that affect the economy as a whole. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

Advanced Placement Human Geography Course Description

Students continue their study of Geography with the AP course on Human Geography. The purpose of the course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of Earth’s surfaces. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. Students will also learn about the methods and tools geographers use in their science and practice [Source: abstracted from College Board AP Human Geography Course Description materials].


مساقات التربية اإلسالميةISLAMIC STUDIES COURSES

ألسس "قوامها استيعاب عقلي واستشعار وجداني وتصديق سلوكي : منهج التربية اإلسالمية إلى صياغة شخصية مسلمةيسعى

، مدركة للحركة التاريخية له والمتمثلة في تجربة اإلنسان المسلم في الزمان والمكان، ذات تفكير منهجي يسعى للبحث "اإلسالمعن الحقيقة وصوال إلى اليقين انطالقا من الوعي بسنن هللا الكونية، ذات وعي بمقومات هويتها، متبصرة بالكون وما فيه من

سواء أكان أخا في الدين أم " اإلنسان"للتذوق والجمال، ويستوجب الحمد والحماية، واضعة نصب أعينها مسخرات تمثل مجاال .كان نظيرا في الخلق ومنهجية التعامل معه

:ترتكز معايير منهج التربية اإلسالمية على سبعة محاور

لكل فعاليات اإلنسان وسلوكياته، كما يرسخ منظومة القيم ترسيخ قيمة العبادة بمعناها الواسع الشامل : قيم اإلسالم وغاياته) 1

الفردية والجماعية كمحور تدور حوله مجمل رسالة اإلسالم وتوجيهاته، ويعنى بترسيخ مفهوم اإلحسان واالستقامة والمراقبة .الذاتية النابعة من حب هللا وحب رسوله حبا يتغلغل في حنايا النفس وجنبات الوجدان

توثيق صلة المتعلم بالقرآن الكريم بوصفه المصدر األول للمعرفة والسلوك والقيم والتذوق والجمال، وذلك لبناء : إللهيالوحي ا) 2

.عقلية ونفسية قرآنيتين، إلى جانب توثيق الصلة بالحديث الشريف بوصفه المصدر الثاني للتشريع لربط الدائم بين األحكام ومقاصد الشرع منها وحكمة الشارع فيها، تحقيق تمام المعرفة بالشريعة مع ا: أحكام اإلسالم وآدابه) 3

.إضافة إلى ترسيخ مفهوم اآلداب في عقل المتعلم وتدريبه على ممارسة تلك اآلداب في حياته اليومية ب، وتنمية العقلية ترسيخ الوعي بمسائل اإليمان المبني على عالقة يقينية بين اإلنسان المسلم وعالم الغي: العقلية اإليمانية) 4

النقدية التي تبحث دائما عن الحقيقة وتتطلع إلى اليقين، والتي تدرك أن التفكير المنهجي المنظم المنطلق من كتاب هللا تعالى وسنة .هو الطريق الوحيد للوصول إلى معرفة يقينية في كل ما يتعلق بأمور الدين -صلى هللا عليه وسلم-رسول

في قلب المتعلم من خالل معايشة السيرة النبوية في إيقاعاتها اليومية -صلى هللا عليه وسلم–النبي غرس حب : السيرة) 5

الشاملة بمختلف جوانب الحياة اإلنسانية، بحيث يتم تقديم حياة الرسول الكريم كأسوة حسنة ومثل أعلى في جميع المجاالت، .إلى اليوم -رضي هللا عنهم–المي من عهد الصحابة والتعرف على نماذج بشرية إيمانية على مر التاريخ اإلس

تعميق الصلة باللغة العربية وثقافتها على أنها أهم ركائز بناء الهوية ومعيار االنتماء إلى هذه األمة، وشعار : الهوية واالنتماء) 6

نتماء بدوائره األصغر المتمثلة في األمة اإلسالم ووسيلة التواصل مع مصادره، مع تعميق االنتماء إلى األمة اإلسالمية وربط هذا اال .العربية وفي دولة اإلمارات العربية المتحدة


تكوين إنسان مسلم قادر على إدراك التنوع البشري وضرورته، يحسن التعامل مع المخالفين له في العقيدة أو : اإلنسان والكون) 7

لبيئة المحيطة به لبناء عالقة إيجابية معها بما يشمل الحفظ عليها اللون أو اللغة أو الجنس، وتقوية عالقة المتعلم بالكون وا .وإدراك قيمتها لإلنسانية بصفة عامة

بدولة اإلمارات العربية وزارة التربية والتعليم -)2011(الوثيقة الوطنية المطورة لمنهج مادة التربية اإلسالمية : المصدر(

)المتحدة

COURSE SEQUENCE FOR ISLAMIC STUDIES

Islamic Studies Course Description: Grade 9 الصف التاسع: مساق التربية اإلسالمية

التعرف إتقان تالوتهما سورة اإلسراء ووسورة يس ليهدف هذا المساق إلى ربط المتعلم بالقرآن الكريم من خالل الدراسة المتعمقة التعرف على آيات هللا سبحانه في البيئة الوعي بمسائل اإليمان من خالل خ يرسيهدف إلى تو على رسم المصحف ومراحل تطوره،، كما يسلط الضوء على مفهوم القيادة من خالل التعرف حجة على أن هللا واحد ال شريك لهالطبيعية والتعرف على كيفية إقامة ال

مفهوم ويبني، طبن جبير وأم عمار سمية بنت خياعلى سيرة النبي صلى هللا عليه وسلم معلما ومربيا والتعرف على سير سعيد مظاهر التسامح فهم حرية االعتقاد وواحترام العالقات االجتماعية من منظور إسالمي عبر النظر إلى بذل النصيحة وتحقيق العدل

. الديني والمذهبي

Islamic Studies Course Description: Grade 10 العاشرالصف : مساق التربية اإلسالمية

بالوحي اإللهي من خالل تفسير سورتي لقمان والسجدة وإتقان تالوتهما والتعرف على مناهج يهدف هذا المساق إلى ربط المتعلم التفسير والتصوير الفني وإيقاعات النظم في القرآن الكريم وتبيان كيفية تحدي القرآن للعقل البشري، كما يتعرف المتعلم على

Islamic Studies Grade 9





زوجا، وعلى سير كل من العالم عبد هللا بن المبارك والسيدة سكينة بنت -صلى هللا عليه وسلم–المثل العليا من خالل سيرة النبي ويحقق المساق فهم المعرفة بالشريعة مع ربط األحكام بالحكم عند دراسة مفاهيم الحالل والحرام وأحكام الجهاد ودراسة . الحسين

ويحث المساق المتعلم على . لى الفرد والمجتمع، كما يتأمل في الحكم عند دراسته لقيمة العفة وغض البصرالكبائر وخطورتها ع .أن يتمثل بالقيم اإلسالمية من مثل التسامح في إطار ضوابطه وحدوده والقيم المتعلقة بالقصد في االستهالك وعدم إهدار الموارد

Islamic Studies Course Description: Grade 11 الصف الحادي عشر: مساق التربية اإلسالمية

يهدف هذا المساق إلى بناء العقلية والنفسية القرآنية عن طريق دراسة تفسير سورة األحزاب وإتقان تالوتها، كما يتضمن نبوية كمصدر للتشريع يدرس المتعلم في المساق السنة ال. استكشاف اإلعجاز في القرآن الكريم عامة واإلعجاز العلمي خاصة

داعية ومصلحا، والتعرف على سيرة نفيسة العلوم ومعلمة العلماء، -صلى هللا عليه وسلم–اإلسالمي ويتعرف على سيرة النبي وينمي العقلية النقدية ومفاتيح التفكير المنهجي عن طريق التعرف على النقد البناء وممارسته والتزام قيم الشورى ومفاهيم

ية واحترام الرأي اآلخر واإلنصاف والتمثل بآداب الحوار والنفور من التعصب األعمى، ثم تطبيق ذلك بالنظر إلى أسباب الديمقراط .مع بيان أن نشر العلم وتعليمه لآلخرين عبادة اختالف الفقهاء وظهور المدارس الفقهية لألئمة األربعة،

Islamic Studies Course Description: Grade 12 الصف الثاني عشر: التربية اإلسالمية مساق

يوثق هذا المساق صلة المتعلم بالقرآن الكريم من خالل دراسة سورة النور وتفسيرها وإتقان تالوتها، ويعرف المتعلم على جوانب سياسيا والتعرف على قائدا عسكريا وحاكما -صلى هللا عليه وسلم-من مفهوم القيادة في دراسته لنموذج األسوة الحسنة النبي

كما يرسخ مفهوم . نماذج االقتداء كسيرة محمد إقبال رحمه هللا تعالى وسيرة عائشة بنت الشاطئ وإسهاماتها في خدمة العلماإلحسان واالستقامة عن طريق تدريب المتعلم على كيفية الوصول إلى مقام اإلحسان، ويعزز هذا المساق االنتماء والهوية من

أهمية اللغة العربية كشعار لإلسالم واللغة التي بها تؤدى عباداته، ويبين للمتعلم واجبه نحو مستقبل األمة خالل توضيح .ونهوضها


مساقات الدراسات االجتماعية والوطنيةU.A.E. SOCIAL STUDIES COURSES

عرف ويطبيعة مجتمع اإلمارات وتركيبه وحاجاته، الذي يدرك بناء المواطن الصالح إلى منهج الدراسات االجتماعية يهدفقدر كافة الجهود التي كما ياتجاهات التطوير والتحديث والتنمية التي شملت مناحي الحياة في دولة اإلمارات العربية المتحدة،

. تبذلها الحكومة الرشيدة من أجل تحقيق تنمية تربط بين األصالة والمعاصرةا يكفل للمتعلم القدرة على الفهم والتفاعل بصورة المرتبطة بالدراسات االجتماعية بممعارف والقيم يقدم المنهج المهارات وال

وظيفيا عضويا بحياة المتعلمين ارتباطا المنهج ويرتبطإيجابية مع القضايا المجتمعية المختلفة على الصعيدين المحلي والدولي، .جتماعية من جهة والمواد األخرى التي يدرسها المتعلم من جهة أخرىالتوجه التكاملي بين مواد الدراسات اال فيبرز

واصر بين أبناء الوطن، وتأكيد الهوية الوطنية، وإعداد جيل مخلص لوطنه يحافظ عليه التربية الوطنية إلى تقوية األ ويهدف جانبوجوده، وما يرتبط بقيمه وتراثه، وإعداده على كل ما يتعلق بحياة المتعلم والمنهج يشتمل .ويصونه ويشارك في بنائه ونهضته

. للمشاركة الفعالة في المجتمع ولمواكبة التغيرات العالمية واالنفتاح على الثقافات األخرى

UAE Social Studies Course Description: Grade 9 الصف التاسع: والوطنية مساق الدراسات االجتماعية

يتحلى بروح الوطنية التي تتجلى في االنتماء للوطن والتمسك بالدين واالعتزاز بالتراث المساق بهدف تنئشة جيلصمم هذا

والمحافظة على العادات والتقاليد األصيلة، كما ينمي المساق لدى الطالب المعرفة بحقوقه وواجباته وبالنظم والقوانين وبالعالم من معاصرة، مما يثمر لدى الطالب حسا بالمواطنة يدفعه إلى احترام ذاته واآلخرين والمحافظة على حوله وما يدور فيه من مشكالت

يشمل مساق الدراسات االجتماعية والوطنية الوحدات . بيئة بالده وثرواتها والمشاركة في كل ما يسهم في تقدم ورفعة الوطن .المتعلقة بعلوم التاريخ والجغرافيا والتربية الوطنية

ويبحث كذلك دول وسكان ومناخ، من بهاما يتعلق في ويبحث عن كثب العالم عامة قاراتالطالب انب الجغرافيا يستكشف في جمستوى الحلول لرفع ومن ثم يقترح الغم اإلمكانات البشرية واالقتصادية الضخمة، ر العالم اإلسالمي أسباب ضعف اقتصاديات عن

. المتقدمةدول لتجارب االقتصادية لبعض الامع االقتصادي مع إجراء دراسة مقارنة لحديث لوطنه للتاريخ ا ينتقلإنجازات الدولة العثمانية في وطننا العربي خالل فترة القوة، ثم وفي جانب التاريخ يتعرف الطالب على

بربط ة الوطنية ناتجة عن عوامل التفرقة، ويقوم جانب التربيخالل فترة االستعمار من تراجع وضعف العربي وما تعرض له نظم الحكم في اإلمارات في خدمة الوطن، كما يتناول هذا الجانب دور المرأة اإلماراتيةبيعرفه بدوره وف الطالب بقضايا مجتمعه

اسة والتمييز بين السي الوعي السياسي بهدف تنمية ة المتحدة والتنمية البشرية فيهااإلمارات العربيدولة دستور بما يشمل والعالم .الديمقراطية واالستبدادية

-)2003(و الوثيقة الوطنية لمنهج الدراسات االجتماعية المطور ) 2001(الوثيقة الوطنية لمنهج التربية الوطنية : المصدر(

)وزارة التربية والتعليم بدولة اإلمارات العربية المتحدة


WORLD LANGUAGES: ARABIC AND FRENCH The development of second [non-native] language is an essential aspect of global understanding, cultural tolerance and respect. Learning languages gives students the opportunity to understand, interact with and empathize with other cultures across the world. It is imperative that students experience the world through varied lenses that open their minds to understanding our ever flattening world. The World Language standards are focused on fluency of Arabic and French for non-native students.

ARABIC (NON-NATIVE SPEAKERS)

Arabic as a Second Language Level 1/World Language Standards Level 1 Course Description

UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Blue Book 1. The first year of the Arabic as a second language course is designed to provide the student with basic Arabic communication skills. This includes the ability to read and understand the language as well as speak and write the language at the first year level. The grammar is taught at the base which means that it is explained thoroughly before being used with the complex grammatical descriptions and definitions. The culture of the UAE is introduced in various ways which will test the student’s language and challenge their learning.


UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Orange Book 2. The second level of Arabic as a second language is designed to build on the basic knowledge taught to the student in the previous course. Students will be actively use the language in their conversation with one another whilst recalling past personal events, expressing their personal opinions, as well as reading and writing all sorts of texts. The second level of the Arabic as a second language course is also designed to improve comprehension and composition through a more in-depth analysis of the essential Arabic grammar. Again,

Arabic (Level I)

Arabic (Level II)

Arabic (Level III)

Arabic (Level IV)

AAL Level 6/World Language Standards Level 4







similar to the previous course, students will become more familiar with the UAE culture through educational activities.


UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Green Book 3. This course will attempt to challenge the student’s ability to absorb information when proficient speakers talk at a normal pace as seen on television. Students will be expected to learn how to properly write essays amongst other things. Grammar will be a main feature of this course as students learn to use it accurately. The UAE culture will be compared to many other Arabic cultures to broaden the student’s understandings.


UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Purple Book 4. The level 4 course will challenge the student’s ability to speak, read, and write more complex and advanced topics in the Arabic language. Arabic language skills will be heightened on all levels. Students will learn how to surf the web in Arabic and compile information valuable to end of course of projects and assignments.


UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Blue Book 5. The level 5 of the Arabic as a second language course will truly confront the student’s ability to use the Arabic language at an expert level. Students will be provided with the complete knowledge to use the language both orally and in text using the appropriate context and grammatical expertise.


UAE Education Ministry curriculum will be used: “Uhiboul Al-Arabia” (I love Arabic)Orange Book 6. Students at this level of the Arabic as a second language course are expected to know how to deliver and utilize all that they have learned in the Arabic language in all past levels. This course will test the student’s abilities and assure their confidence in the Arabic language. This course will guarantee the student’s preparation for the Ministry of Education Exam depending on their choice.

INTERNATIONAL BACCALAUREATE WORLD LANGUAGE ARABIC COURSES

International Baccalaureate Arabic Language A Language and Literature (Standard and Higher Level)


Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. This course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and nonliterary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the Arabic language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Via the development of techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purpose and an understanding of how language, culture and context determine


the construction of meaning is developed through the exploration of a wide variety of texts, some of which are studied in translation. [Source: IB DP Website, Group 1: Language and Literature, Website, 2012]

International Baccalaureate Arabic Language B Language and Literature (Standard and Higher Level)


Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it. Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. The range of purposes and situations for using language in the language B courses extends well beyond those for language ab initio. The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from five options provided. Finally, two works of literature are studied at HL only. Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes. Intercultural understanding and plurilingualism are key goals of the course and students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts. [Source: IB DP Website, Group 3: Language B SL and HL, 2012]

International Baccalaureate Arabic ab Initio Course Description The Arabic language ab initio course is a language learning course for beginners, designed to be followed over two years by students who have no previous experience of learning Arabic language. The main focus of the course is on the acquisition of language required for purposes and situations usual in everyday social interaction. Language ab initio courses are only available at standard level. The Arabic language ab initio course aims to develop a variety of linguistic skills, and a basic awareness of the culture using the language, through the study of a core syllabus and language-specific syllabuses. [Source: IB Diploma Programme Guide: Language Ab Initio, February 2002]

FRENCH

COURSE SEQUENCE FOR FRENCH

French (Level I)

French (Level II)

International Baccalaureate Diploma Programme Language B Ab Initio (Standard Level)

(Grades 11-12) DP authorization anticipated for SY 2013/2014

French (Level III)

French (Level IV)


FRENCH COURSES

French Level I Course Description

This course typically follows from earlier level French courses (usually but not always grade 8). It emphasizes the further development of the four skills of reading and comprehension, writing and comprehension, listening and comprehension and speaking and communicating. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends, and careers. Thematic reading, such as short stories, articles, and poems, adapted to the level and ability of the students will aid in the production of oral and written activities. This course aims to challenge students and prepare them for the next level of French (typically but not always Grade 10).

French Level II Course Description

This course is a follow on from previous level courses (usually but not always grade 9). This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing.

French Level III Course Description

This course continues a progression started earlier in school. It enables students to increase their knowledge of the French language, consolidate their oral skills, and deepen their understanding and appreciation of francophone culture around the world. Throughout this course, the emphasis will be on the use of correct grammar and appropriate language conventions in both spoken and written French. Students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their writing as they explore a variety of themes.

French Level IV Course Description

This enables students to further deepen their knowledge of French, hone oral skills in interpersonal and academic language, and deepen understanding and appreciation of French culture. Throughout this course, the emphasis will be on the use of correct grammar and appropriate language more sophisticated written French. In part, this course introduces students to well-recognized pieces of French literature that are read in the original. Students will develop and apply critical thinking skills in analysis and discussion of French works in the original, in their interpretation of complex texts, and in their writing as they explore a variety of themes.

INTERNATIONAL BACCALAUREATE WORLD LANGUAGE FRENCH COURSE

Ab Initio French Course Description

The International Baccalaureate Organization uses the term Ab Initio as it means literally “in the beginning.” French ab initio is a language acquisition course for students with little or no experience of the language. It is organized around themes: individual and society; leisure and work; and urban and rural environment. French Ab Initio is designed to be followed over two years by students who have no previous French experience. The main focus of this course is on the acquisition of language required for purposes and situations common to everyday social interaction. The course aims to develop a variety of linguistic skills, and a basic awareness of the cultures using the language, through the study of a core syllabus and a language-specific syllabus.


THE ARTS FINE ARTS: VISUAL ARTS

The Visual Arts program at Emirates National School contributes to the students learning and the school curriculum by offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that, when combined, allows the student to communicate on a visual and tactile level. Mastery of techniques is encouraged as a means to this end. It encourages personal expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. It should lead to greater understanding of the role of the visual arts in the history of civilisations. The arts program will also establish links between subjects, cultures, and different areas of experience. Students have the opportunity to express themselves and their ideas about the world they live in, working both individually and as members of a group. Talent is not all that is required to succeed in art; continual reference is made to the elements and principles of art, which, when understood and practiced, offer in themselves the key to personal success in the visual arts.

Visual Arts widen cultural horizons and enrich the individual. Art and Design complements literary, mathematical, scientific and factual subjects. It is especially concerned with the development of visual perception and aesthetics. It is a form of communication and a means of expressing ideas and feelings. The course is intended as a broad course exploring practical and critical/contextual work through a range of two-dimensional and/or three-dimensional processes and new media and technologies (in part, information here was drawn from and based on the aims and objectives from the Art section of the IB program for Middle Years).

The framework below highlights the belief that every student should receive a balanced education including coursework in the Arts (Higher Level) and successfully complete high school graduation requirements for Arts. For the American Diploma, students must complete a minimum of two courses (four semesters) in Fine and Performing Arts in grades nine through twelve. For the IB Diploma Programme, students must complete the 2-year Arts (Higher Level) course of study and successfully pass internal and external exams.

COURSE SEQUENCE FOR THE ARTS

Visual Arts Foundations

(Grade 9)

Mixed Media

(Grade 10)

Drawing and Painting Ceramics

or Sculpture (Grade 11)

Advanced Placement Program Studio Art 2-Dimensional Design or

Advanced Placement Studio Art 3-Dimensional Design (Grade 12)

International Baccalaureate Diploma Programme Visual Arts (Standard Level or Higher Level)

(Grades 11-12) Anticipated DP authorization for SY 2013/2014

Foundations in Performing Arts

and/or Music (Grade 9)

Basic Theatre and Drama

and/or Music (Grade 10)

Advanced Theatre and Drama and/or Music (Grades 11-12)


FINE ARTS: VISUAL ARTS COURSES

VISUAL ARTS PRE-REQUISITE COURSES (Grades 9 and 10) The Fine Arts Courses are hands-on courses with practice in the areas of stated content. The courses are designed to build a solid foundation of technical skills and confidence, enabling the student to develop his or her own self-expressive art in the following years. Throughout the range of disciplines, the elements and principles of art and design will be further explored, both within the students own work, and as seen in that of other artists. Language applicable to art will be drawn upon and further developed. Students will prepare portfolios of their work.

Foundation Course Descriptions: Grade 9

The Visual Art Foundation Course is designed to give the student a broad experience of the arts and the syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition and are able to identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, The Visual Art Foundation Course also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.

Mixed Media Course Descriptions: Grade 10

This course is designed to give students a wide variety of art making experiences. Students will examine ways to produce artwork by combining multiple media in the same artwork. Both traditional and non-traditional approaches are taught by using a variety of media that may include: glass painting, printmaking, clay, tile-mosaic, collage, building materials, fibres, nature and ordinary objects that can be transformed into creative works of art. Students will do drawing, painting and sculpture to learn the ideas, language, and techniques of the visual artist and they study examples of work by well-known artists through slides and videos.

Drawing and Painting Course Description: Grade 11

The Drawing and Painting Course is an exciting one year course which emphasizes skills development and development of the creative thought process. Students have the opportunity to build on prior knowledge gained and explore drawing and painting in detail. Students develop art skills through a series of related assignments about the elements of art, the principles of composition, drawing techniques, color theory, art history, and criticism which will be evaluated to determine level of mastery.

Ceramics and Sculpture Course Description: Grade 11

The Ceramics and Sculpture course is designed to allow students to build on prior knowledge of ceramics and sculpture and to create works based on their own perspectives and imagery. Students have the opportunity to explore three-dimensional design concepts using ceramic and sculptural processes. Students learn the technical, historical, and terminology associated with 3-dimensional design. Students learn how to produce functional and non-functional pottery, as well as sculptural objects. Through this course, students are able to focus on technical, historical, aesthetic, cultural and contemporary concerns of clay workers and sculptors as they develop their own personal and artistic ways of working.


International Baccalaureate Diploma Programme Visual Art Course Description (HL and SL) This two year course is an exciting opportunity for those who are committed to art to develop their aesthetic, imaginative and expressive abilities through practical studio work as well as in-depth investigation and critical analysis. Students are introduced to art concepts and techniques through practical work in the studio. To support students’ abilities to express themselves in visual arts, opportunities for a structured approach include the exploration and study of: media, including the use of material and equipment; development of artistic qualities in visual arts; relationships between form, meaning and content in visual arts; social and cultural


functions of visual arts; the appreciation and evaluation of their own work; and that of others. The development of studio techniques is essential to help students explore the potential for expression and to understand the relationship between theory and practice. Students are encouraged to explore art, craft and design traditions from past, present and emerging cultural backgrounds, and local, national and international contexts. At the end of the course, option A students should have produced studio work that communicates their understanding of conceptual content, their technical skill and their sense of critical awareness. They should also have developed an understanding of the artistic process from the generation of initial ideas through the various stages that lead to the completion of a final studio work. At the end of the course, option B students should have a selection of studio work that has evolved from their in-depth contextual, visual and critical investigation. Higher level Option A (HLA, 240 hours)

• Studio work (practical exploration and artistic production): 60% • Investigation workbooks (independent contextual, visual and critical investigation and reflection, both

visual and written): 40% Higher level Option B (HLB, 240 hours)

• Investigation workbooks: 60% • Studio work: 40%

Standard level Option A (SLA, 150 hours) • Studio work: 60% • Investigation workbooks: 40%

Standard level Option B (SLB, 150 hours) • Investigation workbooks: 60% • Studio work: 40%

ADVANCED PLACEMENT (Grade 12)

Advanced Placement Studio Art 2-Dimensional Design Course Description:

The Advanced Placement Studio Art 2-Dimensional Design Course (APSA 2DD) is designed for highly motivated art student whose goal is to develop expertise in conceptualizing, composing and executing artistic expression. There are a variety of means for this expression including, but not limited to drawing, painting, photography, graphic design, mixed media, print and collage. It addresses 2-Dimensional (2D) design issues that help students develop mastery in concept, composition and execution of 2D design elements and principles.

Advanced Placement Studio Art 2-Dimensional Design is based solely upon the development of a 2D portfolio which is submitted for evaluation at the end of the school year. Portfolios will be reviewed quarterly; portfolio assessments will be conducted at the end of each semester. This provides an opportunity for reflection and is an exercise in critical thinking and judgment. It is recommended for the APSA 2DD student to have ample experience in many different Art media as the APSA 2DD course strives for quality of production and experience in the investigation of drawing styles, techniques and reflection of historical influences in drawing.

The course is a concentrated one-year course in which students will investigate the three sections of the APSA 2DD portfolio – Quality, Concentration, and Breadth.

Breadth - A variety of 12 works demonstrating understanding of drawing techniques and or styles-12 (Digitally Recorded)

Concentration - 12 Works describing an in-depth exploration of a particular drawing concern.

Quality - 5 works that develop mastery of Medium( 18x24 limit)


Advanced Placement Studio Art 3-Dimensional Design Course Description:

The Advanced Placement Studio Art 3-Dimensional Design Course (APSA 3DD) is designed for the highly motivated art student whose goal is to develop their expertise in conceptualizing, composing and executing their artistic expression. APSA 3DD is based solely upon the development of a 3D portfolio which is submitted for evaluation at the end of the school year. Portfolios will be reviewed quarterly; portfolio assessments will be conducted at the end of each semester. This provides an opportunity for reflection and is an exercise in critical thinking and judgment.

The course is a concentrated one-year course in which students will investigate the three sections of the APSA 3DD portfolio – Quality, Concentration, and Breadth.

– 3D Breadth Section - This section requires 16 slides - eight works, two views of each- showing a variety of works that demonstrate understanding of the principles of three-dimensional design as evidenced by a range of high-quality conceptual, expressive and technical work.

– 3D Concentration Section - 12 slides, some of which may be details or second views. The high-quality body of work in the Concentration section demonstrates a strong underlying idea. It will be completed in the second semester.

– 3D Quality Section - 10 slides- 5 works, two views of each- work that demonstrates mastery of three-dimensional design and is pulled from both the breadth and concentration.

THE ARTS: PERFORMING ARTS

Drama and Theatre Arts are a universal force in the everyday life of people around the world. This force connects each new generation to those who have gone before. Students need theatre arts to make these connections and to express the otherwise inexpressible. Theatre, the imagined and enacted world of human beings, is one of the primary ways children learn about life – about actions and consequences, customs and beliefs, and others and themselves.

Drama and Theatre arts benefit the student because they cultivate the whole person, gradually building many kinds of literacy, including innovations in technology, while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. Theatre honors imagination and creativity, and students who engage in theatre benefit from learning these skills and many others that prepare them for the 21st century. Additionally, as they work at increasing their understanding of the challenges presented by theatre arts, they prepare to make their own contributions to the nation's storehouse of culture. The theatre process also is important for a student’s individual growth. A strong and clear sense of the theatre process, which takes the creative act from inception to completion, teaches the importance of follow-through and responsibility.

Theatre arts have both intrinsic and instrumental value. That is, they have worth in and of themselves and also can be used to achieve a multitude of purposes such as to present issues and ideas, to teach or persuade, to entertain, to design, to plan, and to beautify. Students grow in their ability to comprehend their world when they learn theatre arts. As they create dances, music, theatrical productions, and visual works of art, they learn how to express themselves and how to communicate with others. Because theatre arts offer the continuing challenge of situations in which there is no standard or approved answer, those who study the arts become acquainted with many perspectives on the meaning of "artistic value." The modes of thinking and methods of theatre arts disciplines can be used to illuminate situations in other disciplines that require creative solutions. Attributes necessary to the arts such as self-discipline, collaboration, and perseverance transfer to the rest of life.

The more students live up to these high expectations, the more empowered our citizenry becomes. Indeed, helping students meet these standards is among the best possible investment in the future of not only our children, but also our country and civilization.


THE ARTS: PERFORMING ARTS COURSES

PERFORMING ARTS PRE-REQUISITE COURSES (Grades 9 and 10)

The Performing Arts are a universal form of expression that develop the imagination and provide a multi-sensory mode of learning. At its roots are the principles of teamwork, trust, self-confidence and respect. They are best explained by a quotation from Eisner, E. 2002. The Arts and the Creation of Mind. “The arts enable us to have an experience we can have from no other source and through such an experience to discover the range and variety of what we are capable of feeling.” Drama education uses the art form of drama as an educational pedagogy for students of all ages. It incorporates elements of an actor’s training to facilitate the students’ physical, social, emotional and cognitive development. It is a multi-sensory mode of learning designed to;

Increase awareness of self (mind, body and voice) and others (collaboration and empathy);

Improve clarity and creativity in communication of verbal and non verbal ideas;

Deepen understanding of human behavior, motivation, diversity, culture and history.

Foundations in Performing Arts: Grade 9

This course gives students the basics of performance arts.

Basic Theatre and Drama: Grade 10

The theatre and drama course employ the elements of theatre – costumes, props, scenery, lighting, music and sound to enrich the learning experience, re-enact stories and mount productions. Students gain experience in the various roles of actor, director, writer, designer and audience member. Drama education encompasses related disciplines and art forms such as pantomime, drama games, storytelling, puppetry, improvisation, mask theatre, public speaking, play writing, directing and play productions.

Advanced Theatre and Drama

The Advanced theatre and drama course extends the students fluency and depth from the Basic Theatre and Drama course with continued practice and study.

Music Course Description

Music is offered with a variety of possible foci in the area of music that may include chorus, band, or music theory.


PHYSICAL EDUCATION Preparing students for the 21st century cannot be accomplished without a strong and sustained emphasis on all students’ health and wellness. It no is longer acceptable to think of “gym class” and “hygiene lessons.” Today’s world has exploded with physical, mental, and social influences that affect not only learning in school, but also the lifelong health of the citizens that schools are preparing for graduation. Health and physical education prepare students to function optimally as students, global citizens, and workers who demonstrate personal responsibility for one’s health and fitness through an active, healthy lifestyle that fosters a lifelong commitment to wellness.

Health education and physical education are separate disciplines, each with a distinct body of knowledge and skills. However, the two disciplines are naturally interdisciplinary and clearly complement and reinforce each other to support wellness. Schools have a unique role and responsibility to address both health and physical education from preschool through twelfth grade to instill and reinforce knowledge and skills needed to be healthy and achieve academically.

COURSE SEQUENCE FOR PHYSICAL EDUCATION

PHYSICAL EDUCATION COURSES

Physical Education Course Description: Grades 9-12

The Emirates National Schools Physical Education Standards seek to assure that students in Physical Education learn skills, cognitively understand the body in relation to movement and assure lifelong health and physical fitness.

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

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

Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performing physical activities

Achieve and maintain a health-enhancing level of physical fitness

Participate regularly in physical activity

Physical Education Grade 9





Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Demonstrate and apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury

Apply knowledge and skills to engage in lifelong healthy eating

Apply knowledge and skills related to health promotion, disease prevention, and health maintenance

Utilize knowledge and skills to enhance mental, emotional, and social well-being

Apply knowledge and skills that promote healthy, violence-free relationships

Apply personal safety knowledge and skills to prevent, and treat unintentional injury

Physical Education Standards

Health: Emotional and Social Wellness

Health: Physical and

Personal Wellness

Physical Education:

Prevention and Risk

Management

Physical Education:

Emotional and Social Wellness

Physical Education:

Physical and Personal Wellness

Physical Education: Movement

Competence and

Understanding


TECHNOLOGY

TECHNOLOGY COURSES

The Technology Courses are designed to provide the student with the opportunity to expand technology knowledge and apply various technology applications. Technological fluency is essential to prepare students for the 21st century. This includes coverage of finding accurate information, technological and Internet ethics, copyright laws and plagiarism. These courses will allow the students to choose their direction and they will equip the student with the necessary technology tools for personal use, employment and advanced education. Instructional activities for these courses are provided in the laboratory setting, using hands-on experiences with tools, equipment, and materials related to course content. Students will be required to plan, design, and produce projects; develop solutions to problem solving activities, present ideas and information orally and in writing; investigate content-related occupations; assume leadership roles and work cooperatively. In order to assure student literacy, and college and career readiness, the English/Language Arts Common Core standards require shared responsibility for student literacy. This means that the technology program is responsible for assuring that students can read and write in the areas of technology. Details and specific standards related to this shared literacy effort are available at this link: http://www.corestandards.org/the-standards/english-language-arts-standards

Technology Grade 9

Technology Grade 10

Technology Grade 11

Technology Grade 12

9-12 Outcomes:

*Develop an appreciation of the significance of technology for life, society and the environment *Use knowledge, skills and techniques to create products/solutions of appropriate quality. *Develop problem-solving, critical- and creative-thinking skills through the application of the design cycle *Use and apply information and communication technology effectively as a means to access, process and communicate information, and to solve problems. *Develop respect for others’ viewpoints and appreciate alternative solutions to problems




Computer Applications The following courses are intended to be an introduction that develops foundational skills, processes and attitudes. Each of the Computer Applications courses is approximately 9 weeks in duration. Therefore, two of these courses must be taken together within a semester. The focus in these courses is to apply the skills learned in classes and life. These courses are offered within the framework of the information and communication technology courses based upon student interest and ability, facilities and faculty abilities and requirements. The Microsoft Office Suite and other applicable software will be used to support the outcomes of these introductory courses.

Computer Applications: Word Processing Software Applications focuses on duties and tasks performed by professionals using word processing software as well as pre-employment and employment skills. The focus of this course will be the use of Microsoft Office Word to produce a variety of documents.

Computer Applications: Presentation Software Applications provides students with the opportunity to develop professional level skills in presentations software. Skills include creating and formatting presentations, creating and formatting slide content, working with visual content, collaborating on and delivering presentations. The focus of this course will be the use of Microsoft PowerPoint to produce a variety of presentations.

Computer Applications: Spreadsheet Software Applications prepares students for careers in business. The course sequence focuses on advanced duties and tasks performed by professionals using spreadsheet software as well as pre-employment and employment skills. The focus of this course will be the use of Microsoft Excel to produce a variety of spreadsheets, charts and graphs.

Computer Applications: Digital Imaging Software Applications provides students with the opportunity to develop professional level skills in imaging software. The focus of this course will be the use of imaging software.

Technology Courses The following semester courses are offered within the framework of the information and communication technology courses based upon student interest and ability, facilities and faculty abilities and requirements.

Digital Media and Publishing Software Applications provide students with the opportunity to develop professional-level skills in multimedia using Moviemaker, Audacity, Photostory3, Piknik, Goanimate and Serif Suite. This product-oriented course introduces the student to interactive multimedia presentations. Hands-on activities are used as students develop skills, master techniques, and prepare products for a client-based environment. Students learn to create professional digital media using animation, sound, and videos. The course also introduces students to document construction for publishing on the World Wide Web using authoring software. Units of instruction include design and layout, font selection, image editing, and digital cameras and images. Internet research and copyright laws are emphasized.

Digital Publishing is a course designed for students with an interest in desktop publishing. This course will provide training in the software for personal use and employment. Students will primarily focus on graphic and layout designs and imaging process and creating publications. Digital products include yearbooks, pamphlets, newspapers and event brochures and posters.

Web Design students will design, implement and manage a website. This is a hands-on laboratory course designed to teach students the concepts, skills and processes involved in website development and management. Students will evaluate a variety of existing website for content, design and functionality. Students will work collaboratively to design, construct and maintain an interactive website based on a single theme or project. Students will use online learning services to access additional resources. Software that will be used: Rubi on Rails, Coffeecup, Weebly, See Monkey, Kompozer and Komodo.


Interactive Media is designed to acquaint students with a variety of multimedia applications. A variety of technology tools will be used to produce multimedia projects that include graphics, sound, video, programming, and other appropriate technology. The emphasis of this course is the production of individual and/or group projects. Programs to be used Scratch, HTML in Notepad.

Video Communications is designed to introduce students to the concepts and equipment related to video production. Through a hands-on, project oriented approach, students will apply knowledge on filming, composition, non-linear insert editing, lighting, storyboarding, audio and computer graphics/effects in order to communicate effectively using the video communication medium. Students will learn correct shooting techniques and how to edit video and sound in order to communicate clearly. Students will also combine digital video footage with non-linear computer based editing in order to produce a video project of high quality. Computer graphics, transitions, and filter effects will also be incorporated into video productions. Students will explore the historical background and career fields related to video/film production in order to decide if this is a career field in which they may be interested. The focus of this course will be the use of Photostory3 and Moviemaker, and Serif Suite will be introduced for integration purposes.

Computer Programming Students will analyze a problem, design a solution, and write the program needed to solve the problem, test the program and make the necessary corrections in the program. Activities will include hands-on programming, developing Apps, group and individual assignments and special projects. Students may demonstrate the ability to communicate with instructor and peers via communications software. Students will use electronic learning services to access additional resources. The programs utilized will be Java or Visual Basic.

Computer Animation The Computer Animation course is designed to provide students with the instruction and skills to create digital illustrations, modeling and animation, character animation, digital motion imagery, and game design. The content includes, but is not limited to, 3D modeling, materials and textures, rendering, and computer animation. Students will also create, record, and edit digital audio, video, and photographic imagery. This course will utilize software programs to develop animation, morphing, 3-D graphics, and virtual reality projects. It is recommended that aspiring graphic designers, computer animators, electronic game designers, engineers, CAD technicians, architects, interior decorators take this course. Software applications such as Scratch, Sketchup, CAD (For DT) will be used.

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