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YEAR 2019-2020

High School Course Description Guide


2019-2020 ASD High School Course Description Guide

The American School of Dubai, an independent not-for-profit U.S. curriculum school, offers what is the best about American education to provide learning experiences designed to promote the maximum potential of its students.

OUR MISSION The American School of Dubai’s mission is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. CORE VALUES Compassion | Excellence | Integrity | Respect | Responsibility STUDENT PROFILE Thinker | Communicator | Contributor | Learner | Leader & Role Model CONTACT P.O. Box 71188 Dubai, UAE +971 4 395 0005 www.asdubai.org

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2019-2020 ASD High School Course Description Guide

Using Your Course Description Guide The American School of Dubai is committed to developing a program of study that meets students’ academic and college goals, offers instruction that will lead to a healthy lifestyle, and affords ample opportunity for participation in meaningful activities. All members of the ASD faculty are here to help students as they select courses for the next academic year.

HIGH SCHOOL ADMINISTRATION

Mercy Jesudass mjesudass@asubai.org

Nadine Richards High School Principal nrichards@asdubai.org

Matthew Tatelman mtatelman@asdubai.org

Kevin Brawn High School Associate Principal kbrawn@asdubai.org Matthew Beck Dean of Students mbeck@asdubai.org COUNSELORS Megan Brooke mbrooke@asdubai.org Rob Herald rherald@asdubai.org

DEPARTMENT CHAIRS ENGLISH Robyn Kemsley rkemsley@asdubai.org LEARNING SUPPORT SERVICES Caroline Dourley cdourley@asdubai.org MATHEMATICS Kristi Heath kheath@asdubai.org PHYSICAL EDUCATION Shawn Sawyer ssawyer@asdubai.org

SCIENCE Lauren Bowers lbowers@asdubai.org SOCIAL SCIENCES Elizabeth Hickey ehickey@asdubai.org TECHNOLOGY, ENGINEERING, AND COMPUTER SCIENCE Jesse Remington jremington@asdubai.org CREATIVE ARTS Phil Ridley pridley@asdubai.org WORLD LANGUAGES Samar Melhem smelhem@asdubai.org

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Table of Contents Graduation Requirements

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AP Capstone Program

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Advisory, Flex, and House System

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New Courses for 2019-2020

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ASD Course Offerings 2019-2020 English 10 Mathematics 14 Science 19 Social Sciences 24 World Languages 29 French

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Spanish

30

Arabic as a World Language

30

Arabic as a Native Language

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Physical Education and Health

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Creative Arts 38 Performing Arts 43 Technology, Engineering, and Computer Science

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Learning Support 52 Interdisciplinary, Capstone, and Experiential Learning

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Appendix: Summary of Course Offerings

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Graduation Requirements / Diploma and Certificate Options 2019-2020 ASD High School Course Description Guide

Graduation Requirements / Diploma and Certificate Options The American School of Dubai (ASD) is an international U.S. curriculum school that inspires students to be global citizens and positive contributors. The curriculum offers students a comprehensive, personalized and rigorous program of studies that holistically prepares students for the many post-secondary opportunities that await them globally. Our academic program builds self-directed and passionate learners through college-preparatory and college-level courses. Our advisory, electives, experiential learning, and extracurricular offerings further build important executive skills and competencies that allow students to discover and nurture their abilities and interests. ASD offers a block schedule in which students can earn credits during the year. Semester and year long courses are offered with a standards-based cumulative grading system.

Course

Minimum Required Credits

English*

4

Mathematics

3

Science

3

Social Sciences

3

World Languages** (Language Progression Arabic, French, Spanish)

2

Physical and Health Education

2

Creative Arts

2

Technology, Engineering, and Computer Science

0.5

Core Electives***

3

Non-Core Electives (any area)

2.5

Total Credits Required

25

*This is defined as the completion of one full credit per year of high school. **All Arab Nationals must take Arabic Language. This may count towards their language progression credit. *** Any core subject course beyond the minimum ASD requirement.

INTERNATIONAL DIPLOMA The AP International Diploma is globally recognized and offered by the College Board for students attending schools outside the U.S. Students who receive scores of three or higher in 5 courses across specific content areas will be awarded this distinction. This is not a substitute for the regular high school diploma but rather an opportunity to highlight outstanding academic achievement across a variety of disciplines by our international students. To meet the eligibility requirements, students must complete AP courses in the following content areas:

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1

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AP COURSE WITH A GLOBAL PERSPECTIVE

AP COURSE OF CHOICE

AP SCIENCE OR MATH OR COMPUTER SCIENCE COURSE

ANY 2 DIFFERENT AP LANGUAGES*

Course offerings at ASD: World History, US History, European History, Human Geography, Macroeconomics or Microeconomics

(can not be a language class)

Course offerings at ASD: Statistics, Calculus AB, Calculus BC, Biology Chemistry, Physics 1, Physics C or Computer Science Principles

Course offerings at ASD: English Language or English Literature, Spanish Language, French Language, NEWL Arabic Certificate

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Graduation Requirements / Diploma and Certificate Options 2019-2020 ASD High School Course Description Guide

AP CAPSTONE DIPLOMA OR CERTIFICATE The AP Capstone Program is a culminating two-year credential program where students develop and apply their skills and knowledge to real world phenomena that they are personally interested in researching. This College Board program emphasizes critical thinking, problem solving, research, investigation, analysis, argumentative writing and presentation skills. Rather than subject-specific or contentbased courses, the seminar and research courses utilize an interdisciplinary approach to learning that better prepares students for higher education. Diploma: Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing receive the Capstone Diploma. Certificate: Students who earn scores of 3 or higher in both of the AP Capstone courses but not on four additional AP Exams will receive the AP Seminar and Research Certificate.

AP CAPSTONE PROGRAM DIPLOMA

4 AP Courses and Exams (Student’s Choice)

AP SEMINAR • Team Project & Presentation • Research-based Essays and Presentation • Written Exam

AP RESEARCH • Academic Thesis • Public Presentation and Defense

ARABIC CERTIFICATE (NEW) In the 2019-2020 school year, the Arabic Department will be offering Arabic language students the opportunity to gain international and external recognition for their Arabic learning through the online Arabic NEWL (National Exam in World Languages). The exam measures functional language proficiency across four skills: reading and listening comprehension, speaking, and writing. It provides high school students with AP®-style score reports that can be used to apply for college credit and/or placement. Students in Grades 11 and 12 who have successfully completed Native 3 (and beyond) or Arabic 4 (and beyond) are eligible to sit for this exam. NEWL scores have previously been accepted by a number of prestigious universities,

including University of Maryland, DePaul University, Purdue University, Cornell University, and others. The College Board has formally endorsed NEWL and has recommended to its 6,000+ member institutions that NEWL scores be treated the same as a comparable AP® score. *Please note that students can fulfill this requirement with a letter of proficiency verifying their Mastery of the Arabic language. Students can use the NEWL Arabic exam as proof of proficiency to fulfill this requirement. Upon successful completion of this exam, an official letter from the school will be submitted to the College Board so it can be included with the student’s AP records. In addition, students can also make an Independent Exam Requests to order and write AP exams in language classes that are not offered at ASD. These requests are reviewed by the AP Coordinator, and the Counseling and Arabic departments for approval. ADVISORY, FLEX, AND HOUSE SYSTEM The advisory, flex, and house systems were designed to build and maintain a community feel where every student can connect and feel supported. The program seeks to build students’ moral character, and collaborative, interpersonal and executive skills. Students have the opportunity to explore their passions, develop their identity, and recognize their strengths (talents). Healthy lifestyles, wellness, adaptability, and intercultural humanity are nurtured through these programs. At ASD, we strive to develop the whole child­—emotionally, socially, and academically. COURSE SELECTION Course selections should be made in alignment with ASD graduation requirements, prerequisites and students’ four-year plans. Counselors are available for consultation regarding individual course selection. There are rare circumstances upon the start of the new school year that warrant course withdrawals. These may include: inappropriate level placement and/or missing graduation requirements. The Counseling Office will accept Course Withdrawal Request Forms for such extenuating circumstances within a designated time period at the start of the school year, and during the first week of semester 2. Course withdrawal requests are subject to administrative approval. Students are required to attend the original class until the change in program has been officially approved and updated in Powerschool. Students and parents should refer to the High School Handbook for more information on the ASD withdrawal policy and procedures.

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New Course Offerings 2019-2020 ASD High School Course Description Guide

New Course Offerings for SY 2019-2020 At ASD, student agency, voice and choice are important. The following courses have been developed for the 2019-2020 school year to expand students’ learning options.

Science Department Thinking and Engineering Anatomy & Physiology AP Physics C: Mechanics and Electricity & Magnetism AP Physics C Lab ______________________________________________________ PE & Health Department Kinesiology (can also be counted towards a science elective) ______________________________________________________ Math Department Architecture (can also be a Technology credit) ______________________________________________________ Social Sciences Department Intro to Geography and Our World Human Geography (with AP option) Business Economics US History: Research Methodologies

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Technology, Engineering, and Computer Science Department Engineering Solutions Computer Programming: Analysis (Python) Digital Design and Publications Visual and Performing Arts Wind Ensemble Visual Communication III or IV Core Studio I*: Core Studio II*: Core Studio III*: *Students choose two focus modules every semester to explore in depth for each Core Studio I, II, and III. These include: • Drawing • 2D Media Application • Sculpture • Ceramics • 3D Digital Modeling • Woodworking • Digital Design


ASD Course Offerings 2019-2020

ASD Course Offerings 2019-2020 English Mathematics Science Social Sciences World Languages PE and Health Creative Arts Technology, Engineering, and Computer Science Learning Support Interdisciplinary, Capstone, and Experiential Learning

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English 2019-2020 ASD High School Course Description Guide

English GRADUATION REQUIREMENTS: 4 YEARS/CREDITS The English/Language Arts program ensures that students acquire and master tools for effective communication, research, listening, reading, speaking, analytical, and writing skills. ENGLISH COURSE SEQUENCE

GRADE 9

GRADE 10

GRADE 11 & 12

English 9

English 10

AP English Language and Composition

AP English Literature and Composition

Approaches to Literature: American Perspectives

Approaches to Literature: Global Topics

Approaches to Literature: Language and Communication

Read to Write: An Exploration in Creative Writing (1 SEMESTER)

Approaches to Criticism: Media & Society (1 SEMESTER)

Film in Focus (1 SEMESTER)

Journalism I: News Team

Journalism II: Editorial Team

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English 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions

necessary to deconstruct and analyze text not only within but also outside the academic setting. Students enrolled will be expected to take the College Board exam in May.

ENGLISH 9 Credit: 1.0 EN Length: 1 Year Level(s): Grade 9 Prerequisites: None

AP ENGLISH LITERATURE AND COMPOSITION Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Instructor approval and successful completion of English 10. If selecting course as a senior, successful completion of one of the Approaches to Literature or AP Language and Composition. Should have at least a B+ in their current English course.

English 9 broadens the students’ literary experiences by introducing them to several classics and establishes a foundation for the advanced study of various genres. Units will include short stories, drama, poetry, fiction, and nonfiction. A strong emphasis is placed on developing a lifelong passion for reading. In addition to reading and analyzing texts, the course emphasizes the development of writing, research, speaking, listening, grammar, and vocabulary skills. ______________________________________________________ ENGLISH 10 Credit: 1.0 EN Length: 1 Year Level(s): Grade 10 Prerequisite: Successful completion of Grade 9 English English 10 surveys World Literature from historical and cultural perspectives, and also connects texts to relevant, current issues. Students will analyze fiction and non-fiction, examining the author’s use of literary devices and major social, political, and economic forces related to the works. A strong emphasis is placed on developing a lifelong passion for reading. In addition to reading and analyzing texts, the course emphasizes the development of writing, research, speaking, listening, grammar, and vocabulary skills. ______________________________________________________ AP ENGLISH LANGUAGE AND COMPOSITION Credit: 1.0 EN/CELT Length: 1 Year Level(s): Grade 11 - 12 Prerequisites: B+ or better in English 10. Seniors must successfully complete one Approaches to Literature or AP Literature and Composition with a B+ average or better in their current English course. AP English Language and Composition is offered to students in Grades 11 or 12 who demonstrate advanced reading and writing skills. The course focuses on the rhetorical analysis of selected non-fiction passages, synthesis, and argument writing. By engaging in the reading and writing activities in the AP Language and Composition course, students will become enthusiastic participants in civic discourse. Students will gain the critical thinking skills

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AP English Literature and Composition is offered to students in Grades 11 or 12 who demonstrate language skills capable of performing at an advanced level as well as a strong desire to study literature. Course study includes extensive reading, an in-depth analysis of selected literary passages, and concentration on timed essay writing. Student commitment to improvement and interest in literary studies should be strong and genuine. In accordance with the College Board Standard, students will develop a wide-ranging vocabulary, a variety of sentence structures, a logical organization, and an effective use of rhetoric including controlling tone, and maintaining a consistent voice. Students enrolled will be expected to take the College Board exam in May. ______________________________________________________ APPROACHES TO LITERATURE: AMERICAN PERSPECTIVES Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Successful completion of Grade 10 English Approaches to Literature: American Perspectives will survey seminal American literature from historical and theme-based perspectives as well as connect texts to relevant, current issues. Students will analyze and synthesize fiction and non-fiction, examining authors’ use of literary devices and major social, political, and economic forces related to the works. In addition to reading and analyzing texts, the course emphasizes writing, research, speaking, listening, and developing grammar and vocabulary. There is also a major focus placed on the use of literary and rhetorical strategies in both writing and speaking.

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English 2019-2020 ASD High School Course Description Guide

APPROACHES TO LITERATURE: GLOBAL TOPICS Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Successful completion of Grade 10 English Approaches to Literature: Global Topics focuses on the study of literature concerned with social, cultural, and political forces both regionally and globally. Topics of study may include education, political movements, ideological and cultural conflicts, and humans’ relationship with nature. The texts will include a wide range of fiction and nonfiction in a variety of genres and media. In addition to the development of critical reading and analysis of texts, the course emphasizes writing, research, speaking, listening, and developing grammar and vocabulary. A major focus is placed on literary analysis of concepts such as theme, characterization, and symbolism. ______________________________________________________ APPROACHES TO LITERATURE: LANGUAGE AND COMMUNICATION Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Successful completion of Grade 10 English Approaches to Literature: Language and Communication is devoted to the study of fiction and non-fiction texts from a wide range of eras, genres and global regions in order to acquire an understanding of language as a purposeful, communicative medium. Students will be introduced to the history of language, the development of sociolinguistics and develop skills for both literary and rhetorical analysis. In addition to the critical reading and analysis of texts, the course emphasizes writing, speaking, researching, listening, and developing grammar and vocabulary. ______________________________________________________ READ TO WRITE: AN EXPLORATION IN CREATIVE WRITING Credit: 0.5 EN/CELT Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: English 9 and 10 Creative Writing provides students the opportunity to read, analyze, and critique a variety of rigorous text(s) in order to find their own voice, style, and story. Students will read and create writing pieces which model masters of various genres, as well as establish their own personal writing style. Genres to be explored through both reading and writing

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include: poetry, fiction, drama, non-fiction, essay, biography, screenplay, letters, visuals, song, and graphic novels. Students will be afforded ample experiences revising, reflecting, presenting, and showcasing their own writing with peers and the instructor. Peer review, collaboration, and deep engagement in the writing process is a key component of the course. ______________________________________________________ APPROACHES TO CRITICISM: MEDIA & SOCIETY Credit: 0.5 EN/CELT Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: English 9 and 10 What does it mean to be literate in the 21st century? Students who take this course will learn to better understand the media which saturate our culture; more importantly, this course will teach students how to take control of the media, instead of allowing it to shape their views and self-image. Students taking this course can expect to understand the various form of media literacy and decide what part of the media sphere they belong to: creator, consumer, or something else. In order to become media literate, students will learn how to read news articles, still and moving images, advertisements, and web-based media in an analytical and critical way. They will also create their own media products, employing the skills and techniques learned through critical analysis. Through their study of the media, students will develop the skills of: critical thinking; close reading of informational texts; argumentative speaking and writing; creativity; and building understanding through discussion and debate. Specific areas of study may include: analyzing current trends and issues in the news media; media regulation; representation of gender and race; advertising; the economy of the media; television; and emerging new media such as social media. This course is recommended as a good preparation for/ companion to AP Language and Composition.


English 2019-2020 ASD High School Course Description Guide

FILM IN FOCUS Credit: 0.5 EN/CELT Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: English 9 and 10

JOURNALISM II: EDITORIAL TEAM Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisites: Journalism I

Film in Focus introduces students to the idea of “film as a text” and how to “read” a film. Films contain the complexity and context which can be found in both literary and nonfiction sources. Just as with literary work, a reader of film must develop a trained eye to analyze, discuss and appreciate film. This course will explore questions such as how film is a unique form of artistic, personal, and political expression, and what the relationship is between film techniques and narrative effect. As well, students will examine the role of film in society and the medium’s effect on people, trends, history, and collective emotional understandings. Students will also read a selection of literary works that have been turned into films and discuss the differences in a director’s versus an author’s choices, and get to the essence of the art of adaptation. Students will also become conversant in film theory in order to produce high level analysis and critique of work viewed in and out of class. Students will view films with the purpose to engage in discussion, collaboration, and critique. Students will have a chance to work across many forms including writing film critiques, engaging in visual analysis, and crafting original screenplays. Non-fiction reading will sample from publications such as the New Yorker, The Atlantic Monthly, Variety, as well as other contemporary, and scholarly sources.

Students wishing to take on an editing role for the Akhbar should exhibit strong writing, organizational, and editing skills. They should enjoy leading a team and mentoring younger students. As well as writing a range of articles, editors will take responsibility for the overall design, layout and content of The Akhbar. They will also learn how to check for accuracy and fairness in the magazine’s articles and develop a strong creative vision.

______________________________________________________ JOURNALISM I: NEWS TEAM Credit: 1.0 EN/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisites: None Journalism students should exhibit strong writing, organizational, and editing skills. Students enrolling in the course will learn to publish a professional magazine, and should enjoy working as part of a team. They will write news articles, feature stories, sports stories, columns, and headlines. Students will also design layouts, and work as part of the team that edits and publishes the high school student magazine, the Akhbar. This course may be repeated for credit.

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Mathematics 2019-2020 ASD High School Course Description Guide

Mathematics GRADUATION REQUIREMENTS: 3 YEARS/CREDITS The Mathematics Department provides students with a solid foundation in the basics of the various fields of mathematics (arithmetic, algebra, geometry, computation, logic, functions, numerical, graphical, and statistical analysis). Students apply these skills to real world problems and gain an understanding of advanced concepts that are transdisciplinary. MATHEMATICS COURSE SEQUENCE

Geometry / Adv. Geometry

Architecture

Algebra II / Adv. Algebra II

Discrete Math and Applications

Algebra II / Adv. Algebra II

Discrete Math and Applications

Statistics / AP Statistics

Statistics / AP Statistics

Pre-Calculus / Adv. Pre-Calculus

Pre-Calculus / Adv. Pre-Calculus

Calculus

Algebra I

AP Calculus AB Algebra II / Adv. Algebra II

Geometry / Adv. Geometry

AP Calculus BC

Architecture Discrete Math and Applications Statistics / AP Statistics Pre-Calculus / Adv. Pre-Calculus

Math Lab

Calculus

AP Calculus AB

* Algebra, Geometry and Algebra 2 are minimum Mathematics requirements for most universities (4 years recommended)

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AP Calculus BC


Mathematics 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions ALGEBRA I Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 9 Prerequisite: Math 8 Algebra I concentrates on algebraic concepts such as: linear relationships, their graphs and functions; systems of linear equations and linear inequalities; powers and exponents; quadratic equations; polynomials and factoring. Problem solving skills are emphasized throughout the course. Students will also learn to use technology to aid them in problem solving. A TI-84 calculator or N-Spire CX CAS is required for this course. ______________________________________________________ MATH LAB Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 9 – 10 Prerequisite: LSS This course aims to build student confidence and mathematical foundation. Instruction is personalized and targeted to develop mathematical skills, knowledge, and mindset. Interventions and strategies build on numeracy, computational fluency, and algebraic skills. Organizational, study, and test taking strategies are also developed. Given the small student to teacher ratio, the course focuses on providing individualized interventions, remediation, and preand re-teaching. ______________________________________________________ GEOMETRY Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 9 - 10 Prerequisite: Algebra 1

ADVANCED GEOMETRY Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 9 – 10 Prerequisites: Algebra I with a minimum grade of B+ and teacher recommendation based on other data points Advanced Geometry integrates a traditional deductive approach with an inductive approach and an emphasis on problem solving skills. Students discover and apply the properties of transformation, congruence, similarity, and trigonometry to solve problems about triangles and other figures. Additional topics include: circle theorems, coordinate geometry, conic sections, vectors, geometric measurement, and probability. Throughout the course, students will create two-column proofs such as creating algebraic expressions, identifying functions, graphing and solving linear equations, simplifying radicals and exponents, factoring, graphic and solving linear equations, simplifying radicals and exponents, factoring, graphing and solving quadratic equations, and solving systems of equations. Students who are successful in this course will be prepared to take Advanced Algebra II. A TI-84 or N-Spire CX CAS calculator is required for this course. ______________________________________________________ ALGEBRA II Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 9 - 11 Prerequisites: Algebra I and Geometry/Advanced Geometry, or taken concurrently with Geometry/Advanced Geometry Algebra II further develops the concepts learned in Algebra I and Geometry such as: linear, quadratic, polynomial, rational, radical, exponential, logarithmic, and trigonometric functions, descriptive statistics, and properties of the unit circle. Problem solving skills in real life situations are also emphasized throughout the course. A TI-84 calculator or N-Spire CX CAS is required for this course.

Geometry integrates a traditional deductive approach. The first semester includes reasoning and writing proofs, transformations, congruency, and similarity of triangles and triangle trigonometry. The second semester covers polygons, circles, areas and volumes and solids, and geometric probability. Problem solving skills are emphasized throughout the course. A TI-84 calculator or N-Spire CX CAS is required for this course.

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Mathematics 2019-2020 ASD High School Course Description Guide

ARCHITECTURE Credit: 1.0 Tech or MM/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisites: Geometry/Advanced Geometry Architecture is the transition from nothingness to place to space. This class will focus on modeling, design, and revision to give students a project-based introduction to the social, cultural, and material influences of the design and production of built environments. We will use mathematics in the geometry of design as well as an analysis of material needs. We will use technology to assist with modeling. We will begin with concepts of design in space and move to practical realities and eventually technical design over the course of four units in which we investigate the design of classical structures, personal space, community space, and functional landscapes. ______________________________________________________ ADVANCED ALGEBRA II Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 9 - 11 Prerequisites: Advanced Geometry with a grade of B+ or an A in Geometry and teacher recommendation based on other data points Advanced Algebra II expands on topics introduced in Algebra I and Geometry with emphasis on simplifying and solving equations, transforming graphs, interpreting key features of functions, and modeling real-life scenarios. Students will make connections between the various mathematical representations of polynomial, exponential, absolute value, logarithmic, radical, rational, and trigonometric functions. Additionally, students will analyze and make conclusions about univariate and bivariate data. In order to be successful in this course, students are expected to have mastered key Algebra I concepts. Students who are successful in this course will be prepared to take Advanced Pre-Calculus. A TI-84 or N-Spire CX CAS calculator is required for this course. ______________________________________________________ DISCRETE MATH AND APPLICATIONS Credit: 1.0 MM/CELT Length: 1 Year Grade Level: Grade 10 - 12 Prerequisite: Algebra II Discrete Math and Applications is the study of various math topics that do not fall into the traditional mathematics curriculum. This course will not be focused on algebra skills. Topics include the mathematics of social choice (voting systems and fairness), management science

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(solving problems involving organizing and managing of complex activities),and probability and statistics (useful for all intended majors in university). Discrete Math and Applications is for all students especially students focused on a liberal arts pathway. ______________________________________________________ PRE-CALCULUS Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 – 12 Prerequisite: Algebra II/ Advanced Algebra II Pre-Calculus further develops the concepts learned in Algebra II preparing students for the transition into Calculus: polynomial, rational, radical, exponential, logarithmic, and trigonometric functions, descriptive statistics, sequences and series, the unit circle, analytical trigonometry, and conics. Problem solving skills in real life situations are emphasized throughout the course. A TI-84 or N-Spire CX CAS calculator is required for this course. ______________________________________________________ ADVANCED PRE-CALCULUS Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 – 12 Prerequisites: Advanced Algebra II B+ or higher, Grade of A in Algebra ll and teacher recommendation based on other data points Advanced Pre-Calculus is a college level I mathematics course. It covers a variety of topics, including algebraic functions such as polynomials, rationales, and radicals and their applications, transcendental functions such as exponential and logarithmic and their graphs, trigonometric functions and their applications, analytic trigonometry, analytic geometry, sequences and series, vector analysis, parametric and polar equations. Attention will be given to applying the above topics to real-world problems and mathematical modeling. In addition, each of these topics will be emphasized using graphical, numerical, analytical, and verbal representations. Students who successfully complete this course will be prepared to move directly into AP Calculus AB. A TI-84 or N-Spire CX CAS calculator is required for this course.


Mathematics 2019-2020 ASD High School Course Description Guide

CALCULUS Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Pre-Calculus/Advanced Pre-Calculus Calculus is a full-year, college level course in the calculus of functions of one independent variable. The course is based on the four major concepts of calculus: limits, derivatives, definite, and indefinite integrals. The class will focus on being able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal and understanding the connections among these representations. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. A TI-84 or N-Spire CX CAS calculator is required for this course. ______________________________________________________ AP CALCULUS AB Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Advanced Pre-Calculus or Pre-Calculus with a minimum B+ average and teacher recommendation based on other data points AP Calculus AB is a full-year, college level course in the calculus of functions of one independent variable. The course is based on the four major concepts of calculus: limits, derivatives, definite and indefinite integrals. According to College Board, students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal, and understand the connections among these representations. Students will be familiar with the meaning of the derivative in terms of a rate of change and local linear approximation and be able to use derivatives to solve a variety of problems. Students should be able to understand the meaning of the definite integral, both as a limit of Riemann sums and as the net accumulation of change, and should be able to use integrals to solve a variety of problems. They should also comprehend the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus. In addition, students should be able to communicate mathematics both orally and in well-written sentences and be able to explain solutions to problems. Students should be able to model a written description of a physical situation with a function, a differential equation, or an integral; and they should be able to use technology to help solve problems, experiment,

interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May. ______________________________________________________ AP CALCULUS BC Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Calculus or AP Calculus AB and teacher recommendation based on other data points AP Calculus BC is a full-year, college level course that covers an extensive study of functions, graphs, limits, derivatives, definite integrals, polynomial approximations, and series and applications of all the above. Each of these topics is approached via the “Rule of Four�, with activities that emphasize expressing mathematics from graphical, numerical, analytical, and verbal representations. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. The second semester will focus on problem based learning, with students engaging in real-life applications of mathematics. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May. ______________________________________________________ STATISTICS Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisites: Algebra Il or Advanced Algebra ll The Statistics course introduces students to the major statistical concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four main conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and inferential statistics. Students choose the AP Track or the non-AP Track. Students who complete Statistics will not be eligible to take AP Statistics.

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Mathematics 2019-2020 ASD High School Course Description Guide

AP STATISTICS Credit: 1.0 MM/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Algebra II/Advanced Algebra II with a minimum B average, and teacher recommendation AP Statistics is a full-year college level course that introduces 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; and statistical inference: estimating population parameters and testing hypotheses. Students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May.

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Science 2019-2020 ASD High School Course Description Guide

Science GRADUATION REQUIREMENTS: 3 YEARS/CREDITS The science program acquaints students with the laws governing the universe and promotes quantitative scientific thinking and problem-solving skills. Students investigate and discover the wonders of life, the physical world and engineering practices that shape interdisciplinary perspective on the human species and world. SCIENCE COURSE SEQUENCE GRADE 9

GRADE 10

GRADE 11 & 12

Earth & E  nvironmental

Biology

Anatomy & Physiology Kinesiology AP Biology & Lab (Chemistry Corequisite)

Chemistry

AP Chemistry & Lab

Physics

AP Physics 1 & Lab

(Algebra II Prerequisite)

Biology

Anatomy & Physiology

AP Physics C & Lab (Calculus Prerequisite or Calculus AB Corequisite)

Kinesiology AP Biology & Lab (Chemistry Prerequisite)

(Chemistry Corequisite)

Chemistry

AP Chemistry & Lab

Physics

AP Physics 1 & Lab

(Algebra II Prerequisite)

Chemistry (Algebra I Prerequisite)

AP Biology & Lab

Earth & Environmental

Earth & Environmental Biology

AP Physics C & Lab (Calculus Prerequisite or Calculus AB Corequisite)

Anatomy & Physiology Kinesiology AP Biology & Lab (Chemistry Corequisite)

ELECTIVES (OPEN TO ANY GRADE) Marine Biology Thinking & Engineering

Physics (Algebra II Prerequisite)

AP Chemistry & Lab

AP Physics 1 & Lab AP Physics C & Lab (Calculus Prerequisite or Calculus AB Corequisite)

*Students should plan on taking 3+years of Lab Science, which are minimum requirements for most universities.

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Science 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions

CHEMISTRY Credit: 1.0 SC/CELT Length: 1 Year Prerequisite: Algebra I

EARTH AND ENVIRONMENTAL SCIENCE Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: None

The general chemistry course at ASD aims to prepare students with the knowledge and ability to apply scientific reasoning to a host of applications in their everyday lives now and in the future. This is accomplished by integrating the course content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing of data, constructing explanations, and communicating this information to their peers. Throughout the year, students apply these skills to the concepts of matter (structure and properties), chemical reactions, thermodynamics, stoichiometry, and waves. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios.

The general Earth and Environmental science course at ASD aims to prepare students with the knowledge and ability to apply scientific reasoning to a host of applications in their everyday lives now and in the future. This is accomplished by integrating the course content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing of data, constructing explanations, and communicating this information to their peers. Students will explore Earth processes, ecosystems, natural resources, human impact, and the cycling of matter. Each semester will culminate in an engineering task that allows students to create solutions for resource challenges and ecological solutions. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios. ______________________________________________________ BIOLOGY Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: None The general Biology course is intended to provide a challenging, in-depth study of living organisms while providing a strong foundation for those students who will choose to pursue advanced biology. The course integrates content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing of data, constructing explanations, and communicating this information to their peers. Throughout the year, students apply these skills through the concepts of inheritance and variation, matter and energy in organisms and ecosystems, and natural selection and evolution. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios.

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______________________________________________________ THINKING & ENGINEERING Credit: 0.5 SC/CELT Length: 1 Semester Prerequisite: None How do you imagine your world? Students will engage in a Human-Centered Design approach while building, testing, and exploring solutions for human-related problems. They will participate in all stages of the engineering design process. Individuals will experience how the stages generate innovation and creativity and how they secure sound decision-making that involves consideration of constraints and limitations. Students will develop the skill of gaining empathy for the users they designing solutions for. Additionally, through reverse engineering, use of failure as information and data, and practice in spatial skill development all students will access the effective thinking of an engineer and establish a foundation for diverse thinking and problem solving in order to proactively reimagine and develop their own solution-oriented world.


Science 2019-2020 ASD High School Course Description Guide

AP BIOLOGY Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: Grade 10*: Biology and Chemistry. Grade 11-12*: Biology and Chemistry. Chemistry can be a corequisite. B+ or higher in prerequisite. The course emphasizes the four “Big Ideas� from the AP Biology curriculum. Topics and concepts are those found in most university modern biology courses taught throughout the United States. The big ideas are: the process of evolution drives the diversity and unity of life; biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis; living systems store, retrieve, transmit, and respond to information essential to life processes; biological systems interact, and these systems and their interactions possess complex properties. The course is divided into eight essential units: biochemistry, cells, enzymes and metabolism, heredity, molecular genetics, evolution, practices are assessed through inquiry experiments, which include at least two laboratory activities under each big idea. Students enrolled will be expected to take the College Board exam in May.

PHYSICS Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: Algebra II Physics is a one-year course that helps students better understand the physical world. The course is focused on developing a strong foundation in three big ideas of physics: Motion, Forces, and Energy. Additional topics that build upon these foundations include a more in depth study of Gravitation, Electromagnetism, Nuclear Physics, and Cosmology. The class is inquiry-based, with emphasis on an experimental approach to learning. Throughout the year, students perform investigations designed to unlock understanding of the concepts. They then apply these concepts to real-world situations. The technology and equipment in the physics lab will allow students to learn each of these topics through hands-on investigation. The solving assignments, and a some larger projects throughout the year.

______________________________________________________ AP BIOLOGY LAB Credit: 0.5 SC/CELT Length: 1 Semester (fall semester only) Prerequisites: Concurrent enrollment in AP Biology Note: This is a pass/fail course a college-level course in Biology and in preparing a student for upper-level Biology courses in college. The AP Exam in Biology includes a required laboratory-based question on the free response section so the execution of appropriate experiments is important for student success. Data shows that student scores on the AP Biology exam improve with increase time spent in the laboratory.

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Science 2019-2020 ASD High School Course Description Guide

AP CHEMISTRY Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: Chemistry and Algebra II with at least a B+ average and teacher recommendation based on student assessment data Note: The student must be enrolled in AP Chemistry lab first semester if enrolled in this course AP Chemistry is offered to students who are interested in the subject and/or based on the evaluation of their previous academic record in general chemistry. The course will navigate through new topics (AP College Board Big Ideas 1-6) while touching on and reinforcing foundations from general chemistry. The course is mathematical based, with a strong laboratory component during the 1st semester. It will develop the students’ ability to incorporate mathematical skills in the solving of chemistry problems, both through the use of standard AP problems and laboratory activities. AP Chemistry provides development of the fundamental concepts and principles of chemistry with an emphasis on inquiry and critical thinking skills. ______________________________________________________ AP CHEMISTRY LAB Credit: 0.5 SC/CELT Length: 1 Semester (fall semester only) Prerequisites: Concurrent enrollment in AP Chemistry Note: This is a pass/fail course. AP Chemistry Lab is important in fulfilling the requirements of a college-level course in chemistry and in preparing a student for upper-level chemistry courses in college. The AP exam in chemistry includes a required laboratory-based question on the free-response section so the execution of appropriate experiments is important for student success. Data shows that student scores on the AP Chemistry Exam improve with increased time spent in the laboratory. ______________________________________________________ AP PHYSICS l Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: Algebra II, and Physics with at least a B+ average AP Physics I is a full-year course equivalent to the first and second semester of a typical introductory, algebrabased, college physics course. This framework focuses on the big ideas in an introductory college-level physics sequence and provides students with enduring, conceptual understandings of foundational physics principles. This approach will enable students to spend less time on mathematical routines and more time engaged in inquiry-

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based learning of essential concepts, and it will help them develop the critical thinking and reasoning skills necessary to engage in the science practices used throughout their study of algebra-based AP Physics and subsequent course work in science disciplines. Students will develop a deep understanding of physics principles and the ability to reason about physical phenomena using important science process skills such as explaining causal relationships, applying and justifying the use of mathematical routines, designing experiments, analyzing data, and making connections across multiple topics within the course. The course will explore mechanics in depth, with a brief overview of some electricity and magnetism concepts. Students enrolled will be expected to take the College Board exam in May. ______________________________________________________ AP PHYSICS C (MECHANICS, ELECTRICITY & MAGNETISM) Credit: 1.0 SC/CELT Length: 1 Year Prerequisites: Prerequisite: Calculus, Physics with at least a B+ Corequisite: AP Calculus AB Mechanics is equivalent to a one-semester, calculusbased, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Introductory differential and integral calculus is used throughout the course. In laboratory experiments, students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Students enrolled will be expected to take the College Board exam in May. ______________________________________________________ AP PHYSICS LAB Credit: 0.5 SC/CELT Length: 1 Semester (spring semester only) Prerequisites: Concurrent enrollment in AP Physics 1 or AP Physics C Note: This is a pass/fail course. AP Physics Lab is important in fulfilling the requirements of a college-level course in chemistry and in preparing a student for upper-level chemistry courses in college. The AP exam in both Physics 1 and C includes a required laboratory-based question on the free-response section so the execution of appropriate experiments is important for student success. Data shows that student scores on the AP Physics 1 and C Exams improve with increased time spent in the laboratory.


Science 2019-2020 ASD High School Course Description Guide

MARINE BIOLOGY Credit: 0.5 SC/CELT Length: 1 Semester Prerequisite: None

ANATOMY & PHYSIOLOGY Credit: 1.0 SC/CELT Length: 1 Year Prerequisite: Biology

Marine Biology is devoted to the study of the marine environment and the organisms that live in it. Students will learn about the physical structure and chemistry of the ocean, the diversity of ocean life, and the basic principles of marine ecology and conservation. The aim of the course is, to enable students to become more aware of the scope and impact of human interactions with the marine environment.

Anatomy and Physiology is a rigorous course that provides a working knowledge of the parts of the human body (anatomy) and how these parts function (physiology). Students will focus on four main cross-cutting concepts throughout the course: structure is related to function, the relationship between cause and effect, stability and change, and systems and system models. The aim of the course is to enable students to understand how the different systems of the body work together to allow the entire body to function. This course is designed specifically for students who would like to pursue and prepare to take on postsecondary classes involving health-related fields of study. Throughout the course, students will be given opportunities to develop their scientific process skills and laboratory techniques. Demonstrations, lab activities, videos and dissections will be used to supplement classroom lecture and discussion.

Throughout the course, students will be given opportunities to develop scientific process skills and laboratory techniques. Demonstrations, lab activities, videos, project work and a field trip will be used to supplement classroom lecture and discussion. ______________________________________________________ KINESIOLOGY Credit: 0.5 SC/CELT or PE Length: 1 Semester Prerequisite: Competitive Team Sports I or Lifetime Sports I and Biology. Recommended Prerequisite: Human Anatomy Grades: 10-12 Kinesiology gives students the opportunity to study anatomy, exercise physiology, training principles and athletic injuries. This course will provide students with a foundation in the scientific study of human movement and will prepare students for university programs in physical education, human kinetics, health sciences and recreation. Students will be introduced to the muscular, skeletal and energy systems in order to achieve a deeper understanding of the connection between physiology and human performance. Kinesiology is an academic course and could include tests, presentations, discussions, debates and scientific experiments. Project-based activities and work with volunteers may be included.

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Social Sciences 2019-2020 ASD High School Course Description Guide

Social Sciences GRADUATION REQUIREMENTS: 3 YEARS/CREDITS The social sciences program develops student’s historical-analytical, critical thinking, intercultural consciousness, problem-solving, and communication skills.

SOCIAL SCIENCES COURSE SEQUENCE GRADE 9

GRADE 10

GRADE 11 & 12 U.S. History: Research Methodologies

AP European History AP World History AP Psychology Global Issues in Action Human Geography

AP US History

Intro to Geography and Our World AP Microeconomics Modern World History AP Macroeconomics

AP Micro/Macro

ELECTIVES (OPEN TO GRADES 10-12) Sociology

Psychology

Race, Culture, and Human Rights

Business Economics

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Social Sciences 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions GLOBAL ISSUES IN ACTION Credit: 1.0 SS Length: 1 Year Grade Level(s): Grade 9 Prerequisite: None. How can I make a difference in the world today, tomorrow... forever? Global Issues in Action is an inquiry-based course centered around six core ideas/concepts of Globalization: Population and Migration, Standards of Living, Culture Human/Civil Rights, and Environment. Using an inquirybased process and case study approach, spanning a variety of specific regions and time periods, students will take an active role in identifying the scope of big issues, culminating in an inquiry project that focuses on a real-world challenges; all this while developing the skills necessary for further success in high-school social studies. ______________________________________________________ INTRODUCTION TO GEOGRAPHY AND OUR WORLD Credit: 1.0 SS Length: 1 Year Level(s): Grade 9 Prerequisite: None How does geography and history shapes our lives? What information do we derive from seemingly simple yet complex systems of culture, economics, and politics within the global sphere? Students engage in an inquirybased course centered around five core ideas/concepts: Geography and Populations, The State, Economic Systems, Culture, and Social Structures. Using an inquiry-based process and case study approach, spanning a variety of specific regions and time periods, this course will provide a broad way of thinking about both Geography and World History and develop the skills necessary for further success in high-school social studies. ______________________________________________________ AP WORLD HISTORY Credit: 1.0 SS Length: 1 Year Level(s): Grade 10 and 11 Prerequisite: Minimum B average in current Social Sciences course and AP Potential Eligible How can we learn from the past so we are not doomed to repeat the mistakes from the past? AP World History focuses on developing students’ abilities to think

conceptually about world history and apply historical thinking skills as they learn about the past. Five themes of equal importance focusing on the environment, cultures, state-building, economic systems, and social structures– provide area of historical inquiry for investigation throughout the course. Students explore the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and process that cross multiple regions. This course engages students in a college-level reading, analysis, writing, and responsibility for learning. Students must take the College Board exam in May. ______________________________________________________ HUMAN GEOGRAPHY (WITH AP OPTION) Credit: 1.0 SS Length: 1 Year Grade Level: Grade 10 (AP Optional), Grade 11-12 (AP Option only) Prerequisite: Grade 9 Social Sciences What impact does human decisions have on societal, global and environmental progress? Students explore the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. It is an excellent course for preparing students to become geo-literate youth and adults. This course emphasizes sustainability and has students explore how we can be good stewards of the Earth. Students (depending on grade level) can choose to take the AP Human Geography exam in May of that school year. All students who complete this course are eligible to take the AP exam later in their high school; weighting is not applicable. AP designation will be reflected on the transcript. ______________________________________________________ MODERN WORLD HISTORY Credit: 1.00 SS Length: 1 Year Grade Level: Grade 10 Prerequisites: Grade 9 Social Sciences Students apply their deeper understanding of social studies concepts on a global scale in Modern World History. Using an inquiry-based process and case study approach, spanning a variety of specific regions and time periods, this course will provide a broad way of thinking about World History and develop the skills necessary for further success in high-school social studies.

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Social Sciences 2019-2020 ASD High School Course Description Guide

AP EUROPEAN HISTORY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum grade of B+ for G10 non-AP English and Social Sciences and minimum of B in G10 AP English and Social Sciences and AP potential Eligibility AP European History is a rigorous academic course focused on developing students’ abilities to think conceptually about European history from approximately 1450 to present. Students apply historical thinking skills while examining the past within the framework of six (6) themes: Interaction of Europe and the World, Poverty and Prosperity, Objective Knowledge and Subjective Visions, States and Other Institutes of Power, National and European Identity, and Individuals and Society. The course demands students to reason historically about continuity and change over time, demonstrate historical skills of analyzing causation, and make comparisons among various historical developments in different time and places. This course prepares students for demands of college-level reading, writing, and the responsibility for learning. Students enrolled will be required to take the College Board exam in May. ______________________________________________________ SOCIOLOGY Credit: 0.5 SS/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: None Is there such thing as free will? Social structures are an inescapable part of society and impact human and social development. Humans are social creatures and are deeply influenced by society. Sociology is the study of social life, social change, and the consequences of human behavior. Using an inquiry-based learning approach, students will explore how peer groups, group identities, romantic and familial relationships, deviance and conformity, as well as social institutions, and more, color our everyday lives and interactions. In addition, students will develop and strengthen analytical skills by using a sociological perspective. Throughout the semester, students will explore these topics using a hands-on and applicable approach. This philosophy will promote active and critical thinking as well as effective communication skills. To support these goals, analytic reading and evidence-based research, writing, and discussion, as well as task-specific projects, will be a regular and integral part of our class.

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PSYCHOLOGY Credit: 0.5 SS/CELT Length: 1 Semester Grades Level(s): Grade 10 - 12 Prerequisite: None Psychology asks the questions: Why do we behave the way we do? What factors have impacted the person we are today? This introductory course will attempt to answer these questions by giving the students a better understanding of human behavior and the thinking process. Students will study how the field of Psychology emerged and pioneers associated with its evolution. Human development will be analyzed as well as the numerous theories to explain motivation, emotion, personality, and consciousness. Group activities, experiments, and research are incorporated throughout the course. Students will complete an independent inquiry-based research project at the end of the semester. ______________________________________________________ US HISTORY: RESEARCH METHODOLOGIES Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: None Research Methodologies through US History Perspectives is an inquiry-based course focused within the context of the United States that is centered around the ideas/ concepts of: Foreign Policy, Immigration, Civil Rights, and Fear of Communism. Using primary and secondary resources, students learn about the various political, social, and economic developments that have shaped the United States, culminating in independent research into an area of interested within the scope of the course that they present to their peers for feedback. This project helps to prepare students for university-level social science research and presentation expectations. *This course fulfills a US History requirement.


Social Sciences 2019-2020 ASD High School Course Description Guide

BUSINESS ECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisite: None Business Economics introduces the concepts and theories in macroeconomics and microeconomics. Major areas of study include economic decision-making, exchange and markets, competitions, the role of institutions, the national economy, and the global economy. Students will learn to think like economists–to pose questions, identify tradeoffs, evaluate marginal costs and marginal benefits, and explore the many ways that one action will cause secondary actions. This course culminates with an inquiry-based process to address a real world economic challenge or opportunity, and take action using an authentic method of communication. ______________________________________________________ AP PSYCHOLOGY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum B average in current Social Studies course and AP potential Eligibility AP Psychology is a challenging, college-level course designed to introduce students to the scientific study of human behavior and mental processes. Students will learn the major approaches and concepts of psychology and will learn to think like a psychologist, using research methods, critical thinking, and ethics. Psychology is present in our everyday lives, and studying its principles may have a profound effect on key areas of our life such as how we learn and remember, sleep, work, and relate to others. Similarly, psychology can be applied to any field or career. To succeed, students must have solid rewarding and writing skills, a scientific attitude, an ability to memorize definitions and apply them, and a willingness to devote considerable time to homework and study. Students enrolled will be required to take the College Board exam in May. ______________________________________________________ AP US HISTORY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum B average in current Social Studies course and AP potential Eligibility

as a guide, the course will cover US History from the PreColumbian Indians and the Age of Discovery to the present time. Supplementary readings in the form of primary and secondary sources, essays, and books on special themes provide substantive and thematic coverage of American history. Special emphasis will be placed on essay writing, document based essays, and the historical analysis of various events in American history.This course prepares students for demands of college level reading writing and the responsibility for learning. Students enrolled will be required to take the College Board exam in May. ______________________________________________________ AP MICROECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Algebra I, Minimum B average in current Social Studies course and AP potential Eligibility AP Microeconomics is a year-long introductory college level course that deeply focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of the nature and functions of product markets, supply and demand, theory of consumer choice, production and costs, firm behavior and market structures, factor markets, market failure, and the role of government. Students enrolled will be required to take the College Board exam in May. ______________________________________________________ AP MACROECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade level(s): Grade 11 - 12 Prerequisite: Algebra I, Minimum B average in current Social Studies course and AP potential Eligibility AP Macroeconomics is a year-long introductory college level course that deeply focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination; it also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts. Students enrolled will be required to take the College Board exam in May.

AP US History is a challenging course that is meant to be the equivalent of a freshmen college course and, depending on the score earned on the AP exam, can earn students college credit. Using the College Board course description 27


Social Sciences 2019-2020 ASD High School Course Description Guide

AP ECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade level(s): Grade 11 - 12 Prerequisite: Algebra I, Minimum B average in current Social Studies course and AP potential Eligibility AP Economics is a year-long college level micro/macro economics course that deeply focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of the nature and functions of product markets, supply and demand, theory of consumer choice, production and costs, firm behavior and market structures, factor markets, market failure, and the role of government. Additionally, there is particular emphasis on the study of national income and price-level determination; it also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students use graphs, charts, and data to analyze and explain economic concepts. Students enrolled will be required to take both the AP Micro and AP Macro College Board exams in May. This will be the last year this course will be offered. The course will be phased out after this year and will be offered as two separate courses in order to be more aligned with with our schools approach to learning and development of inquiry. ______________________________________________________ RACE, CULTURE AND HUMAN RIGHTS Credit: 0.5 SS/CELT Length: 1 Semester Grade level(s): Grade 10 - 12 Prerequisite: None How might critical attention to race and culture shape societal power, knowledge and personal identity? This course will explore challenging societal topics such as privilege, prejudice, racism, and coming to grips with our differences. Students are encouraged to analyze social norm, academic genres, and data through intercultural lens. These lenses allow students to build critical consciousness and rethink the questions we ask about human rights. Students will come to appreciate how culture is humanity’s greatest legacy. They will reflect on their own perspectives and also develop empathy toward the perspectives of others. In doing so, they will become empowered to contribute to a more just world. Cultural competency, communication, and other 21st century skills will help participants become global citizens. Knowledge and skills will be applied to real-life experiences and issues such as racial tension over discriminatory policing tactics. This course is unique in that it is a “blended online course”. Students will do roughly one-fourth of the course online through Google Classroom, and thus meet in person less

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World Languages 2019-2020 ASD High School Course Description Guide

World Languages GRADUATION REQUIREMENT: 2 YEARS/CREDITS The World Languages Program is a proficiency-based program designed to help students learn to communicate in an additional language beyond their mother tongue and to interact appropriately in the language and the culture of the people who speak it. Proficiency levels are noted in the course descriptions, with some levels requiring two full years of instruction. Students who assess at the Advanced Low or higher proficiency level may necessitate the student’s enrollment in a different language course, as their proficiency level surpasses that of the level of instruction available in our program. All courses are delivered in the target language. The World Languages Department believes language lies at the heart of the human experience; it is essential to the education of global citizens for each student to develop a sensitivity, understanding and acceptance of the similarities and differences of both the languages and cultures other than their own. Making connections and comparisons to other languages and cultures also helps students better understand their own language and culture. All students can benefit from learning a world language; through rich communicative, cultural and cross-curricular experiences balanced with a study of formal aspects of language, students come to express themselves and interact appropriately in realistic contexts. Assessment of the four language skills (oral expression, oral comprehension, written expression and written comprehension), based on authentic material whenever possible, allows students to demonstrate continued growth as life-long language learners and cultural participants while demonstrating higher level thinking skills. Assessment of three modes of communication (Interpersonal, Interpretive, and Presentational) as defined in the Standards for Foreign Language Learning in the 21st Century and described in more detail in the ACTFL Performance Descriptors for Language Learners are foundational to ASD’s language program. The Arabic Native courses are literacy based and include heavier emphasis on reading and writing. WORLD LANGUAGES COURSE SEQUENCE FRENCH / SPANISH

ARABIC WORLD LANGUAGE

l

World l

Native l

ll

World ll

Native ll

World lll

Native lll

World lV

Native lV

World V

Native V

World Vl

Native Vl

lll

lV

V

AP Language and Culture

Vl

ARABIC NATIVE LANGUAGE

Please read the following specific course descriptions for information on Prerequisites. * 3+ years or more of the same World Language is recommended by most universities.

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World Languages 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions Arabic, French and Spanish Program ARABIC I / FRENCH I / SPANISH I Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: None By the end of this course, students should be able to identify the topic and some isolated facts from simple sentences in informational and short fictional texts. Additionally, students should be able to understand familiar questions and statements from simple sentences in conversations. Moreover, students will be able to request and and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. Furthermore, students should be able to present personal information about their lives and activities using simple sentences most of the time. ______________________________________________________ ARABIC II / FRENCH II / SPANISH II Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Novice High proficiency This course stresses language acquisition through the development of communicative skills, with heavy emphasis placed on interpersonal speaking and expanded experiences in listening, reading, and writing. Students will be able to use practiced vocabulary from a wide range of familiar themes and topics, show consistent control of present time frame and practiced structures, and begin to use past and future time frames. By the end of this course, students should be able to ask a variety of questions to continue conversations and extend their own responses with a range of details or description. Cultural comparisons and traditions are explored throughout the year. The main topics of study are everyday life, taking care of myself, celebrations, at the mall, city and rural life, vacation and travel.

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ARABIC III / FRENCH III / SPANISH III Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Intermediate Low proficiency This course reinforces the proficiency-oriented approach, which focuses on communicative competence and performance. The use of acquired structures and vocabulary is intensified and the creative process of language is emphasized, preparing the student to converse in present, past, and future tense and get in and out of daily situations without complication. Students at this proficiency level use a range of vocabulary from familiar themes, can speak to topics of personal interest and global issues, and recognize and use some culturally appropriate expressions and gestures in everyday interactions. ______________________________________________________ ARABIC IV / FRENCH IV / SPANISH IV Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Intermediate Mid proficiency This course reinforces the proficiency-oriented approach, which focuses on communicative competence and performance. Students should be able to follow the main message in various time frames in straightforward and sometimes descriptive, paragraph length informational texts. They can exchange information in conversations and some discussions on a variety of familiar and some concrete topics using connected sentences that may combine to form paragraphs. Students will also be able to tell stories about school and community events and personal experiences using a few short paragraphs, often across various time frames. ______________________________________________________ ARABIC V / FRENCH V / SPANISH V Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Minimum Intermediate Mid to Intermediate High range By the end of this course students will be able to participate with ease and confidence in conversations on familiar subjects and to talk about experiences and events in various time frames. Learners will also be able to handle social interactions in everyday situations even when there is unexpected complication and to make presentations on


World Languages 2019-2020 ASD High School Course Description Guide

topics they have researched. Furthermore, students will be able to understand, read and write paragraph length texts in the present, past and future on a variety of topics related to everyday life and personal interests. Furthermore, students will further develop an insight into several practices, perspectives and products of culture. ______________________________________________________ ARABIC VI / FRENCH VI / SPANISH VI Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Intermediate High proficiency to Advanced Low proficiency range By the end of this course students will be able to participate with ease and confidence in conversations on familiar subjects and to talk about experiences and events in various time frames. Learners will also be able to handle social interactions in everyday situations even when there is unexpected complication and to make presentations on topics they have researched. Furthermore, students will be able to understand, read and write extended discourse length texts in the present, past and future on a variety of topics related to everyday life, personal interests and social issues. Furthermore, students will further develop an insight into several practices, perspectives and products of culture. ______________________________________________________ AP FRENCH LANGUAGE AND CULTURE Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Intermediate High proficiency, with teacher recommendation

the target language. The AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of products, both tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie both practices and products)�. 2011 The College Board, New York, NY. ______________________________________________________ AP SPANISH LANGUAGE AND CULTURE Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Intermediate High proficiency, with teacher recommendation AP Spanish Language and Culture seeks to develop integrated language skills that will prepare the student for the AP exam in May. A student will need to acquire the knowledge and skills required in a college or university advanced (5th or 6th semester) Spanish course in order to succeed in this course and on the AP exam. The goal of this course is to develop to a maximum extent the listening, speaking, writing and reading skills of the student. This will involve listening to radio broadcasts (news reports or lectures), reading newspaper and magazines articles, short stories and other forms of literature, writing essays and giving oral presentations based on written and oral prompts. This course is for the student with a fairly strong command of Spanish linguistic skills, communicative ability and a willingness to work hard. Thematic units covered include: Global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics.

AP French Language and Culture course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students should learn language structures in context and use them to convey meaning. In standards-based world language classrooms, the instructional focus is on function and not the examination of irregularity and complex grammatical paradigms about the target language. Language structures should be addressed in as much as they serve the communicative task and not as an end goal unto themselves. The AP French Language and Culture course strives to promote both fluency and accuracy in language use and not to overemphasize grammatical accuracy at the expense of communication. In order to best facilitate the study of language and culture, the course is taught in

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World Languages 2019-2020 ASD High School Course Description Guide

Arabic as a Native Language COURSE NAME: ARABIC NATIVE I Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: An Arabic language proficiency assessment By the end of this course students will be able to understand and respond to simple spoken and written texts. They will be able to identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. Learners will also be able to interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. Students will become aware that language varies according to purpose and audience. ______________________________________________________ COURSE NAME: ARABIC NATIVE II Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native I and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to simple spoken and written texts. They will be able to identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. Learners will also be able to interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. Students will become aware that language varies according to purpose and audience. ______________________________________________________ COURSE NAME: ARABIC NATIVE III Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native II and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to a variety of spoken and written texts. Additionally, they will be able to interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. Learners will also be able to engage in

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conversations and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. Students will be able to communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Furthermore, they will be able to identify aspects of format and style, and speak and write with a clear sense of audience and purpose. ______________________________________________________ COURSE NAME: ARABIC NATIVE IV Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native III and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to a variety of spoken and written texts. Additionally, they will be able to interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. Learners will also be able to engage in conversations and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. Students will be able to communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Furthermore, they will be able to identify aspects of format and style, and speak and write with a clear sense of audience and purpose.


World Languages 2019-2020 ASD High School Course Description Guide

COURSE NAME: ARABIC NATIVE V Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native IV and/or an Arabic language proficiency assessment By the end of this course students will be able to evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They will be able to analyze the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. Learners will also be able to engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. Moreover, students will be able to organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences and for a variety of social and academic purposes. ______________________________________________________ COURSE NAME: ARABIC NATIVE VI Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native V and/or an Arabic language proficiency assessment By the end of this course students will be able to evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They will be able to analyze the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. Learners will also be able to engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. Moreover, students will be able to organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences and for a variety of social and academic purposes.

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Physical Education and Health 2019-2020 ASD High School Course Description Guide

Physical Education and Health GRADUATION REQUIREMENT: 2 YEARS/CREDITS The Physical and Health Education Department promotes the importance of lifelong health and wellness to students by stressing the value of physical activity through fun, creative and invigorating endeavors. The Department provides a comprehensive physical education program adapted from the Ontario Ministry of Education that encourages overall active participation, movement skill development, understanding of concepts, and communication of required knowledge. The program includes a variety of developmentally appropriate, student-centered learning opportunities based on best practices. Instructors use technology, writing, and a variety of resources to support students in reaching their goals and continually guide student learning using formative and summative assessments. PHYSICAL EDUCATION AND HEALTH COURSE SEQUENCE

GRADES 10-12

GRADE 9

PE / Health 9

Lifetime Sports I

GRADES 11 & 12 ONLY

Kinesiology

Weight Training & Fitness

Choose only one

Competitive Team Sports I

Competitive Team Sports II

Team Sports III / Leadership

Power Fit l

Power Fit II

Outdoor Education

Please read the following specific course descriptions for information on Prerequisites.

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Aquatic Certification


Physical Education and Health 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions PE/HEALTH 9 Credit: 1.0 PE Length: 1 Year Grade Level(s): Grade 9 Prerequisite: None PE/Health 9 students will acquire a broad range of fundamental skills and knowledge, related to movement and sport. Students will experience a variety of physical education activities organized into two-week units. Skill development and game-play strategies related to activities such as volleyball, basketball, soccer, tennis, swimming, frisbee, badminton, flag football, touch rugby, softball, track and field, and fitness/weight training will be included. Fitness testing will be conducted throughout the year. Health topics include conflict resolution, substance use and abuse, and growth and development (sexuality). Health units and written assessments will be included periodically throughout the year. ______________________________________________________ LIFETIME SPORTS I Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 -12 Prerequisite: PE/Health 9 Lifetime Sports I can be chosen as part of a student’s required Grade 10 PE. This is a course that is designed with the less competitive student in mind. The goal of this course is to foster an appreciation for lifelong physical activity by exposing students to a wider variety of non-traditional activities than in the competitive stream. Activities that may be included are archery, badminton, fitness, and climbing. Fitness testing and skill assessments will be a part of this course with standards that are unique to the course. Health units and written assessments will be included periodically throughout the year. *Students can only enroll in either Lifetime Sports I or Competitive Team Sports I.

COMPETITIVE TEAM SPORTS I Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: PE/Health 9 Competitive Team Sports I can be chosen as part of a student’s required Grade 10 PE. It is designed to offer a more competitive environment for students who want to improve their skills in ASD’s core team sports such as volleyball, basketball, and soccer. An introduction to other competitive sports such as softball, ultimate Frisbee, and floor hockey may also be included. Students will be challenged to play at a high level, examine the innerworkings of the games (i.e. complex strategies, plays and techniques), and improve their physical fitness and knowledge of how competitive play contributes to a healthy life. Fitness and skill assessments will be emphasized in this course. Students should expect fun, fast-paced games and activities that will accelerate their skill development and physical fitness. Health units and written assessments will be included periodically throughout the year. *Students can only enroll in either Competitive Team Sports I or Lifetime Sports I. ______________________________________________________ WEIGHT TRAINING & FITNESS Credit: 0.5 PE Length: 1 Semester Grades Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Weight Training and Fitness is a course that is designed for students who are either already passionate about fitness or are interested in learning more about working out. The course teaches students how to safely and effectively design an individual fitness program, using class time as a means of application. The students will be introduced to a variety of training methods including circuit training, interval training, crossfit, and cardiovascular workouts. Students will also learn how to safely use the equipment in the weightroom to enhance their workout programs and achieve their goals. There will also be introductions to fitness appraisals, anatomy and physiology, as well as nutrition and supplements.

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Physical Education and Health 2019-2020 ASD High School Course Description Guide

COMPETITIVE TEAM SPORTS II Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I

OUTDOOR EDUCATION Credit: 0.5 PE Length: 1 Semester Grades Level(s): Grade 11 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports

Competitive Team Sports II is for students who have fun playing sports at a higher level and wants to focus on improving their athletic ability. The course will be similar to Competitive Team Sports I but with more emphasis on gameplay than on individual skill acquisition. Students should expect fun, fast-paced games that accelerate their skill development and physical fitness. Fitness testing and skill assessments are emphasized in this course.

Additional fees are associated with this course. Outdoor Education aims to introduce and expose students to the challenges of outdoor experiential learning. This course has a strong emphasis on team building, safety, sound ecological practice, and outdoor education. Students will learn planning, managing, and leading outdoor team-building experiences. The units offered will include sport climbing, open water kayaking, compass and map navigation, team building, camping, expedition management, survival techniques, and more. Fitness testing is included. Possible off-campus activities include camping, kayaking, High Ropes Course, and iFly indoor Skydiving. These field trips will require additional cost to students.

______________________________________________________ TEAM SPORTS III/LEADERSHIP Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Competitive Team Sports II This course is for students who would like to take a sportsrelated PE course beyond Competitive Sports II. Students will study alongside students in the Competitive Sports II course but will be graded differently. Assessments will focus on leadership opportunities both in the class (teaching skills and leading activities) as well as outside the class (intramurals and school-wide activities). ______________________________________________________ AQUATIC CERTIFICATION Credit: 0.5 PE Length: 1 Semester Grades Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Aquatic Certification is a course where students will attain their ARC Lifeguarding Certification, which includes CPR, First Aid, and AED training. Students will learn and apply the necessary skills and knowledge needed to react appropriately in a number of different aquatic emergency situations. The class will consist of both pool and theory sessions, and some homework are to be expected. A field trip to Wild Wadi is a course highlight. A final practical exam must be passed in order to receive full ARC certification, and successful candidates may then be employed as lifeguards at the ASD pool. Students must demonstrate competency in the water in order to enroll. Additional costs of approximately AED 360 will cover the ARC administrative fee.

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______________________________________________________ POWER FIT l (FEMALES ONLY) Credit: 0.5 PE Length: 1 Semester Grades Level: Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Power Fit l is specifically designed with females in mind. This female only course will foster a cooperative and comfortable environment in which to exercise with the aim of developing the personal health and wellness of every participant. Teacher-led sessions will consist of a variety of circuits using stability and medicine balls, aerobic steps, bosu balls, body bars, dumbbells, kettlebells, and skipping ropes. The course will also include aerobics, dance, yoga, kickboxing, aquafit, and weight room sessions. In the second half of the semester, students will have the opportunity to design and lead their own workout for the class. Attention will be paid to individual goals throughout the course and heart rate monitors will be used on a regular basis to assess progress. Individual wellness research topics and students presentation will be focused specifically on female health issues. Fitness testing and reflective blog writing are included. Some additional fees may apply for field trips.


Physical Education and Health 2019-2020 ASD High School Course Description Guide

POWER FIT II (FEMALES ONLY) Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Power Fit I Power Fit II is designed for female students who want to develop their personal wellness and fitness goals. This course will be combined with Power Fit I but the curriculum will be differentiated in a manner that will include more leadership and focus on individualized fitness goals. Students will develop an understanding of the concept of personal wellness, the factors that influence it, and ways of maintaining and enhancing it. This class will include group fitness workouts including aerobics, dance, yoga, kickboxing, aquafit, and weight room sessions. Students will be assessed on daily participation, fitness testing and goals, a personal wellness project, leadership tasks within the class, and completion of an individual conditioning goal. Some additional fees may apply for field trips. ______________________________________________________ KINESIOLOGY Credit: 0.5 SC/CELT Length: 1 Semester Grade Levels: 10-12 Prerequisite: Competitive Team Sports I or Lifetime Sports I, and Biology Recommended Prerequisite: Human Anatomy Kinesiology gives students the opportunity to study anatomy, exercise physiology, training principles and athletic injuries. This course will provide students with a foundation in the scientific study of human movement and will prepare students for university programs in physical education, human kinetics, health sciences, and recreation. Students will be introduced to the muscular, skeletal, and energy systems in order to achieve a deeper understanding of the connection between physiology and human performance. Kinesiology is an academic course and could include tests, presentations, discussions, debates, and scientific experiments. Project-based activities and work with volunteers may be included.

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Creative Arts 2019-2020 ASD High School Course Description Guide

Creative Arts GRADUATION REQUIREMENT: 2 YEARS/CREDITS At the American School of Dubai, it is paramount that students cultivate a lifetime appreciation, enjoyment and love of the arts through creating, performing and experiencing any one of the disciplines. Through the wide range of arts offerings at ASD, students are exposed to and develop an understanding of a variety of the visual and performing arts. By working creatively and gaining competence in various artistic genres and media, our students develop an aesthetic understanding of the arts that will continue throughout their lives. CREATIVE ARTS COURSE SEQUENCE

Core Studio I

Core Studio II

Visual Art & Design Must take at least one Core Studio class before Visual Art & Design

Core Studio III

Visual Communication I

AP Studio Art Drawing

Visual Communication II

AP Studio Art 2D Design

Visual Communication III

AP Studio Art 3D Design

Visual Communication IV Must take at least two Core Studio classes PLUS Visual Art & Design before Visual Communication I

CORE STUDIO MODULES Choose 2 modules for each Core Studio class

Drawing

Sculpture

Photography

2D Media Applications

Ceramics

Digital Art

Stagecraft & S  et Design I

Stagecraft & Set Design II

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Please read the following specific course descriptions for information on prerequisites.


Creative Arts 2019-2020 ASD High School Course Description Guide

PERFORMING ARTS: CHOIR

Women’s Choir Mixed Choir

Chamber Choir

Men’s Choir

INSTRUMENTAL MUSIC

Concert Band

Symphonic Band

Wind Ensemble

Chamber Orchestra

ADDITIONAL PERFORMING ARTS COURSES

Beginning Guitar

Theatre Explorations

Music Technology

Contemporary Theatre

Intro / Advance Dance

Theatre Productions

Technical Theatre

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Creative Arts 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions Creative Arts CORE STUDIO I Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Completion of this course will mean that a student has completed two modules of their choice. See below for modular choices. ______________________________________________________ CORE STUDIO II Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Studio I Core II: Completion of this course will mean that students have completed two modules, in addition to the modules they took in Core I. ______________________________________________________ CORE STUDIO III Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Studio II Core Studio III: Completion of this course will mean that students have completed two modules, in addition to the modules they took in Core Studio I and Core Studio II.

Core Modules: 2D MEDIA APPLICATION MODULE In this introductory module, students will explore creating through a wide range of visual 2D media. Through a series of exercises, students will explore the possibilities of expression that arise when a variety of media and supportive surfaces are combined. DRAWING MODULE In this introductory module, students will focus on foundational drawing concepts: Perspective, proportion, and line. Throughout the duration of the course, students will learn to accurately represent scenes around them on a 2D surface.

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CERAMIC MODULE In this introductory module, students will explore artistic expression through the use of ceramics. Through a series of exercises, students will explore the possibilities of expression that arise when it comes to ceramics. SCULPTURE MODULE In this introductory module, students will explore artistic expression through a wide range of visual 3D media. The conventions of 3D media will be reconsidered and expanded to function in and out of the contemporary media landscape. Through a series of exercises, students will explore the possibilities of expression that arise when a variety of media and supportive surfaces are combined. PHOTOGRAPHY MODULE This introductory module introduces students to fundamental skills in photography. This module supports the development of creative working methods, composition, and camera management. Students must have their own camera with manual aperture and shutter speed control. DIGITAL ART MODULE This module introduces students to fundamental techniques in digital design processes. Programs to be explored in this module include Adobe Photoshop and Illustrator. The range of techniques covered in the course is reflective of technical practices across the contemporary field. This hands-on technical module supports the development of creative working methods providing students with a thorough understanding of editing images with Photoshop, and building images from scratch using Illustrator. It is recommended that students take the Photography module before this module, but not required. ______________________________________________________ STAGECRAFT AND SET DESIGN I Credit: 0.5 FM or 0.5 CS Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisites: Core Studio I and Visual Arts & Design or Core Studio I and Core Studio II Stagecraft and Set Design l students will learn the fundamentals of two and three-dimensional design and create the stage set for the drama productions throughout the year. Students will design, consult, build and paint sets and apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs. Their written and verbal critiques and their cooperative effort will also be assessed.


Creative Arts 2019-2020 ASD High School Course Description Guide

STAGECRAFT AND SET DESIGN II Credit: 0.5 FM or 0.5 CS Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Stagecraft and Set Design I Stagecraft and Set Design II students will learn advanced two and three-dimensional design, and create the stage set for the drama productions throughout the year. Students will also lead other students in designing, consulting, building and painting sets and will apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs along with their leadership in the class. Their written and verbal critiques and their cooperative effort will also be assessed. ______________________________________________________ VISUAL ARTS & DESIGN Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Studio I Visual Arts & Design is a course dedicated to the Elements of Art and Principles of Design and the ways they can be applied within individual media forms. As a course in design process, there will be an emphasis on different methods for working including concept development through process and iteration. This course will cover fundamental principles of visual design also including composition, typography, style, tools, materials, and the organization of visual information. ______________________________________________________ VISUAL ARTS COMMUNICATION I Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Core Studio I, Core Studio II and Visual Art and Design This course develops a student’s ability to conceptualize artwork that communicates to an audience. It offers a focused investigation into a single topic using conceptual practice. Topics can focus simply on one specific technique or material, or can allow for hybrid practices, context-driven strategies, and take on larger themes. This class will allow students to use research based studio work to explore their respective areas in more focus and depth.

VISUAL ARTS COMMUNICATION II Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Visual Arts Communication I This course is a progression of Visual Arts Communication l. It will focus on persuasive narratives through a furthering of hybrid practice and developing compelling conceptual themes. Portfolio development will also focus on preparing for college application and/or AP Portfolio submission. ______________________________________________________ VISUAL ARTS COMMUNICATION III Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Visual Arts Communication II This course is a progression of Visual Arts Communication lI. It will focus on persuasive narratives through a furthering of hybrid practice and developing compelling conceptual themes. Portfolio development will also focus on preparing for college application. ______________________________________________________ VISUAL ARTS COMMUNICATION IV Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Visual Arts Communication III This course is a progression of Visual Arts Communication IIl. It will focus on persuasive narratives through a furthering of hybrid practice and developing compelling conceptual themes. Portfolio development will also focus on preparing for college application. ______________________________________________________ AP STUDIO ART 2D DESIGN Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Visual Arts Communication II AP Studio Art 2D Design makes it possible for highly motivated students to do college-level work. A portfolio based course, AP Studio Art 2D Design is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/creative, able to manage time well, in addition to having high expectations. They should be seriously interested in the study of art and developing their portfolios of artwork, which will be seriously

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Creative Arts 2019-2020 ASD High School Course Description Guide

evaluated in the spring of year two by college, university, and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal, and take part in group and individual critiques. Where possible, museums and galleries will be used as extensions of the classroom. ______________________________________________________ AP STUDIO ART DRAWING Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Visual Arts Communications II AP Studio Art Drawing is a college-level program for highly motivated students. A portfolio based course, AP Studio Art is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/ creative, able to manage time well, in addition to having high expectations. They should be seriously interested in the study of art and developing their portfolios of artwork, which will be seriously evaluated in the spring of year two by college, university, and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal, and take part in group and individual critiques. Where possible, museums and galleries will be used as extensions of the classroom. ______________________________________________________ AP STUDIO ART 3D DESIGN Credits: 1.0 FM Length: 1 Years Grade Level(s): Grade 11 - 12 Prerequisite: Visual Arts Communication II AP Studio Art 3D Design makes it possible for highly motivated students to do college-level work. A portfolio based course, AP Studio Art is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/creative, able to manage time well, and willing to challenge themselves to develop mastery in the use of elements and principles in 3D design. They should be seriously interested in the study of art and developing their portfolios of art work which will be seriously evaluated in the spring of year two by college, university, and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal and take part in group and individual critiques. Where possible museums and galleries will be used as extensions of the classroom.

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Performing Arts: Choir WOMEN’S CHOIR Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: None Women’s Choir is a fun, performing class open to any female student interested in singing. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. Rehearsals focus on the development of the voice while exploring a wide variety of musical styles. All ability levels are welcome. This course may be repeated for credit. ______________________________________________________ MEN’S CHOIR Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: None Men’s Choir is a fun, performing class open to any male interested in singing. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. Rehearsals focus on the development of the voice while exploring a wide variety of musical styles. All ability levels are welcome. This course may be repeated for credit. ______________________________________________________ MIXED CHOIR Credits: 1.0 FM Length: 1 Year Grade Level: Grades 9 - 12 Prerequisite: Men’s Choir or Women’s Choir, DIrector Recommendation Students entering Grades 9-12 are eligible for placement in this elective course. Sopranos, Altos, Tenors, and Basses will join in a mixed voice ensemble. Placement in this course is by director recommendation and is based on sight-reading ability, performance quality, and vocal independence. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and attend the MESAC Senior Arts Festival. This course may be repeated for credit.


Creative Arts 2019-2020 ASD High School Course Description Guide

CHAMBER CHOIR Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 – 12 Prerequisite: Approval from Director Chamber Choir is designed for the serious singer. Members will perform mainly a cappella songs of all genres on and off campus. Auditions take place the year before, prior to signing up for classes (exceptions can be made for students new to ASD). Members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. This course may be repeated for credit.

Instrumental Music CONCERT BAND Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: Two years of Middle School Band or previous instrumental experience Concert Band is a rewarding performance based ensemble comprised of dedicated musicians who have previous experience with a brass, woodwind, or percussion instrument. Students in this class participate and perform a wide variety of compositions, develop an understanding of basic music theory, make connections to music history, and participate in activities that encourage creativity and self expression. This ensemble performs throughout the school year including formal concerts, festivals and other special events. Students are also given the opportunity to audition for and travel with the AMIS Honor Band and the MESAC Senior Fine Arts Festival. This is a yearlong course and it may be repeated for credit. ______________________________________________________ SYMPHONIC BAND Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: Auditions/approval from Director Symphonic Band is an advanced wind ensemble comprised of dedicated musicians who have a high degree of technical proficiency on a brass, woodwind, or percussion instrument. The guiding philosophy of the Symphonic Band is to practice and perform quality band literature at a superior level. Throughout the course students routinely practice and perform a wide variety of compositions, deepen their understanding of music theory, make connections to music history, and participate in activities that promote creativity and self expression. This ensemble performs many times

throughout the school year including formal concerts, festivals, pep rallies, and other special events. Students are also given the opportunity to audition for and travel with the AMIS Honor Band and the MESAC Senior Fine Arts Festival. Admittance into this band is determined by audition and authorization from the director. This is a yearlong course and it may be repeated for credit. ______________________________________________________ WIND ENSEMBLE Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: Auditions/approval from Director Wind Ensemble is the most advanced band, comprised of dedicated musicians who have a high degree of technical proficiency on a brass, woodwind, or percussion instrument. The guiding philosophy of the Wind Ensemble is to practice and perform quality band literature at a superior level. Throughout the course students routinely practice and perform a wide variety of compositions, deepen their understanding of music theory, make connections to music history, and participate in activities that promote creativity and self expression. This ensemble performs many times throughout the school year including formal concerts, festivals, pep rallies, and other special events. Students are also given the opportunity to audition for and travel with the AMIS Honor Band and the MESAC Senior Fine Arts Festival. Admittance into this band is determined by audition and authorization from the director. This is a yearlong course and it may be repeated for credit. ______________________________________________________ CHAMBER ORCHESTRA Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: Previous string instruction of average three year’s experience and approval from Director Chamber Orchestra is a rewarding strings based ensemble open to any high school student who has an average of three years experience on a violin, viola, cello, or double bass. Through the study of a wide variety of repertoire students further develop and refine their understanding of music reading, self-expression, and technical proficiency in ensembles large and small. This ensemble performs many times throughout the school year including formal concerts, festivals, and other special events. Students are also given the opportunity to audition for and travel with the AMIS Honor Orchestra. Admittance into the Chamber Orchestra is determined by audition and/or authorization from the director. This is a yearlong course and it may be repeated for credit.

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Performing Arts 2019-2020 ASD High School Course Description Guide

Additional Music Courses

Performing Arts: Dance

BEGINNING GUITAR Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None

DANCE Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None

Beginning Guitar is designed for students of Grades 9-12 who want to learn how to play the guitar while being introduced to the basics of music notation and theory. During the semester, students are loaned a school-owned acoustic guitar so that they may practice and improve their developing skills both in the classroom and at home.

Introductory Dance class gives students with no dance experience the opportunity to study basic dance movements and techniques. Students will be exposed to many different dance styles, including: Hip Hop, Ballroom, Latin, Jazz, and Contemporary (dance styles may vary depending on student interest). Students will have opportunities to develop their kinesthetic awareness, proper body alignment, physical strength and flexibility, choreographic principles, and theatrical/technical skills through regular practice and stage performances. Students experience the role of both advanced dance choreographer and dancer and have opportunities to present their work. Through the study of dance in various cultures and historical periods, students broaden their understanding of dance as an art form. This course can be repeated.

______________________________________________________ MUSIC TECHNOLOGY Credit: 0.5 FM or 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None Music Technology is a hands-on course that combines music and technology. Students will use state-of-the-art tools used by professionals today to mix, layer, record, and produce music, audio books, and Foley sounds for silent films. ______________________________________________________ AP MUSIC THEORY Credit: 1.0 FM Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisites: Previous music study, choral or instrumental and teacher recommendation, completion of Alfred’s Essentials of Music Theory online curriculum at 80 per cent or higher AP Music Theory is designed for the serious student who is interested in furthering their musical knowledge. Topics covered include written notation, rhythm, scales, chords, sight-singing, and ear training. This course is helpful for those interested in composing, performing at a higher level, improvisation, and/or participating in music at the college level. Enrolled students are strongly encouraged to participate in a school ensemble concurrently.

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______________________________________________________ ADVANCED DANCE Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 10 – 12 Prerequisite: Dance or teacher recommendation Advanced Dance class gives students with dance experience (ASD or any other dance company) the opportunity to develop an advanced level of dance technique and refine their skills as both choreographer and performer. Students apply their creative and technical knowledge and skills through a variety of production and performance opportunities. Using expanded aesthetic criteria students analyze, synthesize, and evaluate their own choreography as well as works of others. Students learn to assess personal health and fitness, develop and achieve personal dance goals, and integrate knowledge and skills with a variety of other content areas. Students will maintain a portfolio, which contains written and/or visual examples of their work. This course can be repeated.


Performing Arts 2019-2020 ASD High School Course Description Guide

Performing Arts: Drama TECHNICAL THEATRE Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Technical Theatre is a course designed to provide students with a basic understanding of the aesthetics and practical application of all phases of a production from a technical perspective. This would include the study of all visual aesthetics, the physical theatre, scenic design, lighting, sound engineering, and back stage organization. Production work is required. Enrollment in this course provides the opportunity to be involved in all of the performing arts curricular, co-curricular, and extracurricular activities. ______________________________________________________ THEATRE EXPLORATION Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Theatre Exploration is a course that brings together the artistic talents of the actor, the playwright, and the director. This course explores the actor in workshop, text analysis, and the role of the director in contemporary theatre. Theatre Exploration commences with acting exercises that explore the physical, emotional, and intellectual character of the actor. Exercises may reflect the work of leading theorists and theatre practitioners. These are introductory and inform the interpretation of text and direction. In class, the students work on the analysis of modern scenes. Workshops are also held on the “inner conflict” of character. Students will also be provided with the opportunity for audition workshops that work on acting technique, text analysis, and direction. They also create short films, voiceovers, and opportunities on stage to perform.

CONTEMPORARY THEATRE Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Contemporary Theatre covers a wide range of topics in the discipline of Theatre Arts. Students practice basic acting exercises in pantomime, improvisation, and scene work in order to learn the proper use of the body and voice when developing a role. They model these techniques by both composing and performing each other’s original short dialogues and scenes. They produce one play as a culminating activity in order to gain experience in the other areas of production in theatre arts. The course syllabus will be similar to the International Baccalaureate and will also include an individual study project that could range anywhere from designing costumes to directing a piece of theatre. The students will be studying the work of leading theorists and theatre practitioners such as Stanislavski, Brecht, Grotowski, Brook, and Boal. ______________________________________________________ THEATRE PRODUCTION Credit: 0.5 FM Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Theatre Production is an actual theatrical production course where students get several opportunities to perform in front of an audience. The course requires a mature and professional attitude as well as a strong commitment. Students will not only gain the experience of theatrical performances, but will receive life lessons in teamwork, perseverance, and leadership.

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Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

Technology, Engineering, and Computer Science GRADUATION REQUIREMENT: 0.5 YEAR/CREDIT The ASD technology department philosophy is that today’s learners need to be familiar with various technologies that allow them to communicate, obtain and analyze information, solve problems, collaborate, innovate and design creative multimedia presentations in an effective and collaborative manner. While the majority of these goals will be accomplished through the integration of technology within the various curriculum areas, technology courses are also offered which allow the student to delve deeper into a specific technology area or application. Please read the following course descriptions for information on prerequisites. TECHNOLOGY, ENGINEERING, AND COMPUTER SCIENCE COURSE SEQUENCE AUDIO/VIDEO & GRAPHIC DESIGN FOCUS

COMPUTER SCIENCE COURSE FOCUS

Video Broadcasting I

Video Broadcasting II

Intro to Programming

Technical Film Production I

Technical Film Production II

Mobile App Development

Computer Programming: Analysis (Python)

AP Computer Science Principles (Algebra 1 Required)

Music Technology

Electronics Design

Digital Media & Publication

Robotics I

Robotics II

DESIGN & ENGINEERING TECHNOLOGY FOCUS

Engineering D  esign I

Engineering Design II

Stagecraft & Set Design I

Stagecraft & Set Design II

Engineering Solutions

Architecture

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Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

2019-2020 Course Descriptions

TECHNICAL FILM PRODUCTION I Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None

VIDEO BROADCASTING I Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None

The overall focus of the course will be for students to develop the skills and techniques required for editing and producing different types of multimedia video projects that are creative and interesting. Students will learn how to use professional grade video production equipment, and video and sound editing programs such as Apple Final Cut Pro X and Apple Motion. The projects in this class focus first on learning videography and composition techniques, film editing and special effects techniques as well as preproduction planning methods. After these are mastered, the skills are applied to producing short videos which could include public service announcements, investigative reports with interviews, promotional videos, music videos, and short dramatics. Materials: A computer with 8GB+ of RAM and storage space of 500+ GB is highly suggested in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly suggested.

Video Broadcasting I is a project-based course, where students use industry-standard video editing hardware and software to learn the process of creating a broadcast quality video production. Equipment to be used and trained on includes video mixing boards, HD video cameras and industry-standard editing software in a new control room and studio. Students create video news packages, work as teams to design, film, and produce live and tape-delayed shows that will be broadcasted to the school community. Students are required to help video broadcast school events such as drama and fine arts productions, and sports events. Materials: A computer with 8+ GB of RAM and storage space of 500+ GB is highly suggested in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly recommended. ______________________________________________________ VIDEO BROADCASTING II Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: One of the following: Video Broadcasting I, MS Video Broadcasting with the teacher recommendation Students will apply concepts they learned in Video Broadcasting I as well as learn more hardware, software, and production processes used to create video and audio productions in order to produce all aspects and content of a regularly scheduled production as part of a production team. Productions could include a high school studentfocused news and variety show, a radio or podcast show, a sports show, and/or commentary show. Students will also help broadcast live and tape-delayed sports/fine arts/school events, and create video news packages, commercials, public service announcements, and informative videos to be included in school broadcasts. Materials: A computer with 8+ GB of RAM and storage space of 500+ GB is highly suggested in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly recommended.

______________________________________________________ TECHNICAL FILM PRODUCTION II Credit: 0.5 TECS Length: 1 semester Grade level(s): Grade 9 - 12 Prerequisite: One of the following: Technical Film Production I, Video Broadcasting I or II, or teacher recommendation Technical Film Production II is for students who are passionate about film production. Students who take this class are proven videographers with skills in video, audio and story development, and who want to develop a portfolio of sophisticated video projects. Students will use professional-grade video and sound editing programs as well as hardware and equipment used to produce videos. Students will propose, develop, produce, and screen their video projects. Students are expected to be able to work independently, and to complete a portfolio of videos by the end of the course. Projects could include full length or short movies with a plot, settings, scenes and character development, public service announcements or promotional videos. Materials: A computer with 8+ GB of RAM and storage space of 500+ GB is required in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly suggested.

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Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

MUSIC TECHNOLOGY Credit: 0.5 FM or 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None Music Technology is a hands-on project-based course that combines basic music concepts, instrumentation and various digital and electronic technologies. Students will use state-of-the-art digital and electronic equipment and software used by music professionals today to mix, layer, record, and produce audio. Projects could include creating sound clips for video, audio books, Foley sounds, and composition and film scoring. ______________________________________________________ DIGITAL DESIGN & PUBLICATION Credit: 1.0 TECS Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisite: None Digital Design & Publication is a yearlong course designed to give students the opportunity to learn and apply skills in photography, graphic design and layout, photo editing, desktop publishing, journalism and writing, leadership, team work, project management, and marketing all through the creation of the ASD high school yearbook. Students will learn how to use various professional digital/electronic hardware and software editing tools including: Josten’s Yearbook Avenue, Adobe Photoshop, Illustrator, Final Cut Pro, video and still cameras, videography skills, etc. The course can be repeated with teacher approval. Note: Students must complete an application and be approved to be considered for enrollment in this course. Students must demonstrate a clear desire and ability to participate in this class. Proven project management and learner development and work habits need to have been demonstrated. Applications will be available in the HS Counseling Office following the Course Selection Assembly. ______________________________________________________ INTRODUCTION TO PROGRAMMING Credit: 0.5 TECS Length: 1 Semester Grades Level(s): Grade 9 - 12 Prerequisite: None The philosophy and the goal of the Computer Science courses are to teach not only the knowledge of the programming language itself, but more about the real-world application and skills such as problem solving, debugging, independent work ethic, project management, and time

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management as well as effectively working with others. In Introduction to Programming class, through the use of a fully web-based coding and learning environment and a blended classroom approach, the students will learn the fundamentals of computer programming. In going through the step-by-step user-friendly lessons that consist of video tutorials, short quizzes, example programs to explore, and written programming exercises, adding up to over 50 hours of hands-on programming practice in total, students will be exposed to important core programming concepts such as objects, mathematical operations, methods, variables, and control structures. Several units have free response questions that have students consider the applications of programming and incorporate examples from their own lives. Students will be assessed for knowledge and concepts consumption through multiple choice assessments as well as successfully completing each “step” or level of the course producing mini-projects, where they will apply what they have learned. Students will also program from scratch one final project. Either this course, Introduction to Programming, Electronics Design or Robotics are prerequisites for students interested in the Computer Programming: Analysis (Python) programming course. ______________________________________________________ MOBILE APP DEVELOPMENT Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None The philosophy and the goal of the Computer Science courses are to teach not only the knowledge of the technology and the App itself, but more about the real-world application and skills such as debugging, independent work ethic, project management, and time management as well as effectively working with others. During the semester-long course, students learn basic and advanced concepts in computer science and programming as well as obtain skills with App Inventor cloud-based application for developing Mobile Apps. Through formative and summative assessments and project-based learning, students are challenged to understand and retain the necessary concepts and knowledge, and that they know how to apply them toward similar scenarios by customizing the assignments and projects. For the end of the semester, students work on a major final project in which the students show all they have learned through submitting an original/creative App project that includes all of the skills, knowledge, and concepts learned throughout the course. Either this course, Introduction to Programming, Electronics Design or Robotics are prerequisites for students interested in the Computer Programming: Analysis (Python) programming course.


Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

ELECTRONICS DESIGN Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Electronics Design is a project-based course, where students explore concepts related to electronics, circuitry, programming, and processes of design. Students explore these concepts by learning about electrical theory, designing circuitry using breadboards, programming electronics such as Arduinos, Raspberry Pi’s, MakeyMakey’s, Lilypad wearable electronics and/or robotics. Students then apply what they learn by creating a portfolio of electronic gadgets. ______________________________________________________ ROBOTICS I Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None Robotics introduces students to the field of robotics. Through the use of LEGO Robotics Systems, students learn to build and control robots. Students become familiar with basic computer science concepts as they learn a programming language, which is utilized to manipulate a robot along with its various sensors. Once written, the program, running on a computer, will interface with the robot to make it achieve the desired outcome. The course includes in class robotic projects where student teams will design and program a robot to solve various challenges. ______________________________________________________ ROBOTICS II Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: Robotics I, or an intro-level HS programming course or teacher approval. If coming from Middle School, an MS teacher recommendation is required Robotics II will provide an opportunity for students who have taken Robotics I or an intro-level HS programming class to further their interest and skills in robotics, engineering, and programming. Students will learn about how automation, robotics, and technological advances are affecting society, and build robotic solutions to design and engineering problems. Robotics II will use a combination of VEX robotics kits and Robotics C programming language and the LEGO EV3 kits.

COMPUTER PROGRAMMING: ANALYSIS (PYTHON) Credit: 1.0 TECS Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisite: One of the following: Introduction to Programming courses, Robotics I or II, Mobile App Development, Electronics Design, or Teacher interview/ recommendation/portfolio of work. Computer Programming: Analysis is a yearlong study of Python computer programming. This course is highly recommended for anyone considering majoring in engineering or computer science in college. This course is technical in nature, emphasizing the acquisition of the Python programming language as well as developing of design process and analysis skills applying the concepts they have learned to solve new/different problems and situations following the design/project management process. Computer Programming: Analysis topics will include units on: variables, conditional controls, loop structures, strings, functions, string manipulation, arrays – lists, modules files, methods, databases, classes and objects. Advanced algorithms and design process/project management techniques will be utilized in the development of programs. Various projects that apply learned skills will be completed during the course. ______________________________________________________ AP COMPUTER SCIENCE PRINCIPLES Credits: 1.0 TECS Length: 1 Year Grade Level: Grades 11 - 12 Prerequisite: Algebra I AP® Computer Science Principles introduces students to the central ideas and the foundations of modern computing such as the Internet, interpreting and representing data and information, ideas, creativity and practices of implementing algorithms and computational thinking, and understand how computing and the Internet are impacting the society and changing the world. The rigorous course promotes broad and yet deep learning of abstraction, computational content, develops computational thinking skills, engages students in the creative aspects of the field, and promotes thinking about the beneficial as well as harmful effects that technology and computing has on the society/world.

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Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

ENGINEERING DESIGN I Credit: 0.5 TECS Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None

STAGECRAFT AND SET DESIGN II Credit: 0.5 FM or 0.5 TECS Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Stagecraft and Set Design I

Engineering Design is a project-based course, where students explore aspects of architecture, construction, engineering and processes of design. Students learn about these aspects through researching, designing using 2D and 3D Computer Aided Design (CAD) software, and building and testing objects and structures such as model bridges, model buildings, furniture, and C02 powered F1 racing model cars. Students also get hands-on experience with modern rapid prototyping equipment such as a 3D printer, 3-Axis CNC router and laser cutter. Students apply what they learn by designing various products. Please note students may be responsible for purchase of materials.

Stagecraft and Set Design II students will learn advanced two and three-dimensional design, and create the stage set for the drama productions throughout the year. Students will also lead other students in designing, consulting, building and painting sets, and will apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs along with their leadership in the class. Their written and verbal critiques and their cooperative effort will also be assessed.

______________________________________________________

ENGINEERING SOLUTIONS Credit: 1.0 TECS Length: 1 Year Grades Level(s): Grade 10 - 12 Prerequisite: Any one of these course: Thinking & Engineering, Engineering Design I, Stagecraft and Set Design l, Electronics Design, Robotics or Programming.

ENGINEERING DESIGN II Credit: 0.5 TECS Length: 1 Semester Grade level(s): Grade 9-12 Prerequisite: Engineering Design I or similar class. In Engineering Design II students will further explore aspects of architecture, construction engineering and processes of design while creating a portfolio. Students will propose, design, construct, and present items of personal interest. Students should be able to work independently, find solutions on their own and be persistent. Examples could be, but not limited to, furniture, models, decorations, textiles, and could be combined with circuitry. Student will have access to modern rapid prototyping and manufacturing equipment such as 3D printers, 3-Axis CNC router, laser cutter, and normal hand tools. Please note students may be responsible for purchase of some project materials. ______________________________________________________ STAGECRAFT AND SET DESIGN I Credit: 0.5 FM or 0.5 TECS Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisites: Two Creative Arts Core Classes or Core Media 3D or Visual Arts and Design and Core Media 2D Stagecraft and Set Design l students will learn the fundamentals of two and three-dimensional design and create the stage set for the drama productions throughout the year. Students will design, consult, build and paint sets, and apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs. Their written and verbal critiques and their cooperative effort will also be assessed. 50

______________________________________________________

How do we solve world problem through engineering? This course offers a rigorous mathematical and scientific multidiscipline exploration of engineering. Students engage in solution-driven design thinking to solve authentic problems in the fields of mechanical, electrical, structural, material, programming, and systems engineering. Students will expand upon their existing Design Process implementation by incorporating applied mathematics, science, and programming logic to solve increasingly complex humancentered problems.


Technology, Engineering and Computer Science 2019-2020 ASD High School Course Description Guide

ARCHITECTURE Credit: 1.0 Elective MM or 1.0 TECS Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisites: Geometry/Advanced Geometry Architecture is the transition from nothingness to place to space. In this introductory project-based class students will learn and apply design skills and concepts to learn about Architectural Design. Through the process they will social, cultural, and material influences that influence the design and production of purpose-built structures and environments. The course will begin with concepts of design in space and move to practical realities and eventually technical design over the course of four units in which we investigate the design of classical structures, personal space, community space, and functional landscapes. Students will apply mathematical concepts in the geometry of design as well as an analysis of material needs. The course will utilize various design and engineering technologies and concepts such as appropriate drafting techniques, 2D and 3D CAD tools such as AutoDesk and or Sketchup to assist with modeling and design.

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Learning Support 2019-2020 ASD High School Course Description Guide

Learning Support Learning Support courses are targeted small core quality instructional support to assistance, or further enhance instruction that ensures all students are successful in the regular academic program. The learning support department provides educational interventions to students identified as needing support in their academic or executive function skill building.

2019-2020 Course Descriptions MATH LAB Credit: 0.5 Credit EL Length: 1 Semester Grade Level(s): Grade 9 – 10 Prerequisite: LSS This course aims build students confidence and mathematical foundation. Instruction is personalized and targeted to develop mathematical skills, knowledge, and mindset. Interventions and strategies build on numeracy, computational fluency, and algebraic skills. Organizational, study, and test taking strategies are also developed. Given the small student to teacher ratio, the course focuses on providing individualized interventions, remediation, and pre and re-teaching. ______________________________________________________ SUPERVISED STUDY BLOCK I Credit: No Credit Length: 1 Semester Grade Level(s): Grade 9 – 10 Prerequisite: None Supervised Study Block l grants Grade 9 and 10 students designated time to complete their academic work at school. Supervised Study Block will be held in a designated location where a faculty member supervises and ensures that students are using their time effectively. This course is non-credit. ______________________________________________________ SUPERVISED STUDY BLOCK II Credit: No Credit Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: LSS Supervised Study Block II grants students designated time to complete their academic work at school. This course is held in a designated location with a teacher who supervises and ensures that students are using their time effectively. The teacher may engage students to reinforce understanding of content and may provide study skills strategies to support student learning.

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SUPERVISED STUDY BLOCK III Credit: No Credit Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: LSS Supervised Study Block III requires teachers to implement specially designed instruction for students in the areas of their student action plan goals and objectives. Additionally, it grants students designated time to complete their academic work at school utilizing specific strategies to help the students gain organization, time management, and specific skills to assist students in university preparation. This course is held in a designated location with a teacher who ensures that students are using their time effectively. Students will be coached to ensure optimal time management. The teacher may re-teach and preteach concepts and engage students for understanding of content, provide supplementary resources, and provide study skills strategies to support student learning. The teacher will also craft, implement, and track student progress on a Student Action Plan. This course is non-credit bearing and placement is done through the Counseling Office. ______________________________________________________ STUDY BLOCK Credit: No Credit Length: 1 Semester Grade Level(s): Grade 11 – 12 Prerequisite: None Study Block is an unstructured block of time that appears in students’ schedules. The time is allocated so that students may complete school related tasks which may include but are not limited to completing assignments, meeting with teachers when possible, meeting with project or study groups, etc. As the time is unstructured, students will move to appropriate designated spaces on campus where they may complete their tasks as required. They will be responsible for meeting the expectations regarding behaviors appropriate for the different spaces.


Interdisciplinary, Capstone, and Experiential Learning 2019-2020 ASD High School Course Description Guide

Interdisciplinary, Capstone, and Experiential Learning 2019-2020 Course Descriptions PUBLIC SPEAKING Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None This is an introductory course to public speaking. Students will develop positions on various topics and issues of interest and prepare a variety of speeches reflecting different genres. Students will enhance skills in researching, writing, and presenting speeches. The focus of this course is to provide many and varied speech opportunities. ______________________________________________________ AP CAPSTONE: SEMINAR Credit: 1.0 EL Length: 1 Year Grade Level(s): Grade 11 Prerequisite: Application process for selection The AP Interdisciplinary Investigations and Critical Reasoning Seminar

AP CAPSTONE: RESEARCH Credit: 1.0 EL Length: 1 Year Grade Level(s): Grade 12 Prerequisite: AP Seminar AP Research allows students to deeply explore an academic topic, problem or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address an original research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminate in an academic paper of approximately 4,000-5,000 words (accompanied by a performance or exhibition of product where applicable) and a 20-minute presentation with an oral defense.

Students must be current Grade 10 students who would be in the top 10-15% of their class, exhibit a high interest in research, a proficiency in writing and show a commitment to highly academic Grade 11 and 12 years. Data used for students to qualify includes Grade 9 and 10 course performance and GPA, PSAT scores, Learner Development, work habits, and teacher recommendation. This seminar, taken in Grade 11, focuses on developing inquiry skills through writing, researching, and team projects by exploring several topics of global relevance. Topics are selected by the teacher and students from a broad spectrum that may include social, political, and environmental issues. Students in the Seminar course are assessed through written and multimedia presentations.

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Interdisciplinary, Capstone, and Experiential Learning 2019-2020 ASD High School Course Description Guide

VIRTUAL HIGH SCHOOL (VHS) Credit: 0.5/1.0 EL (EL for course registration purpose only. Please see your counselor for more details) Length: 1 Semester/ 1 Year Grade Level(s): Grade 10 – 12 Prerequisite: Varies by course Virtual High School (VHS) is an NCAA accredited online program (www.thevhscollaborative.org) that offers over 180 high school courses to students around the world. The program offers a wide range of both elective and core classes, including Advanced Placement. Participation in VHS courses is subject to an application process that takes place in the spring of the previous academic year. VHS students work in an online environment and use various web tools to gather and share resources, debate ideas, comment on contributions, and collaborate on projects. Instructors are certified and qualified teachers in their subject and trained to teach online. The Instructors post regular assignments, guides discussions, provides constructive criticism, corrects misunderstandings, asks and answers questions, and assess student work. VHS courses are added to a student’s schedule just like any other class. Students are given a standard class block in a designated classroom to complete the class for each course. Upon successful completion of a VHS course, the letter grade and credit hour(s) will be added to the student’s official ASD transcript and GPA. Note: Participation in VHS course offerings is determined each spring through a formal application process and committee selection. Available seats in VHS are limited, and fees may apply. No new VHS requests will be honored after the spring application process. VHS is a quarter-based grading system, semester grades are based on averaging the two final quarter grades together. The VHS calendar is also slightly different from ASD’s calendar. ______________________________________________________ MENTORSHIP PROGRAM Credits: 0.5 EL Length: 1 Semester Grade Level: 10-12 Prerequisite: Application Required The ASD Mentorship Program will provide students with the opportunity to gain valuable work experience that will help build a resumé for postsecondary programs and future employment while addressing the needs of our school community. For the 2019-2020 school year, students will have the option to participate in a mentorship program in the Service Learning Department or the ITL (Technology) Department. With a mentor, students will identify goals to guide learning throughout the mentorship. Depending on the agreed upon goals, students could support

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the program through technical and customer support, awareness campaigns, research, editing, video production, making presentations, etc. A strong emphasis is placed on leadership skill development and project based learning. At the end of the course, students will present a final work portfolio to demonstrate that mentorship goals were met. Spaces for this course are limited. Interested students will be required to submit an application and receive approval from the supervising faculty. ______________________________________________________ SENIOR SELF-DIRECTED PROJECT Credit: 0.5 EL Length: 1 Semester Grade Level: Grade 12 Prerequisites: Completion of the SDP Application and approval by the High School Principal The Senior Directed Project (SDP), taken only in Grade 12, will culminate in a final 1,500 - 2,000 word essay. Students will use this as a medium through which they can demonstrate their research and learning on a chosen topic. Students are assessed on their ability to design, plan, and manage their project which must include the use of outside sources properly referenced in their paper. Additionally, they will be evaluated on their ability to analyze information, evaluate sources and use them effectively to support their work. Lastly students will be assessed on their ability to communicate their learning in both written and spoken formats. The work done by the student will be supported and eventually evaluated by their SDP teacher overseer. While the student will work with this teacher, they will not meet during every class period in which the student has SDP. Hence, students who wish to take the SDP will need to be self-motivated, driven, and goal-oriented. ______________________________________________________ SENIOR INTERNSHIP/JOB SHADOW Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 12 Prerequisites: Pre-approved placement and confirmation The course is designed to allow students to pursue their dreams and passions, and to prepare them for further study in areas of interest after high school. Through a formal Job Shadow experience, students will merge their high school studies with the real-world experience of the workplace. Students, for a semester, will spend a half day each in a self-identified location, experiencing the workplace in a very real way. Students will propose a semester Job Shadow experience in the spring of their Junior year and seek approval prior to the summer break.


Appendix Summary of 2019-2020 Course Offerings

Appendix Summary Of 2019-2020 Course Offerings Course

Credits

Grade

English 9

1

9

English 10

1

10

Approaches to Literature:

1

11, 12

CREDIT: ENGLISH

American Perspectives

Approaches to Literature:

1

11, 12

Approaches to Literature:

1

11, 12

AP English Language

1

11, 12

Global Topics

Language and Communication & Composition

AP English Literature

1

11, 12

Read to Write: Exploration in

0.5

11, 12

Approaches to Criticism:

0.5

11, 12

& Composition

Creative Writing

Media & Society Film in Focus

0.5

11, 12

Journalism I - News Team

1

9, 10, 11, 12

Journalism II - Editorial Team

1

10, 11, 12

CREDIT: MATHEMATICS Algebra I

1

9

Geometry

1

9, 10

Algebra II

1

9, 10, 11

Advanced Geometry

1

9, 10

Advanced Algebra II

1

9, 10, 11

Statistics

1

10, 11, 12

Course

Credits

Grade

Advanced Pre-Calculus

1

11, 12

AP Calculus AB

1

11, 12

AP Calculus BC

1

10, 11, 12

AP Statistics

1

11, 12

Math Lab

0.5

9,10

Architecture

1

9, 10, 11, 12

Earth and Environmental Science

1

9, 10

Biology

1

9, 10

Chemistry

1

9, 10, 11, 12

Thinking & Engineering

0.5

9, 10, 11, 12

Marine Biology

0.5

9, 10, 11, 12

Physics

1

10, 11, 12

AP Biology

1

11, 12

AP Biology Lab

0.5

11, 12

AP Chemistry

1

10, 11, 12

AP Chemistry Lab

0.5

10, 11, 12

Anatomy & Physiology

1

10, 11, 12

Kinesiology

0.5

10, 11, 12

AP Physics l

1

11, 12

AP Physics C -

1

11, 12

AP Physics Lab

0.5

11, 12

Global Issues in Action

1

9

Intro to Geography and

1

9

AP World History

1

10, 11

Human Geography

1

10, 11, 12

1

10

CREDIT: SCIENCE

Mechanics & E&M

CREDIT: SOCIAL SCIENCES

Our World

Pre-Calculus

1

11, 12

(with AP option)

Calculus

1

11, 12

Modern World History

Discrete Math and Application

1

10, 11, 12 55


Appendix Summary of 2019-2020 Course Offerings

Course

Credits

Grade

Course

Credits

Grade

AP European History

1

11, 12

Arabic Native V

1

9, 10, 11, 12

Sociology

0.5

10, 11, 12

Arabic Native VI

1

9, 10, 11, 12

Psychology

0.5

10, 11, 12

CREDIT: PHYSICAL EDUCATION AND HEALTH

US History: Research

1

11, 12

PE/Health 9

1

9

Business Economics

1

10, 11, 12

Lifetime Sports I

0.5

10, 11, 12

AP Psychology

1

11, 12

Competitive Team Sports I

0.5

10, 11, 12

AP US History

1

11, 12

Kinesiology

0.5

10, 11, 12

AP Economics (Micro)

1

11, 12

Weight Training & Fitness

0.5

10, 11, 12

AP Economics (Macro)

1

11, 12

Competitive Team Sports II

0.5

10, 11, 12

AP Economics

1

11, 12

Aquatic Certification

0.5

10, 11, 12

Race, Culture & Human

0.5

10, 11, 12

Power Fit I (Female only)

0.5

10, 11, 12

Rights

Power Fit II (Female only)

0.5

11, 12

CREDIT: WORLD LANGUAGES

Outdoor Education

0.5

11, 12

French, Spanish, Arabic as a World Language

Team Sports IIl/Leadership

0.5

11, 12

Core Studio l

0.5

9, 10, 11, 12

Core Studio II

0.5

9, 10, 11, 12

Core Studio III

0.5

9, 10, 11, 12

Visual Arts and Design

0.5

9, 10, 11, 12

Visual Arts Communications l

0.5

10, 11, 12

Visual Arts Communications ll

0.5

10, 11, 12

Visual Arts Communications llI

0.5

11, 12

Visual Arts Communications lV

0.5

11, 12

Stagecraft & Set Design l

0.5

10, 11, 12

Stagecraft & Set Design ll

0.5

10, 11, 12

AP Studio Art Drawing

1

11, 12

AP Studio Art 2D Design

1

11, 12

AP Studio Art 3D Design

1

11, 12

Methodologies

Arabic I / French I / Spanish I

1

9, 10, 11, 12

Arabic II / French II / Spanish II

1

9, 10, 11, 12

Arabic III / French III / Spanish III

1

9, 10, 11, 12

Arabic IV / French IV / Spanish IV

1

9, 10, 11, 12

Arabic V / French V / Spanish V

1

9, 10, 11, 12

Arabic VI / French VI / Spanish VI

1

9, 10, 11, 12

AP French Language and Culture

1

11, 12

AP Spanish Language and Culture

1

11, 12

Arabic as a Native Language Arabic Native l

1

9, 10, 11, 12

Arabic Native ll

1

9, 10, 11, 12

Arabic Native lll

1

9, 10, 11, 12

Arabic Native lV

1

9, 10, 11, 12

56

CREDIT: CREATIVE ARTS


Appendix Summary of 2019-2020 Course Offerings

Course

Credits

Grade

Women’s Choir

1

9, 10, 11, 12

Men’s Choir

1

Mixed Choir

Credits

Grade

Robotics I

0.5

9, 10, 11, 12

9, 10, 11, 12

Robotics II

0.5

9, 10, 11, 12

1

9, 10, 11, 12

Computer Programming:

1

10, 11, 12

Chamber Choir

1

9, 10, 11, 12

Concert Band

1

9, 10, 11, 12

AP Computer Science Principles

1

11, 12

Symphonic Band

1

9, 10, 11, 12

Engineering Design l

0.5

9, 10, 11, 12

Wind Ensemble

0.5

9, 10, 11, 12

Engineering Design ll

0.5

9, 10, 11, 12

Chamber Orchestra

0.5

9, 10, 11, 12

Stagecraft and Set Design I

0.5

10, 11, 12

Beginning Guitar

0.5

9, 10, 11, 12

Stagecraft and Set Design II

0.5

10, 11, 12

Music Technology

0.5

9, 10, 11, 12

Engineering Solutions

1

10, 11, 12

AP Music Theory

1

10, 11, 12

Architecture

1

9, 10, 11, 12

Dance

0.5

9, 10, 11, 12

Advanced Dance

0.5

10, 11, 12

Math Lab

0.5

9, 10

Technical Theatre

0.5

9, 10, 11, 12

Supervised Study Block I

None

9, 10

Theatre Exploration

0.5

9, 10, 11, 12

Supervised Study Block II

None

9, 10, 11, 12

Contemporary Theatre

0.5

9, 10, 11, 12

Supervised Study Block III

None

9, 10, 11, 12

Theatre Production

0.5

9, 10, 11, 12

Study Block

None

11, 12

CREDIT: TECHNOLOGY, ENGINEERING, AND COMPUTER SCIENCE Video Broadcasting l

0.5

9, 10, 11, 12

Video Broadcasting ll

0.5

9, 10, 11, 12

Technical Film Production l

0.5

9, 10, 11, 12

Technical Film Production ll

0.5

9, 10, 11, 12

Music Technology

0.5

9, 10, 11, 12

Digital Design & Publication

1

10, 11, 12

Introduction to Programming

0.5

9, 10, 11, 12

Mobile App Development

0.5

9, 10, 11, 12

Electronics Design

0.5

9, 10, 11, 12

Course

Analysis Python

CREDIT: LEARNING SUPPORT

CREDIT: INTERDISCIPLINARY, CAPSTONE, AND EXPERIENTIAL LEARNING Public Speaking

0.5

9, 10, 11, 12

AP Capstone: Seminar

1

11

AP Capstone: Research

1

12

Virtual High School

0.5/1

10, 11, 12

Mentorship Program

0.5

10, 11, 12

Senior Self-Directed Project

0.5

12

Senior Internship

0.5

12

57


Appendix Summary of 2019-2020 Course Offerings

Course

Credits

CREDIT CODES: English

EN

Mathematics

MM

Science

SC

Social Sciences

SS

World Languages

WL

Physical and Health Education

PE

Technology, Engineering, and

TECS

Computer Science Creative Arts

FM

Electives (non-core)

EL

Core Electives

CELT

58

Grade


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