A Glance at MAS
2020
Knowledgeable
Inquirers Thinkers
Principled
Communicators
Caring
Reective
Open-minded Balanced
Risk-takers
Modern American School
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A Word from the General Director Omaya Zamel
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MAS is proud of its strong American academic program based on international standards. Our sincere goal is that each student graduates with the necessary skills to ensure his/her future success. Our students continue to demonstrate their achievements through high scores on international external exams and being accepted into top universities around the world. Even though the global COVID-19 crisis posed challenges, MAS ensured that learning continued through till the end of the school year, completing all the assigned curriculums on time. Since the beginning of the government-imposed suspension of schools, we smoothly transitioned to the school’s elearning platform ��ni�ed Classroom) which supported all curricula through self-learning resources contained in the school’s blended learning system. Additionally, our technology infrastructure has been solid and enabled us to successfully cope with this crisis. I would like to congratulate the Graduating Class of 2020. The challenges you have overcome give us hope for your roles as future leaders. Your success wouldn’t have happened without the continued support of your parents and their con�dence in you. The MAS family worked hand in hand towards a successful completion of the academic year. Thank you, MAS parents, for your support, efforts and your trust in the school and its vision. Not to forget your teachers who worked tirelessly to provide you with the best education. As you move with con�dence into the post-corona world, my advice to you is to evaluate your choices and consider the challenges and rapid changes of the 21st century. Wishing you all a safe, quiet and enjoyable vacation and praying to God to end this pandemic from our beloved country and the whole world. -- 44 --
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The Modern American School is an international college preparatory school situated in west Amman, the capital of Jordan. MAS fosters an environment of academic excellence, as well as multicultural appreciation. Our views on education stem from the principle that contemporary people live and interact in an increasingly globalized world. For that reason, learning at MAS is not only grounded in a strong academic platform, but also in an educational experience that prepares our students to become leaders of their own world in a safe, supportive, and conducive environment. Our school is co-educational and caters to all levels from Kg to 12 with sta of highly trained teachers and administrators from dierent nationalities. MAS has been accredited by Cognia, formerly known as AdvancED, the largest community of education professionals in the world, since 2003. The school regularly undergoes rigorous evaluation in order to provide the best education for its students. As an international school, guided by its Vision & Mission, MAS is invested in oering educational opportunities that serve both the Jordanian and international communities in Amman. Our student body is multicultural and is comprised of citizens of more than 50 nationalities. Our students have an invaluable advantage of being simultaneously immersed in the rich Arab culture of Jordan.
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Our Board of Trustees is made up of global thinkers and agents of change. We greatly appreciate their work at MAS, and we thank them for their civil service. As we continue to move through the 21st century with advancements in technology, increased global interconnectedness, and innovative leadership, our students are prepared for success.
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The learning process at the Modern American School embraces and integrates the “Blended Learning” approach. It is the combination of traditional classroom teaching methods with digital learning opportunities through its comprehensive online Learning Management System (LMS) that combines all curriculums and additional educational resources. MAS online platform promotes self-learning and engagement beyond the classroom where students have access to the material taught in class day by day, supported by self- learning resources and tutorials to enrich the curriculum. Students easily navigate a single location with links to all their learning resources, using personal accounts and passwords provided by the school. The integration of the blended learning approach is not new at MAS. For many years, teachers and students have been trained and exposed to this methodology, which has enabled us to continue to deliver our outstanding educational program successfully and effectively, despite the challenges presented by the coronavirus pandemic. We smoothly shifted from the physical classroom to the virtual. We adapted and adjusted our strategies to continue teaching through our distance education plan via our online platform. This ensured the continuous education of our students as it contained all our online curriculums and the necessary supportive materials to enrich the learning process. In addition, MAS offered virtual classes for all students from Kg -12 to reinforce the interaction between students and their teachers, which enabled them to complete the curriculum successfully as planned. - 10 -
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International Baccalaureate Programme Modern American School is a candidate school for the International Baccalaureate (IB) Diploma Programme and pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision. *Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: The Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org In addition, as per the General Regulations, schools must make it clear to Legal Guardians and the relevant authorities that IB schools have the sole responsibility for the implementation of the IB programmes and the quality of teaching. Schools must also ensure that, where relevant, it is made clear that the award of the IB Diploma, DP Course Results, the Career-related Programme Certificate and MYP Certificate is made at the sole discretion of the IB. General Rules and Regulations – Article 8 – Requirements of the Diploma The Modern American School Vision and Mission aligns with the IB’s aims of creating learners who strive to be: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-Takers, Balanced, & Reflective. We believe these attributes can help individuals and groups to become responsible members in the community. We expect that our first IBDP cohort will start in the fall of 2021 if the authorization is granted. Students in the Diploma Programme take 6 subjects and 3 core subjects.
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I NT E R NAT I O NAL BAC CALAU R EAT E M I S S I O N STAT E M E NT
The mission of the International Baccalaureate: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
www.ibo.org
High Quality International What is an International Baccalaureate Programme The Programme is designed for highly motivated students interested in earning the IB diploma, or certificates, in addition to their high school diploma. Students enter the twoyear Diploma Programme as a high school junior. IB offers high quality programmes of international education to a worldwide community of schools. The Programme began in 1968 as a non-profit education foundation. It was designed to provide a consistent education for internationally mobile students preparing for college, by providing a common curriculum and common assessments. IB Programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. The IB approach is interdisciplinary and requires students to apply learning in one course to learning in another. Students learn to transfer critical and conceptual thinking from one situation to the next. Additionally, the curriculum encourages the study of international perspectives so students are prepared to navigate the increasingly global marketplace. Today, there are more than 1,101,000 IB students in 3,584 schools in 145 countries. IB Learner Profile The aim of the IB Programme is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: -- 14 13 -
• Inquirers • Open-minded • Knowledgeable • Caring • Thinkers • Risk-takers • Communicators • Balanced • Principled • Reflective Course Selection Students study six courses, selected from six subject groups. GROUP 1 – LANGUAGE AND LITERATURE A1 Language A1 is the study of language and literature, including selections of world literature allowing the student to appreciate a language’s nuances, complexity, and richness. One goal is to develop a lifelong interest in language and literature and a passion for the beauty of the human expression. GROUP 2 – LANGUAGE B Language B serves to develop a deep understanding of another culture through the study of a second language, with a focus on language acquisition and application in a wide range of contexts. GROUP 3 – INDIVIDUALS AND SOCIETIES Courses in Group 3 may include the areas of business and management, economics, geography, history, information technology in a global society, philosophy, psychology, social and cultural anthropology, or world religions. The goal of courses from these possible options is to develop a critical appreciation of human experience and behavior, the various social, economic and physical environments that people live in, and the history of cultural and social institutions.
GROUP 4 – EXPERIMENTAL SCIENCES Courses in Group 4 may include the areas of biology, chemistry, design technology, physics, sports, exercise and health science, environmental systems and societies (which meets the group 3 and group 4 requirements). A required project encourages students to value the environmental, social and ethical implications of science that is collaborative and interdisciplinary in nature and provides an opportunity for students to explore scientific solutions to global questions. GROUP 5 – MATHEMATICS AND COMPUTER SCIENCE Group 5 offers a variety of math levels (Mathematics Application and Interpretation) to accommodate the range of needs,
interests and abilities of students, and to fulfill the requirements of various university and career goals. These courses allow students to utilize mathematical knowledge, concepts and principles; develop logical, critical and creative thinking, and develop their ability to deal in abstraction and generalization. Computer science courses, if selected, must be studied in addition to mathematics. GROUP 6 – THE ARTS Group 6 may include courses in film, music, theater, and the visual arts. The focus is on creativity through disciplined, practical research into the relevant genres from a global perspective. Each subject is designed to foster critical, reflective and informed practice, exploring the diversity of arts across time, place and cultures.
• Three subjects at a higher level (240 hours each) • Three subjects at standard level (150 hours each) • All three parts of the core, Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Action, Service (CAS) • Each subject is graded on a 1-7 scale and a maximum of 3 points for the core elements (TOK, EE, CAS) of the Programme. Earn a minimum of 24 points. • The IB Learner Prole and the core are central to the philosophy of the Diploma Programme. • The Diploma Programme has gained recognition and respect from the world's leading universities. • IB Diploma graduates could also earn credit hours towards the rst year of college. Many IB Diploma students receive between 22-28 college credits hours upon entering college. www.ibo.org
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ABOUT THE IB DIPLOMA PROGRAMME (DP)
education for a better world.
The IB Diploma Programme curriculum is a twoyear course of study, containing six subject groups and a core of three parts.
IBDP Course Oering Map Group.1: Studies in Languages and Literature Grade 11
Grade 12
Standard
Prerequisite
Language & Literature
Language & Literature
HL & SL
English 10
Group 2: Language Acquisition Grade 11
Grade 12
Standard
Prerequisite
Language B Arabic
Language B Arabic
HL & SL
Arabic 10
Group 3: Individual & Societies & MoE Requirements Grade 11
Grade 12
Standard
Prerequisite
History
History
HL & SL
World History 1
Group 4: Sciences Grade 11
Grade 12
Standard
Prerequisite
Biology
Biology
HL & SL
Environmental Science
Chemistry
Chemistry
HL & SL
Biology
Physics
Physics
HL & SL
Chemistry Algebra II
Group 5: Mathematics Grade 11
Grade 12
Mathematics Application and Mathematics Application and Interpretation Interpretation
Standard
Prerequisite
HL & SL
Geometry Algebra I
Group 6: The Arts Grade 11
Grade 12
Standard
Prerequisite
Visual Arts
Visual Arts
HL & SL
Student Portfolio
Core Courses Course
Grade
TOK
11 &12
EE
11 &12
CAS
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Scientific Stream vs. Literary Stream: DP Program MOE Requirements Scientific Stream
Literary Stream
To obtain the scientific stream DP
To obtain the Literary Stream DP
student should:
student should:
1- Pass 3 scientific subjects
1- Pass 3 Literacy subjects
2- Take Mathematics as it is Mandatory
2- Take Arabic as it is Mandatory
3 -2/3 scientific subjects must be HL
3- Take Mathematics as it is Mandatory
4- Take Arabic Language
4 -2/3 Literary subjects must be HL
5- Take Foreign Language
5- Take Scientific Subject
6- Take 1 Electives
6- Take 1 Electives
7- The minimum total mark in 3 HL subjects should be 12.
Additional learning Opportunities Advanced ICDL, SAT 1, IELTs, online courses
Additional learning Opportunities Advanced ICDL, SAT 1, IELTs, online courses MOE Religion
Mandatory MoE Requirements
MOE Jordanian History
*Additional Learning Opportunities - Online Courses MAS recognizes the importance of offering several online courses which enrich the high school program. The courses not only promote critical thinking and communication skills, but also provide students opportunities to work independently and collaboratively. In addition, these online courses offer opportunities for students to equip themselves with those skills needed to ensure success in their future careers by addressing current problems in business and beyond.
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MAS has embarked on making a progressive move st in education into the 21 century, by integrating technology into education. From the onset, MAS has been a pioneer in introducing technology to our students. As early as the mid 1990’s, students had access to internet resources and were assigned school emails – one of the �rst schools in Jordan to do so. Just a few short years later, all classrooms were installed with internet accessible interactive boards, and �ve years later E-books were introduced to ensure that students had full access to the curriculum during school and at home. Today, each staff member and student has access to a personal laptop (Grades 9-12) or iPad (Kg through grade 8). These are further supported by a complete online platform (�ni�ed Classroom) and through virtual classes, with a school internet infrastructure able to cater for over 2,500 devices. Technology is constantly changing the way students learn and how instructors teach. It is often the driving force behind many of the world’s changes and innovations. In education, creating an e-learning culture is more about developing and tweaking what already exists, sharing a common vision, and doing things a little differently. The MAS journey with technology shows the transition for creating an e-learning culture within a school system ready to step away from traditional teaching. The number one goal for MAS is student achievement. Every decision made and lesson plan created is based on helping students learn and be successful.
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Online Platform (Unified Classroom) at MAS The �ni�ed Classroom enables students to have access to the material taught in class day by day supported by interactive, self-learning assessments and tutorials related to what was taught that day. Students can access all their curriculum material for the whole year including self-assessments, digital books, audio and video tutorials and all the interactive up to date resources, anytime and anywhere. Students have access to the material that was previously taught in class, including all its resources to help them prepare and study for their tests and exams. The MAS educational team organized and designed the content material in a way that advanced students are provided with opportunities to excel, and the challenged students are provided with extra resources that meet their needs and levels.
Parents are provided with their own accounts where they can track and monitor their children’s academic and behavioral progress. They can also view what their children learned day by day for all subjects and follow-up on their progression. Parents have direct communication and discussions with teachers available through their accounts. The MAS administration is excited to share this innovation in educational technology with you as we move towards a digital world, and we work together for improved learning experiences for all our students. - 21 -
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Professional development is about life-long learning and growing as an educator. MAS implements a rigorous, and ongoing intensive professional development program that is part of its continuous improvement plan. This program aims to help teachers improve their skill sets, and learn innovative and latest online and face-to-face teaching strategies to prepare their students for success in an ever-changing world. They need to be able to teach students how to use emerging technologies to ensure that our institution remains at the cutting edge within a set of international research-based standards. The MAS Professional Development program encompasses both internal and external workshops. Induction Week at the beginning of every academic year, multiple professional development days through the year, and peer mentoring are just some of the activities in which our teachers participate. Such trainings allow us time to re�ect on how advanced MAS is in terms of progressive, global education, and the long journey we have taken to get to where we are. We believe that there is always more to learn and new skills to attain.
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Student Support Resources & Facilities
High School Physics Lab & Biology Lab
High School Chemistry Lab - 23 -
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High School Library
High School Library - 24 -
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School Theatre
School Theatre - 25 -
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IT Labs
Art Showroom - 26 -
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High School Gym
Playground - 27 -
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High School Lobby
On-site School Dentist
On-site School Physician
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The College & Counseling Department works with high school students throughout their four years at MAS. Counselors provide support for students in two main areas: Academic success through close follow-up, offering advice on course selection and academic performance . College & career planning through arranging college fairs, offering support and advice, and tracking of college applications. In addition, throughout the four years of High School, the department arranges career orientations by professionals, and career advice in accordance with the students’ strengths and interests. Counselors work with students individually and in groups and coordinate different events throughout the year for students and/or families.
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MAS students are encouraged to be Independent and responsible, life-long learners. Therefore, MAS provides students with multiple learning and teaching resources that are not limited to teachers and textbooks. Our additional resources include reference books, periodicals, digital books, audiov i s u a l te a c h i n g re s o u rce s, a n d s o f t wa re applications. Furthermore, digital libraries with several online subscriptions to international reference resources, such as Britannica School and Ebsco, are easily accessible to all students.
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An innovative feature at the Modern American School is the standing desks, available to our students in the classrooms. Each classroom has standing desks, in addition to the regular desks, and students have the option of using them during class time. These desks have several bene�ts such as increased focus, reduced back pain, ability to move in class, better mental health, and healthier hearts. They also allow for more collaborative work and greater classroom engagement.
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The Modern American School is the ďż˝rst school in Jordan to establish the program. Aiming to integrate physical movement with mental agility, stationary bikes have been installed in the “Read and Rideâ€? Room and in classrooms where students are encouraged to read while pedaling. Not only does the program aim to promote physical exercise, but also improve brain function. Students are permitted, when appropriate, to ride the bikes in classrooms, which allows them to move and release pent up energy. - -33 32- -
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USA - Harvard University, Yale University, MIT, University of Pennsylvania, Georgetown University, Brown University, Cornell University, Tufts
University, New York University, University of California, Boston College, University of Michigan Ann Arbor, Drexel University, Northeastern University, Boston University, University of Massachusetts, Bentley College, Ohio State University, Purdue University, Suffolk University, University of Colorado – Denver, Texas A & M University, University of Texas – Dallas, Portland University, University of North Carolina, DePaul University, Rutgers University, Fordham University, University of Southern California, University of San Francisco, Loyola University, University of Arizona. Canada - McGill University, University of Toronto, York University, University of Waterloo, University of Ottawa, University of British Columbia, Carleton University, Ryerson University, Queens University. UK - Imperial College London, London School of Economics, University of Bath, University of Leeds, e University of Manchester, University of Edinburgh, City University of London, University of Birmingham, University of Leicester, Aberdeen University, Cardiff University, University of Essex, University of Kent, Nottingham Trent University, University of Surrey, University of Essex, University of Kent, Swansea University,University of East Anglia, Glasgow Caledonian University. Europe - University of Amsterdam (Netherlands), Jacobs University (Germany), American College of Greece (Greece), Eastern Mediterranean University (Northern Cyprus), Les Roches Marbella (Spain), Les Roches Hotel Management School (Switzerland), Groningen University (Netherlands), Franklin College (Switzerland), Carl Benz University (Germany), American University of Paris (France), Università Cattolica del Sacro Cuore (Italy), Malmo University (Sweden), Schiller University (Germany). Far East & Others - Ateneo De Manila (Philippines), e University of Rio de Janeiro (South America-Brazil), University of Shanghai (China), University of Delhi (India), e University of Auckland (New Zealand), Moscow State Instiute of Internatinoal Relations (Russia), Monash University (Australia). Middle East & Gulf Area - Royal College of Medical Surgeons University (Bahrain), American University of Dubai (UAE), American University of Sharjah (UAE), Gulf Medical College (UAE), American University of Beirut (Lebanon), American University of Cairo (Egypt), Lebanese American University (Lebanon), USEK: Holy Spirit University of Kaslik (Lebanon), University of Balamand (Lebanon), Notre Dame University (Lebanon), University of Jordan ( Jordan).
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MAS COVID-19 Experience COVID-19 has �ercely invaded the globe and education was hit hard by this pandemic. UINCEF reported 87.6% of the world’s total enrolled learners were impacted by schools’ suspension. Ministries and schools faced a serious challenge on how to sustain education, and thus were forced to use remote learning tools to mitigate education loss. This turned a spotlight on the gaps schools have in their online readiness and backup systems. In this jumble, the Modern American School, which had always been a good example of a blended learning institution, was ready to continue education through various learning pathways. Prior to the pandemic, the schools’ General Director, Mrs. Omaya Zamel, adopted the Uni�ed Classroom, a comprehensive online platform that combines lesson plans, activities, assessments, gradebook and communications in one place. The main purpose then was to break the geographic limitations and expand students’ resources to what is outside the books and the classrooms. After intensive training sessions, teachers and students were using the platform on daily basis. Parents were also hosted in school and given orientation sessions to understand and use the platform. With the expertise, the innovative learning tools, and the readiness of students and parents, the Modern American School could shift smoothly to online learning quickly and easily, with no disruption to the learning process. The vision of Ms. Omaya Zamel further supported distance learning, through the introduction of virtual classes from Kg through High School. The school gave rigorous training on this new approach to education. The MAS team conducted engaging and interactive classes full of vividness and vitality. Students were eager to attend, participate, do the activities, and model the lessons taken. This experience taught us that “change is not easy, but possible.” With a visionary leadership that inspired and staff determination that energized along with innovation, creativity, and will, the Modern American School could face the impediments and pass the challenge. - 36 -
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“Frankly, when I learned about the decision to close schools because of the spread of the coronavirus, I felt very worried. I wondered how the children would be able to continue education and understand the material, while the teachers were far from the students. However, the measures that the school took during the pandemic have shown the school’s experience to deal with the emergency through the use of its electronic platform that was already in practice. Students, teachers and parents were familiar with and aware of how to use it because they were trained a lot. Special thanks goes to the General Director Mrs. Omaya Zamel and Mr. Tayseer Zamel for their wise leadership as well as for the faculty for their great efforts. “
“I was surprised when the Modern American School introduced virtual classes to Kg students as I wasn’t sure how the children would handle them. This experience was a great learning opportunity to my child and me! I was able to know my child more, know his friends and teachers and most importantly discover new aspects about his personality. I had the opportunity to see the learning process of my child live and know how he functions in a classroom setting.
“As a parent, I enjoyed watching my son’s progress through visiting MAS online platform. I was able to see his lesson plans and resources provided by his teachers. My son looked forward to the virtual classes to see his friends and teachers and to the activities that he liked to do in front of everyone. Thank you Mrs. Omaya for investing in this great platform that in turn improves our children’s education.”
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The �ni�ed Classroom, which was actually developed for students before the pandemic, helped me keep track of my daily lessons, assignments, quizzes, homework and follow up on my academic progress since I am graduating this year . Teachers posted daily recorded videos to explain every day’s lessons, and sent an email explaining everything.
Personally, I enjoyed distance learning more than the regular methods we used when we were at school as I get to study at my own pace. Furthermore, if I don’t understand a certain point, I can easily review it by using all the resources provided by watching the pre-recorded videos once again. Thank you, MAS, for this exposure.
“Since the outbreak of the pandemic, MAS has been effectively working and preparing to complete the curriculum. Distance learning through the �ni�ed Classroom has helped me personally to access all the resources and extra practices anytime I wanted. The virtual classes were live and engaging as if we were in regular classes.”
“Distance learning that MAS followed during the coronavirus crisis pushed us to discover new things about ourselves because we uncovered skills and talents that we never knew we had. I felt that this experience was useful as it helped me learn at my own pace and manage my time wisely.”
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