Curriculum Guide Upper School 2021-22
Revised 2/19/2021
Table of Contents UPPER SCHOOL ACADEMIC PROGRAM OVERVIEW ................................................................................................................ 3 RECOMMENDED COURSE OF STUDY AND REQUIRED COURSE OF STUDY .................................................................................... 4 COURSE DESCRIPTIONS ................................................................................................................................................... 5 ARTS: FINE ARTS ................................................................................................................................................. 6 ARTS: PERFORMING ARTS ..................................................................................................................................... 8 ENGLISH .......................................................................................................................................................... 12 HISTORY .......................................................................................................................................................... 16 LEARNING LAB .................................................................................................................................................. 21 MATHEMATICS & COMPUTER SCIENCE .................................................................................................................. 23 PHYSICAL EDUCATION......................................................................................................................................... 28 SCIENCE ........................................................................................................................................................... 29 WORLD LANGUAGES .......................................................................................................................................... 34 POLICIES .................................................................................................................................................................... 40
Upper School Academic Program Overview Indian Creek School offers an outstanding educational program built on strong relationships between students and teachers. In our school, students and teachers are partners in learning as challenge and nurture go hand-inhand. From the signature ninth grade academic experience to upper level and interdisciplinary courses, each ICS student designs a course of study personalized to interests and strengths. Students, this document is meant to guide you in discovering what courses are available and to provide you with a clear understanding of the academic program at the Upper School. Throughout this curriculum guide, you will find an overview of graduation requirements, course of study planning documents, course descriptions, and course policies. You have some important decisions to make about what courses you are going to take during your high school years. Make sure to seek the counsel of your family, mentors, teachers, advisors, and older students as you plan intentionally for the years to come. The best piece of advice we can offer is this: take full advantage of this opportunity to discover and learn as much as you possibly can. Don’t be afraid to try something new – now is your time! And, as you plan your course load, do not forget to think about balance. The goal should not be to create the most packed course load possible; instead, the goal is to design a program that is personally challenging and interesting to you, a program in which you can find success, and with which you can balance the other joys and responsibilities in your life. Getting this right requires thoughtful and intentional planning, so please take the time now.
Recommended Course of Study and Required Course of Study The recommended ICS course load provides a strong and broad academic foundation and ensures a wellrounded transcript in the college application process. The required course of study covers the list of minimum credits by discipline students must complete in order to graduate from Indian Creek School, and still provides a broad college-prep experience. Most students complete most if not all of the recommended course of study. Some students elect to meet minimum requirements in one area to have schedule space for specialization in another area (e.g. STEM, arts) This can be a great individual choice, and should be planned together with academic advisors and college counselors.
ENGLISH
MINIMUM REQUIRED CREDITS
RECOMMENDED CREDITS
4
4 4.5 including 4 years of math and 1 computer science
MATH & COMP. SCIENCE
course. 3 including completion of Algebra II.
*Note: To be considered for acceptance to a school in the University System of Maryland, students must complete 4 years including up to Algebra II.
3 including one earth science (Big 9: History & Science of
our World,) one physical science (Physics or Chemistry), SCIENCE
and one life science (Biology). This requirement applies to the Class of 2025 and later. Prior classes are required to have 3 science credits. 3 including Big 9: History and Science of Our World,
HISTORY
World History 1750-Present or AP World, and U.S. History/AP U.S. History.
WORLD LANGUAGES ARTS ADDITIONAL CREDITS TOTAL CREDITS ATHLETICS
4 – 5 including Big 9: History & Science of our World,
Physics, Chemistry, Biology, and an upper-level science course. This requirement applies to the Class of 2025 and later. Prior classes are recommended to have 4-5 science classes including Physics, Chemistry, Biology, and an upper-level science course. 3.5 – 4 including 1-2 semester electives between Grades
10-12 in addition to requirements.
2 consecutive years of the same language.
3 – 4 including completing Level 3 of one language.
2
2 – 3 including both fine and performing arts
4
As interested
21
24
Participate in at least 1 ICS team per year for a total of 4 seasons, or Athletic Director approval for equivalent credit. Starting in 2021-22, students may take Fitness & Wellness for a semester for the equivalent credit of 1 team sport.
SIGNATURE
Students are required to take Learning Skills in Grade 9 (starting with the Class of 2025), and 4 years of Human
PROGRAMS
Development.
SERVICE LEARNING
75 hours of community service hours
Course Descriptions
Arts: Fine Arts Art Foundations (Semester) Art Foundations is an introduction to art course which analyzes and interprets the elements and principles of design through drawing, painting, collage, sculpture, and ceramics. Students are encouraged to develop their ability to see and interpret what they see through various exercises and projects, to improve their skills, and to exercise creativity with thoughtful responses to projects presented. 9, 10, 11, 12 Studio Art 1A and 1B (Semester) Prerequisite: Art Foundations Students explore drawing, painting, and collage in this two-dimensional fine arts course. Drawing skills are developed through the use of pencil, colored pencil, charcoal, and ink. Color theory and painting techniques are applied with oil pastels, watercolor, and acrylics. Concepts in design and abstraction are presented with abstract studies in collage. From representational to abstract and from basic drawing to the use of mixed media, students are encouraged to interpret, explore, and create. Studio Art 1 is composed of two semester courses, 1A and 1B; students who take 1A are not required to take 1B, and students do not need to take 1B immediately following or in the same school year as 1A. 9, 10, 11, 12 Studio Art 2A and 2B (Semester) Prerequisite: Studio Art 1B Expanding on the knowledge and skills learned in 2D Studio I, 2D Studio 2 students explore design concepts, drawing and painting techniques, and color theory with an emphasis on individual, in-depth concentration and exploration, and development. Through group demonstrations and discussions, visual examples, and individual guidance, students develop their ability to interpret subject matter and produce thoughtful and creative works of art. This course is composed of two semester courses. Studio Art 2 is composed of two semester courses, 2A and 2B; students who take 2A are not required to take 2B, and students do not need to take 2B immediately following or in the same school year as 2A. 10, 11, 12
Studio Art 3A and 3B (Semester) Prerequisites: 2D Studio 2B Expanding on the knowledge and skills learned in 2D Studio 2, 2D Studio Art 3 students continue to explore design concepts, drawing and painting techniques, and color theory with an emphasis on individual exploration and development. In addition, a select group of artists are introduced, discussed, and interpreted. Through group demonstrations, visual examples, and individual guidance, students will develop their ability to interpret subject matter and produce thoughtful and creative works of art. Serious art students will also have the opportunity to build a portfolio. Studio Art 3 is composed of two semester courses, 3A and 3B; students who take 3A are not required to take 3B, and students do not need to take 3B immediately following or in the same school year as 3A. 11, 12 AP 2-D Art and Design Prerequisite: Teacher Approval This AP course includes two sections: Sustained Investigation and Selected Works. Sustained Investigation (60% of exam score): Students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision: with 15 digital images that include works of art and design and process documentation; with typed responses to prompts, providing information about the questions that guided their investigation and how they practiced, experimented, and revised, guided by their questions. Students will focus on in-depth, inquiry-based art and design making; on skillful synthesis of materials, processes, and ideas; and on articulating information about their work. Selected Works (40% of exam score): For the portfolio, students will submit works of art and design and writing to demonstrate skillful synthesis of materials, processes, and ideas: for AP 2-D Art and Design, there will be five physical works or high-quality reproductions of physical works with written responses on paper describing the materials, processes, and ideas used. 12 Ceramics 1A and 1B (Semester) Prerequisite: Art Foundations Students gain knowledge of clay hand building and decorating methods as they use the three major forming methods - pinching, coil, and slab - to build a variety of functional, vessel and sculptural ceramic objects. Students explore surface decoration methods as well as glaze application. During 1B students work with wire forming 2- and 3- dimensional sculptures. Ceramics 1 is composed of two semester courses, 1A and 1B; students who take 1A are not required to take 1B, and students do not need to take 1B immediately following or in the same school year as 1A.
9, 10, 11, 12 Ceramics 2A and 2B (Semester) Prerequisites: Ceramics 1B Ceramics & Sculpture II is a second-level course with focus on hand-built clay vessels and sculpture on a larger scale. Students enhance their ability to create interesting and original ceramic objects. Students also continue to explore surface decoration with a variety of glaze applications. This course is composed of two semester courses. Ceramics 2 is composed of two semester courses, 2A and 2B; students who take 2A are not required to take 2B, and students do not need to take 2B immediately following or in the same school year as 2A. 10, 11, 12 Ceramics 3A and 3B (Semester) Prerequisites: Ceramics 2B Ceramics & Sculpture III is an advanced clay course for students to broaden proficiency and develop a sense of personal artistic style in the clay form. Ceramics 3 is composed of two semester courses, 3A and 3B; students who take 3A are not required to take 3B, and students do not need to take 3B immediately following or in the same school year as 3A. 11. 12 Global Online Academy Arts Offerings Visit https://globalonlineacademy.org/student-program/student-courses and select “Art, Media, and Design” to see approved course offerings through GOA.
Arts: Performing Arts Acting and Dramatic Literature (Semester) In this one-semester course, which can be taken multiple times, students explore the critical and creative process of acting through monologue and scene study. Additional exercises in improvisation, vocal and physical exercises, ensemble building, concentration, and emotional honesty aid students in developing their craft. Students should be prepared to question, investigate, and explore not only the world of the play, but their own life experiences. Students perform both in the classroom and in more public forums. 9, 10, 11, 12
Acting Through Song (Semester) In this one-semester course, which can be taken multiple times, students examine how the techniques of acting and in-depth vocal training can apply in singing musical theater repertoire. Students explore stage movement, blocking, and physical expression through exercises and performance. Students should be comfortable singing in small groups and alone and perform in class and in public regularly. Repertoire is drawn from The Great American Songbook and all eras of Broadway music. Past participation in chorus is strongly recommended but not required. 9, 10, 11, 12 Band Note: Yearlong course, meets during X-Block. Earns 1 art credit. Participation by audition only. Students provide their chosen instrument. This class, by audition only, covers a general historic timeline for various genres of music including contemporary and classical repertoire. Students perform representative pieces of music from these and other genres. Students work to extend their technical and musical abilities through individual and group instruction. Study of the basic elements of music theory and general musicianship serves as the focus of this class through instrumental performance. This course is intended for students with some experience on their instrument. Students interested in learning a new instrument should contact our performing arts department for guidance. 9, 10, 11, 12 Chorus Note: Yearlong course, meets during X-Block. Earns 1 art credit. In Chorus, students discover and experience the joy of singing in an ensemble. This course helps to develop young student voices and knowledge of choral music by teaching the basics of vocal pedagogy: breathing, placement, and diction. Rhythmic and ear training are fundamental. Students also study the basic elements of music theory including tempo, chord progression, and other musical concepts. Students perform a diverse choral repertoire with ample opportunity for group performance and individual vocal growth for beginners and singers who have had previous experience in a choir. 9, 10, 11, 12 Dance (Semester or yearlong) Note: Interested students will need to provide appropriate dance shoes such as ballet shoes or jazz shoes. Students explore the basics of ballet, jazz, and modern dance and have opportunities to learn both technique and choreography. Students also work on performance technique and will perform in recital and concert settings.
9. 10, 11, 12 Introduction to Guitar: Guitar 1 (Semester) Note: Students provide an acoustic guitar to use for the duration of the class. Students explore the fundamentals of guitar performance, reading traditional notation, understanding the musical concepts of melody, harmony, rhythm, and form. They develop a deeper appreciation for all styles of music and music as art. Students perform in recital and concert settings. 9, 10, 11, 12 Guitar 2A and 2B (Semester) Note: Students provide an acoustic guitar. Prerequisite: Introduction to Guitar and teacher approval. Guitar 2A and 2B provide the opportunity for intermediate guitar players to explore more advanced techniques of guitar performance, traditional notation and guitar tab, musical concepts of melody, harmony, rhythm, and form. Students must have a working knowledge of and ability to read standard notation and tab to join this class. Students will perform in recital and concert settings. Guitar 2 is composed of two semester courses, 2A and 2B; students who take 2A are not required to take 2B, and students do not need to take 2B immediately following or in the same school year as 2A. 9, 10, 11, 12 Guitar 3A and 3B (Semester) Note: Students will need to provide an acoustic guitar to use for the duration of the class. Prerequisite: Guitar 2B or by audition. Guitar 3A and 3B build on techniques learned in 2B as students advance from intermediate to expert guitar players. Students perform in recitals and concerts. Guitar 3 is composed of two semester courses, 3A and 3B; students who take 3A are not required to take 3B, and students do not need to take 3B immediately following or in the same school year as 3A. 9, 10, 11, 12 Persuasive Rhetoric: Public Speaking and Presentation (Semester)
Students practice and present techniques of public speaking including research, speech preparation, listening and storytelling. Students demonstrate these skills through public speaking, speech writing, presentation and visuals preparation, panel discussion, presentation, and a variety of projects.
9, 10, 11, 12 Solo Choir Note: By audition only.
This ensemble moves beyond the basic techniques of vocal pedagogy (breathing, placement, and diction) and challenges selected students beyond the scope of chorus class. More emphasis is put on part singing with fewer singers on a part. A cappella (unaccompanied) singing is a major part of this ensemble. To enhance abilities in this area, upper-level ear training and rhythmic technique are assessed in audition prior to enrollment in the course. A varied repertoire is explored, and numerous performance opportunities included. 9, 10, 11, 12 String Ensemble Note: By audition only. Students provide their chosen instrument. This class covers a general historic timeline for various genres of music including contemporary and classical string repertoire. Students perform representative pieces of music from these and other genres. Students extend their technical and musical abilities through individual and group instruction. Study of the basic elements of music theory and general musicianship are the focus of this class through instrumental performance. 9, 10, 11, 12
English Course Sequence
English 9 English 9 focuses on both literature and composition. To broaden their understanding of both the similarities and differences of lives around the world, students primarily read literature with settings outside of the United States, exploring literature as both a mirror and a window and considering identity in the context of community. Through close readings and discussions of fiction, poetry, and nonfiction by diverse authors, students further develop their ability to analyze and think critically about language. Students have the opportunity to develop their communication skills in the areas of reading, writing, listening, and speaking; they learn to express their ideas more effectively as they engage in discussion and create, revise, and share different types of formal and informal writing throughout the year. 9 English 10
English 10 is a broad survey of American literature. Students read both historical and contemporary works, including novels, plays, and short stories by writers who represent the diversity of the American experience. Readings are placed in historical and cultural context through accompanying lessons on various periods in American history. Students develop and apply critical thinking skills through selected texts, and learn how to present written analysis of readings in thesis-driven analytical essays. Analytical skills are further deepened and applied through class discussions on selected readings and related articles. Students emerge from English 10 with appreciation of and experience with different forms of literature, knowledge of literature’s cultural impact throughout America’s history, and the ability to produce clear and forceful analytical writing. 10 English 11 This writing-intensive course prepares students for both college reading and writing experiences. Students read and write in a variety of modes and genres. The readings introduce students to several literary genres as students learn strategies for understanding and analyzing more complex texts. Students write frequently in both informal and formal formats, composing with increased clarity and sophistication. Core writing skills, different organizational structures, the writing process, and research and citation skills are emphasized. 11 AP Language and Composition The AP English Language and Composition course focuses on the rhetorical analysis of nonfiction texts and the development and revision of well-reasoned analytic and argumentative writing. The course requires students to become skilled readers of prose written in a variety of contexts and skilled writers who compose for a variety of purposes. Students analyze nonfiction writing by major literary figures, and they synthesize and cite evidence to support their arguments. As both readers and writers, students consider the decisions writers make as they compose and revise. Major units include rhetorical analysis and close reading, argument, and synthesis essays that require students to evaluate and incorporate relevant outside sources. 11 AP Literature and Composition Note: This course is only offered to seniors. Prerequisite: It is strongly recommended that you complete AP Language and Composition before taking AP Literature and Composition. The AP English Literature and Composition course focuses on imaginative literature: fiction, poetry, and drama. Students read, analyze, discuss, and write about both classic and contemporary literature from a variety of periods and in a variety of genres. Students grow in their abilities to read closely, analyze literature
thoughtfully, and write persuasively about imaginative literature. Topics include the functions of character, setting, structure, narration, figurative language, and literary argumentation. Writing assignments include analytical and argumentative essays that require analysis and interpretation of literature. The AP English Literature and Composition course aligns with a college-level introductory literature curriculum. 12 Electives Creative Writing (Semester) Note: This course is only available to seniors. NCAA college-bound athletes must either take AP Literature or a semester of Dystopian and a semester of Creative Writing in order to meet eligibility requirements. Creative writing explores many forms of composition and focuses on developing each writer’s individual process and style. In this survey course, students will learn how to write fictional narratives, various forms of poetry, environmental writing, and other forms of creative nonfiction. Each unit will focus on a specific form, medium, and genre. Students will read pieces in each criterion, write their own poetry and prose within those genres, and will workshop all their pieces with fellow classmates. At the end of the course, students will have a solid understanding of each step of the writing process and will be better prepared for college-level writing through a creative approach to teaching practical writing skills. 12 Dystopian, Science Fiction, and Fantasy Literature (Semester) Note: This course is only available to seniors. NCAA college-bound athletes must either take AP Literature or a semester of Dystopian and a semester of Creative Writing in order to meet eligibility requirements. This one-semester course is a survey of speculative fiction (dystopian fiction, science fiction, and fantasy) from the turn of the century to the present, with particular emphasis on British and American writers. This course uses analysis and evaluation of novels, short stories, nonfiction essays, and film as its foundation. Students read major literary works of each genre while considering how each genre should be defined and how the conventions of each genre have changed over time. Each unit contains correlative material that places these stories into the context of culture and history. 12 Identity and Justice in Literature This one-semester English elective focuses on literature through a lens of exploring themes of identity and social justice. Through whole-class texts, book clubs, and independent reading, students explore how aspects of identity such as race, class, gender, sexual orientation, nationality, and religion are portrayed in contemporary fiction, as well as considering which stories are being told (and not told) and by whom. Students
also consider how different texts portray, explore, and complicate topics such as justice, privilege, and oppression. By reading and writing critically about these texts, students can develop deeper understandings about themselves, the world, and literature. 11, 12 Journalism and Publications Prerequisite: Teacher approval Journalism and Publications is a collaborative class that produces the school yearbook while focusing study on writing, photography, and layout design. Students learn the foundational steps of gathering, verifying, synthesizing, and communicating information for news and publication purposes. A mix of assignments exposes students to every aspect of publication production, and students can focus their efforts on writing, photography, or design, or a combination of the three. Classes engage students on the role of journalism in a free society, current events, best practices in writing and reporting, interviewing, editing, photography, and visual presentation. Independent projects challenge students to cover their school and community in a factual, clear, informative and entertaining way through words and images. Newsroom-style collaboration and studentdriven production culminates with publication of the school yearbook. 10, 11, 12 Young Adult Literature This semester-long course focuses on different genres of contemporary young adult literature, literature written for and marketed to adolescents. Through whole-class texts, book clubs, and independent reading, students analyze the cultural influences of these texts, explore how common topics and portrayal of social issues in young adult literature have changed over time, and consider how young adult literature is both similar to and different from adult literature in terms of literary elements, plot structures, and themes. There are opportunities for writing both analytically and creatively. 11, 12 Global Online Academy English Offerings Visit https://globalonlineacademy.org/student-program/student-courses and select “Art, Media, and Design” to see approved course offerings through GOA.
History Course Sequence fix
Big 9: The History and Science of Our World Note: This is a required course for all ninth graders starting with the Class of 2025. This course awards students both a history and science credit and is taught as a “double-block” taking up two class periods. Students explore diverse science and humanities through a carefully crafted and interdisciplinary curriculum to get a bigger sense of the stories of Us, the creation of the universe, and the ascent of mankind. Students create “Big Questions”, design research, and claim test theories, while developing thinking skills, mindsets, and mature study skills which will set them on the path to maximize their Upper School experience. The course is designed in conjunction with the grade 9 English experience to combine the best of a curated interdisciplinary model across these disciplines. From the Big Bang to the Enlightenment, students will be challenged to consider diverse human conditions and issues, allowing them to form their personal responses to parallel questions in the modern world. As this course covers both the History and Science of our World, it receives both a science and a history credit. 9
Modern World History This course focuses on the modern world taking the revolutions of the 18th century: the industrial and the Enlightenment-inspired Atlantic as its starting point. It continues the focus of studying history with a global mindset, allowing students to better understand the vital connections between various peoples and regions of the world. The key frames students use to examine the human story include networks, communities, and production and distribution. Through these frames they will study belief systems, geography and environment, economic systems, arts and ideas, government and citizenship, migration and diffusion, science and technology, and society. Students will also further develop the skills they learned in Grade 9, including critical reading, contextualizing, sourcing, corroboration, thesis generation, evidence application, and analytical writing.
10, 11 United States History Note: Due to the change in history sequence, US History will not be offered in the 21-22 school year. This course will be offered again in the 22-23 school year. Students will study U.S. History in its global context. Through this investigation, they will gain an understanding of their place in the world. They will also develop historical thinking skills, such as understanding historical context, analyzing primary and secondary source material, developing a defensible argument, and looking at history through multiple perspectives.
11 AP United States History Note: Due to the change in history sequence, AP US History will not be offered in the 21-22 school year. This course will be offered again in the 22-23 school year. Prerequisite: B (Final Grade) in previous history course or permission of instructor. In this course, students prepare for the Advanced Placement national examination in U.S. history by studying such topics as indigenous America, the age of discovery, colonialism, the Revolution and establishment of the early republic, economic growth in the 19th century, slavery and its legacy, the Civil War and Reconstruction, the development of the West, populism and progressivism, participation in two World Wars, the Depression, the Cold War, Vietnam, and contemporary America. The course integrates such themes as demographic change, economic transformations, and diplomacy so that students may understand more general concepts of continuity and change over time. Extensive writing is required, including frequent document-based essays. Strong reading comprehension skills are also needed to handle the college-level textbook and multiple additional primary source readings. 11
AP World History: Modern Prerequisite: Teacher approval The AP World History: Modern course prepares students for the Advanced Placement national examine in Modern World History and focuses on developing students’ understanding of world history from approximately 1250 CE to the present. In this course, students investigate the content of world history for significant events, individuals, developments, and processes in nine units, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by professional historians when they study the past. The course employs five themes (interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; development and transformation of social structures) that students explore in order to make connections among historical developments in different times and places encompassing the major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania. Extensive writing is required, including frequent document-based essays. Strong reading comprehension skills are also needed to handle the collegelevel textbook and multiple additional primary source readings. Students are expected to read and digest an average of 10-20 pages of reading per night. 10, 11, 12 Electives Race and Racism (Semester) Race & Racism examines the intent and impact of racism in the United States. This course elicits difficult conversations as it touches upon historical events that are pivotal in race relations in the United States. These guided conversations are facilitated by a certified DEI practitioner and are centered on the self-awareness and empathy of the students. This course discusses and wrestles with the concept of race as a social construct as well as the impact of both individual and systemic racism on people of color in the United States. Students identify the use of microaggressions in social themes, literature and popular culture and they deconstruct biases and stereotypes to understand the underlying messages that racism conveys in our culture today. This class focuses on the practice and meaning of anti-racism. Students recognize their own biases and participate in authentic conversations about race and focus equally on personal growth as the impact of racism on our society. 10, 11, 12
Research Seminar (Semester) Note: This course is run as an asynchronous, blended course in the style of a BLinc. Students will work on their Research Seminar coursework in the Vos Family Academic Resource Center during the scheduled block. They will have occasional scheduled synchronous meetings with their teachers and peers during the research and writing process. Note: This course will also be available to take as a summer term BLinc course. Additional fee applies. The Indian Creek Research Seminar is a ½ credit college preparatory course focused on developing students’ skills and experience in investigating and writing a research project. The research theme is open to what a student is interested in pursuing in the general field of Humanities as it applies to the modern world. This gives students the opportunity to find a topic they have a passion in and dig deep into understanding how it evolved to its current state. Topics could stretch from political issues such as why the U.S electoral college was developed and why there is conflict in Kashmir to more pressing issues such how vaccines can be so controversial, the evolving role of religion in the interconnected world, and the growing diversity of narratives in literature. Class lessons will concentrate on current events, topic selection, finding and evaluating sources, thesis development, paper organization, and academic writing. By the course’s end, students should become both more capable academic writers and more aware of the world around them. 10, 11, 12 United States Government 1A: Foundations of the American Political System (Semester) Note: This fall semester course can be taken on its own as an introduction to United States Government, or it can be taken as the fall semester of a yearlong experience along with AP United States Government that fully prepares students for the AP U.S. Government and Politics Exam. This course is designed to acquaint students with the origins, concepts, organizations, and policies of the United States government and political system. The class will specifically cover the foundations of the U.S. government system and the interaction between the branches of government. To increase comprehension, students will read and analyze relevant primary and secondary source documents and incorporate this knowledge into assignments. 11, 12 AP United States Government (1B) (Semester) Prerequisite: U.S. Gov 1A or permission of instructor. In this course, students will prepare for the Advanced Placement national examination in U.S. Government and Politics through a course of study that provides an analytical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret U.S. politics and the
analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. The course will take a more in-depth look at U.S. government than the U.S Government 1A class and builds upon the knowledge in that course by expanding to cover political ideologies, civil rights, and political participation. Students are expected to read and digest an average of 10-20 pages of reading per night, write essays, engage in research projects, and exhibit a willingness to discuss, debate, and argue positions in class. 11, 12 Global Online Academy History Offerings Visit https://globalonlineacademy.org/student-program/student-courses and select “Social Sciences” to see approved course offerings through GOA.
Learning Lab In the Learning Lab, students develop and improve the skills and strategies necessary for effective learning: time management, organization (digital and physical), study techniques, note taking, test/quiz taking, sustaining focus/attention, stress management, and self-care. As a result, ICS students are familiar with how they learn best and are effective in advocating for themselves and managing their own time and academic progress. Grade 9: Learning Skills Class Students take a Learning Skills class that meets once every two weeks in which they are provided with direct instruction on learning skills not typically taught in a traditional classroom but are vital to academic success. These skill sets include specific strategies to help develop student’s executive functioning skill sets such as time management, organization, note-taking, digital citizenship, sustained focus, and more. To be ready for the research and writing in the high school curriculum, lessons will also cover research strategies, methods for source evaluations as well as the proper methods for creating in-text citation and creation of works cited. The Learning Skills curriculum is closely coordinated with students’ experience in Advisory, Human Development, and in their required History, Science, and English courses for a reinforcing, interdisciplinary experience. In addition, students in Grade 9 are assigned to work in the Academic Resource Center/Learning Lab during their "Get Things Done" periods (free periods) where they have access to learning resources and support. This course does not carry academic credit. Grades 10 – 12 All students have access to the Learning Lab whenever and however they need it. They can work in the Academic Resource Center before/after school or during GTD periods, they may sign up to work with a peer mentor, they may request resources, and they can sign up for anticipated Learning Lab X-block courses including vocabulary building, test taking strategies, and more. Learning Support Program: Personalized Learning Skills Support with a Learning Coach ICS students in Grade 6 - Grade 12 have the option to work individually with a Learning Lab coach on a regular basis for learning support and skill/strategy development. Students sign up for Learning Support sessions by semester on a daily, twice weekly, or weekly basis. The Learning Support Program emphasizes the development and/or improvement of general organizational skills, planning, prioritizing, task initiation, and time management. The goal of the Learning Support program is to help students develop the skills and strategies they need to be effective, independent learners. Specific fees apply. Students signing up for the
4-5 day/week Learning Support program are required to select GTD: Get Things Done as their sixth block on the schedule.
Mathematics Course Sequence AP Calculus AB or AP Calculus BC
PreCalculus
Algebra 1
Geometry (can be taken in summer)
Algebra II
AP Statistics
Number Theory (GOA)
Electives available after Algebra II:AP Statistics, Linear Algebra (GOA), Macroeconomics (GOA) etc
Algebra 1 Algebra 1 covers the basic skills of algebra, including expressions, equations, and inequalities, as well as exponents, polynomials, and proportions. The focus is on three function families: linear, exponential, and quadratic. Students learn to graph linear equations, solve systems of linear equations, and use graphs, equations, and inequalities to solve problems. Multiplying and factoring polynomials lay the foundation for solving quadratic equations. Students learn to simplify, add, subtract, multiply, and divide radical expressions and solve radical equations. 9, 10 Geometry Prerequisite: Algebra 1. Note: students may take Geometry at the same time as Algebra 2, or in the summer between Algebra 1 and Algebra 2 (see below course description through Global Online Academy). This course uses the context of geometric figures to teach logical reasoning. Similarity, congruence, special line and angle relationships, special segments, trigonometric ratios, coordinate geometry, constructions, plane figures, and 3D figures are analyzed. Five different kinds of proofs are developed throughout the course. Students will use geometry software to explore, design, and prove truths about geometric figures and relationships. 9, 10, 11
Geometry – Global Online Academy Prerequisite: Algebra 1 Note: This course is only offered during Summer Term and cannot be taken in place of a yearlong math class. It is taken by students who wish to advance from Algebra 1 in one year to Algebra 2 the next year. This intensive summer course is designed to provide an accelerated path through the traditional high school curriculum. Focusing on Euclidian geometry, students will examine topics relating to parallel lines, similar and congruent triangles, quadrilaterals, polygons, and circles. Students can expect to analyze lengths, areas, and volumes of two- and three-dimensional figures, and will explore transformations and other manipulations. Particular attention will be paid to introductory trigonometry with right triangles and the study of circles (radians, sectors, arc length). In addition, the development of a mature, logical thought process will begin through a formal introduction to arguments, deductions, theorems, and proofs. Because this course will cover topics that are typically presented in a yearlong course, students should expect to dedicate 15-20 hours per week during the intensive 7-week summer session. 9, 10 Algebra 2 Prerequisite: Geometry Students in Algebra 2 build upon previously acquired mathematical concepts to explore a variety of topics, including first degree equations and inequalities, linear relations and functions, systems of equations and inequalities, polynomials and polynomial functions, and quadratic functions. They also learn the rudiments of probability and statistics and trigonometric functions. 9, 10, 11, 12 Pre-Calculus Prerequisite: Algebra 2 Pre-Calculus is the final preparatory course for AP Calculus. Students learn to solve problems involving space, motion, and change. This includes the study of linear, polynomial, exponential, logarithmic, rational, and trigonometric functions. Students also practice and affirm their knowledge of algebra. 10, 11, 12 AP Calculus AB Prerequisite: Pre-Calculus Note: Students wishing to take calculus should take either AP Calculus AB or AP Calculus BC, not both. For placement or credit purposes, colleges and universities typically treat AB as one semester of calculus, and BC as two semesters.
Calculus AB is an AP-certified, college-level equivalent of a first semester calculus course. Students learn the basics of differentiation, integration, and first order differential equations. They also practice applying these concepts to situations involving quantities that change over time, and situations that involve maximizing or minimizing a given quantity. The course is a full preparation for the AP Calculus AB exam. 11, 12 AP Calculus BC Prerequisite: Pre-Calculus. Note: Students take either AP Calculus AB or AP Calculus BC, not both. For placement or credit purposes, colleges and universities typically treat AB as one semester of calculus, and BC as two semesters. Students planning to take Multivariable Calculus or AP Physics C: E&M should take AP Calculus BC. Calculus BC is an AP-certified, college-level equivalent of a first and second semester calculus course. Students start out learning all the material found in Calculus AB. The central additional concept in Calculus BC is the approximation of functions by infinite series. Series provide a powerful tool for visualizing and analyzing transcendental functions, differential equations, and phenomena in the sciences. Specialized techniques for the integration and analysis of functions are also examined. Students learn to use the techniques of calculus in non-rectangular coordinate systems. There is an emphasis on applications to physics and other sciences. 11, 12 AP Statistics Prerequisite: Algebra 2 Statistics is an essential part of the mathematical toolbox for scientists and informed citizens. This course is about data, experiments, and inference. A good graph can tell a story. So how can you make sense of data, and present data in a useful way? Humans are fallible. How then can we collect data and perform experiments with as little bias as possible? Finally, the real world is messy. How can we use probability to quantify our uncertainty? And how can we make useful predictions and conclusions, despite this uncertainty? 10, 11, 12
Computer Science Introduction to Computer Science (Semester) In this introductory semester long course students will be exposed to the fundamentals of computer science no previous experience required. Students begin by studying how various types of information (numbers, text, images) can be represented digitally. From there the primary focus of the course shifts to learning how to write simple computer programs using a high-level programming language such as Python and/or JavaScript (the
language used is at the discretion of the instructor). Through several hands-on projects students will develop an understanding of the building blocks of algorithms - sequence, selection (if statements), and iteration (loops) as well as simple data abstractions such as arrays. If time permits students will also learn about key design principles of the Internet and how to be a good digital citizen. Although not a required prerequisite, this course provides a solid foundation for students interested in further study of computer science in a GOA or AP course. 9, 10, 11, 12
AP Computer Science Principles Prerequisite: Algebra 1 AP Computer Science Principles is a full-year, rigorous, entry-level course that introduces high school students to the foundations of modern computing. The course covers a broad range of foundational topics such as programming, algorithms, the Internet, big data, digital privacy and security, and the societal impacts of computing. The course enables students to develop the computational thinking vital for success across multiple disciplines. These skills include using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course is unique in its focus on fostering student creativity. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. They will also develop effective communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts to their community, society, and the world. To appeal to a broader audience, including those often underrepresented in computing, this course highlights the relevance of computer science by emphasizing the vital impact advances in computing have on people and society. By focusing the course beyond the study of machines and systems, students also have the opportunity to investigate the innovations in other fields that computing has made possible and examine the ethical implications of new computing technologies. 9, 10, 11, 12 AP Computer Science A Prerequisites: Algebra 2, AP Computer Science Principles AP Computer Science A is equivalent to a first-semester, college-level course in computer science. The course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design using Java programming language. These techniques represent proven approaches for developing solutions that can scale up from small,
simple problems to large, complex problems. The AP Computer Science A course curriculum is compatible with many CS1 courses in colleges and universities. 10, 11, 12 Global Online Academy Math and Computer Science Offerings Global Online Academy Math and Computer Science Electives: Visit https://globalonlineacademy.org/studentprogram/student-courses and select “Mathematics and Technology” to see approved course offerings through GOA.
Physical Education Fitness and Wellness (Semester) Note: This course is asynchronous. This course will provide learning opportunities for students to further develop skills and knowledge related to fitness, physical competence, cognitive understanding and positive attitudes about physical activity that promote a healthy and physically active lifestyle. Students will acquire knowledge and skills in recreational, athletic and lifetime fitness activities. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. 9, 10, 11, 12
Science Course Sequence
The History and Science of Our World (Earth Science) Note: This is a required course for all ninth graders starting with the Class of 2025. This course awards students both a history and science credit and is taught as a “double-block” taking up two class periods. Students explore diverse science and humanities through a carefully crafted and interdisciplinary curriculum to get a bigger sense of the stories of Us, the creation of the universe, and the ascent of mankind. Students create “Big Questions”, design research, and claim test theories, while developing thinking skills, mindsets, and mature study skills which will set them on the path to maximize their Upper School experience. The course is designed in conjunction with the grade 9 English experience to combine the best of a curated interdisciplinary model across these disciplines. From the Big Bang to the Enlightenment, students will be challenged to consider diverse human conditions and issues, allowing them to form their personal responses to parallel questions in the modern world. As this course covers both the History and Science of our World, it receives both a science and a history credit. 9 Biology (Life Science) Students in this laboratory course study the basic principles of biology from chemical structures of biomacromolecules to global connections in biogeochemical cycles. Units on modern tools and research, ranging from genetics and biotechnology to evolution, introduce students to future directions in the field.
ICS recommends students take Physics, Chemistry, and Biology in that order before taking upper-level science electives. Students may double up on two of these courses in any year if they wish. Students are required to take Big 9 (starting with Class of 2025), Physics OR Chemistry, and Biology to graduate. 10, 11, 12 Chemistry (Physical Science) Prerequisite: Algebra 1 Topics students explore include atomic structure, nuclear processes, bonding, acids and bases, and
the nature of various substances. Students have ample opportunity for problem solving (i.e., “doing” chemistry, not merely memorizing), for investigating chemistry in their own lives, and for examining the implications of chemistry for contemporary social and technological issues. Students learn the scientific method of questioning, observation, organizing data, hypothesizing explanations, making predictions, and testing theories to determine their validity. ICS recommends students take Physics, Chemistry, and Biology in that order before taking upper-level science electives. Students may double up on two of these courses in any year if they wish. Students are required to take Big 9 (starting with Class of 2025), Physics OR Chemistry, and Biology to graduate. 10, 11, 12 Physics (Physical Science) Physics is the study of motion and change. Through frequent laboratory investigations, students build conceptual models to explain and predict the behavior of a wide range of physical systems, from atoms to soccer balls to planets and stars. Iterative analysis of motion and the use of conservation principles are key threads that run throughout the course. These ways of thinking give students insight into how changes in the energy and momentum of physical systems occur and are constrained. Students also code and use simple computational models to explore the behavior of more complex phenomena. Topics include gravitation, electricity, magnetism, sound, light, and heat. ICS recommends students take Physics, Chemistry, and Biology in that order before taking upper-level science electives. Students may double up on two of these courses in any year if they wish. Students are required to take Big 9 (starting with Class of 2025), Physics OR Chemistry, and Biology to graduate. 9, 10, 11, 12 AP Physics 1 Prerequisite: Students choose between Physics and AP Physics (i.e. Physics is not a pre-requisite for AP Physics). Students in AP Physics 1 should be concurrently taking Precalculus, although Algebra II students
with strong mathematical ability may take the course at the discretion of the instructor. Students taking Calculus are strongly encouraged to take AP Physics C rather than AP Physics 1. Physics is the study of motion and change. Through quantitative laboratory investigations, students in AP Physics 1 develop and use conceptual models to study physical phenomena. Interactions between objects can change three fundamental quantities: momentum, energy, and angular momentum. Students apply this small set of principles to explain and predict the behavior of a wide range of physical systems, from atoms to soccer balls to planets and stars. A particular focus is the use of computation to model the behavior of complex systems. Modern physics is integrated into the curriculum: students study atomic models of matter, quantized energy, and relativistic dynamics. Students in AP Physics 1 do not need to know or use the methods of calculus, although they will often encounter calculus-related ideas during the course. ICS recommends students take Physics, Chemistry, and Biology in that order before taking upper-level science electives. Students may double up on two of these courses in any year if they wish. Students are required to take Big 9 (starting with Class of 2025), Physics OR Chemistry, and Biology to graduate. 10, 11, 12
Electives Anatomy and Physiology Note: This course will not be offered in 2021-22. Prerequisites: Biology and Chemistry
A study of the human body emphasizing the complementary nature of structure and function, molecular and cellular interactions, homeostasis, and metabolic processes. Includes a study of cells, tissues, membranes, and several major body systems. Health related career opportunities are also explored. Animal dissection is a requirement for the course. 11, 12 AP Biology Prerequisites: Chemistry, Biology, and Algebra 1 This laboratory-based course builds on concepts learned in Biology. Students engage in an in-depth study of biological concepts typically learned during a first-year college Biology course for majors. Upon completion of this course, students should gain an appreciation for evolution, energy transfer, continuity and change, relationship of structure to function, regulation, interdependence in nature, and science, technology, and society. 11, 12
AP Chemistry Prerequisites: Chemistry and Algebra 2 AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through lab-based investigations as they explore the four Big Ideas: scale, proportion, and quantity; structure and properties of substances; transformations; and energy. 11, 12 AP Environmental Science Prerequisites: Biology, and either Physics or Chemistry. AP Environmental Science engages students with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. 10, 11, 12 AP Physics C Mechanics Prerequisite: Students in AP Physics C Mechanics should either be currently taking AP Calculus AB or BC or have taken a calculus course in the past. Physics is the study of motion and change. Through quantitative laboratory investigations, students in AP Physics C Mechanics develop and use conceptual models to study physical phenomena. Interactions between objects can change three fundamental quantities: momentum, energy, and angular momentum. Students apply this small set of principles to explain and predict the behavior of a wide range of physical systems, from atoms to soccer balls to planets and stars. A particular focus is the use of computation to model the behavior of complex systems. Modern physics is integrated into the curriculum: students study atomic models of matter, quantized energy, and relativistic dynamics. Students in AP Physics C Mechanics study how derivatives, integrals, and differential equations give additional insight into fundamental principles. 11, 12 AP Physics C Electricity and Magnetism Prerequisites: Completion of AP Physics 1 or AP Physics C Mechanics. Students in AP Physics C E&M should also either be concurrently taking AP Calculus BC or have taken it in the past. Through quantitative laboratory investigations, students in AP Physics C E&M extend models from previous AP Physics courses to include the study of electric and magnetic interactions. The concept of a field is central to modern physics, and students examine in detail how electric and magnetic fields interact with matter.
Atomic models are broadened to include the behavior of electrons, with a focus on electrical conduction in circuits. Students also learn how delayed changes in fields lead to the propagation of electromagnetic radiation, and how descriptions of electromagnetic phenomena are unified under Maxwell’s equations. Students in AP Physics C E&M repeatedly apply the tools of calculus to analyze phenomena. As in earlier courses, computation is used extensively to model the behavior of complex systems. 11, 12 AP Psychology The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in psychology. 11, 12 Astrophysics (Semester) Prerequisite: Physics or AP Physics (any level) How are stars born, and how will they die? How do we know that almost every star has planets? And yet why might most planets be “rogue”? What causes galaxies to form and evolve, and why will none of them last forever? Students in this course study how astrophysicists formulate and answer such questions about incredibly distant objects. A particular focus is the ongoing study of exoplanets, and the related questions about the prevalence of life in our universe. A significant portion of the course is project-based, with students using computational tools to analyze source data acquired by large observatories. 10, 11, 12 Athletic Training (Semester) This course is designed to be an introduction into the field of Athletic Training. It is meant to give an interested sports medicine student their first exposure to the sports medicine world. Emphasis is placed on musculoskeletal injuries that occur during exercise or athletic competition and on the assessment of various athletic injuries. Students will also have the opportunity to learn athletic taping, wrapping, and bracing skills. 10, 11, 12 Global Online Academy Science Offerings Visit https://globalonlineacademy.org/student-program/student-courses and select “Science and Health” to see approved course offerings through GOA.
World Languages World Languages: Latin
Latin 1 Students are introduced to the classical world and acquire the fundamentals of Latin grammar and a basic vocabulary. They learn the cases of nouns and the conjugations and tenses of verbs. Reading and translation are emphasized over the spoken language. A study of Roman culture and history are also included. There is also emphasis on the influence of Latin on the development of the English language where students acquire a solid foundation in the derivation of English words from Latin roots, prefixes, and suffixes. The Text: Cambridge Latin Series, both years 1 & 2 are used. 9, 10, 11, 12 Latin 2 Prerequisite: Latin 1 Students continue to acquire the fundamentals of Latin grammar and vocabulary. Reading and translation continue to be emphasized over the spoken language, there is a continued emphasis on English derivation, as well as study of Roman culture and history. Text: Cambridge Latin Series continues, using 2 & 3. 9, 10, 11, 12 Latin 3 Prerequisite: Latin 2 Students continue to acquire the fundamentals of Latin grammar and vocabulary. Reading and translation continue to be emphasized over the spoken language, there is a continued emphasis on English derivation, as well as study of Roman culture and history. Text: Cambridge Latin Series continues, using 3 & 4. Students will be translating Roman authors. 10, 11, 12 Latin 4 Prerequisite: Latin 3 Latin 4 will continue with the Cambridge Latin series with the Unit 4 book. The first part of Unit 4 is set in and around the court of the Emperor Domitian (81-96 CE(AD). The stories explore the tensions and effects of living under tyranny. The second part is an anthology of Latin prose and poetry including selections from
Pliny, Cicero, Vergil, Ovid, Catullus, and Livy. The emphasis on vocabulary and word derivation will continue. 11, 12 World Languages: Spanish
Spanish 1 Language study at Indian Creek begins with communication. Students will actively converse in Spanish on a variety of topics, presenting information, expressing opinions, and sharing ideas. They will interpret written materials as well and learn the fundamentals of vocabulary and grammar that will allow them to express themselves in writing and interpreting information when listening and reading. Classes will be driven by project-based learning throughout the year. This class is appropriate for those starting Spanish and students who have had limited experience in Spanish. 9, 10, 11, 12 Spanish Language Through Culture 1– Global Online Academy Note: This course is only offered during Summer Term. This intensive summer course will give students with no prior exposure to Spanish the vocabulary, grammatical background, and communicative skills that they need to jump into Spanish 2 at their schools. This course will replicate what is typically a yearlong course, so students should expect to dedicate 15-20 hours per week during the 7-week summer session. Please note, this course is not recommended for those wanting a light introductory course to get a taste of Spanish before deciding if they want to study it further, nor for those wanting to get a jumpstart for a Spanish 1 course during the academic year. In this intensive course, students will master greetings and introductions, question formation, describing daily routines, expressing likes and dislikes, describing familiar people and places, and other fundamental communicative functions. Students will learn to communicate using common regular and irregular verbs in the present tense and the immediate future. Students will also develop a broad-based vocabulary related to common settings including school and the classroom, home and family life and others. The primary focus of the course will be to develop novice interpersonal and presentational speaking and comprehension skills. Through interacting with classmates and instructors, students will practice their budding language skills in a self-paced online environment. Video calls in pairs or small groups occur 1-2 times a week and are a required course component. They are comparable to the practical lab component of a science course because students speak Spanish with each other and the instructor while immediately observing and reacting to the results of their efforts to communicate. This mostly asynchronous, summer course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12
Spanish 2 Prerequisite: Spanish 1 or GOA Spanish Language Through Culture 1. This course builds on the elements mastered in Spanish to increase students’ ability to communicate in oral and written Spanish. Students review grammar rules and structures and then study the use of the past tenses including the preterit and imperfect. Students use a variety of authentic materials and create and perform their own dialogues. They also learn about the customs and artifacts of Spanish-speaking countries. Classes will be driven by project-based learning throughout the year. 9, 10, 11, 12 Spanish 3 Prerequisite: Spanish 2 This course builds on the elements mastered in Spanish II to increase students’ ability to communicate in oral and written Spanish. Students review grammar rules and structures and then study exceptions and variables to the basic rules. The subjunctive, future, conditional, and several compound tenses are added to the tenses studied in Spanish II. Students use a variety of texts, use project-based learning, explore authentic material in the language, and create and perform their own dialogues. Students learn about the customs and artifacts of Spanish-speaking cultures.
10, 11, 12 Spanish 4 Prerequisite: Spanish 3 The course reviews the main elements of grammar presented in previous years and gives students extensive practice in written and oral communication. Students read short stories, novels, drama, and poetry in Spanish, as well as such nonfiction genres as essays and news reports. Cultural content focuses on both Spain and Latin America, with information about art, music, geography, politics, and current events. The course is conducted entirely in Spanish. 10, 11, 12 AP Spanish Prerequisite: Spanish 4 The Spanish/Advanced Placement Language course covers the equivalent of a third-year university course in advanced Spanish composition and conversation. In addition to the curriculum, students practice and refine the skills needed for the special test format of the AP Spanish Language Exam. The skills refined and extended include oral communication in both the informal and formal realm, written communication in both the informal and formal realm, aural comprehension at native level, reading comprehension at native level and advanced grammatical structures. 11, 12
World Languages: Arabic through Global Online Academy
Students may take Arabic through Global Online Academy to fulfill their ICS language requirement. The courses are yearlong courses, and cover Arabic 1, Arabic 2, and Arabic 3. Students must commit to taking at least two years in order to earn their language credit. The Global Online Academy course fee applies to language courses. Arabic Language Through Culture 1 Through study of Levantine (Jordanian) Arabic and the Arabic writing system, students develop novice proficiency in interpersonal communication. Students will be able to communicate in spontaneous spoken conversations on everyday topics, including personal introductions, families, daily routines, and preferences, using a variety of practiced or memorized words, phrases, simple sentences, and questions. This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11 Arabic Language Through Culture 2 Prerequisite: Arabic Language Through Culture 1 Arabic 2 students have one year of Arabic Language Through Culture or have demonstrated novice proficiency through summer coursework or other experiences. Students will communicate in spontaneous spoken conversations on familiar topics, including food, weather, and hobbies, using a variety of practiced or memorized words, phrases, simple sentences, and questions. This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12 Arabic Language Through Culture 3 Prerequisite: Arabic Language Through Culture 2 Students in Arabic 3 have demonstrated intermediate interpersonal proficiency in Arabic (MSA or a dialect) through two years in Arabic Language Through Culture or other coursework and have demonstrated an ability to work online independently and reliably with instructors and peers in Arabic Language Through Culture or another GOA class. Students in Arabic 3 will have opportunities to direct their own study through choice of material and topic. They will use Arabic to interact with native speakers on topics of their choosing, and to explore topics of interest through a variety of media (written works, audio, video, face-to-face interviews). This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12
World Languages: Japanese through Global Online Academy
Students may take Japanese through Global Online Academy to fulfill their ICS language requirement. The courses are yearlong courses, and cover Japanese 1, Japanese 2, and Japanese 3. Students must commit to taking at least two years in order to earn their language credit. The Global Online Academy course fee applies to language courses. Japanese Language Through Culture 1 – Global Online Academy This full-year course is a unique combination of Japanese culture and language, weaving cultural comparison with the study of basic Japanese language and grammar. While examining various cultural topics such as literature, art, lifestyle and economy, students learn the basics of the Japanese writing system (Hiragana and Katakana), grammar and vocabulary. Through varied synchronous and asynchronous assignments, including hands-on projects and face-to-face communications, students develop their speaking, listening, reading, and writing skills. The cultural study and discussions are conducted in English, with topics alternating every two to three weeks. The ultimate goal of this course is to raise awareness and appreciation of different cultures through learning the basics of the Japanese language. The focus of this course is 60 percent on language and 40 percent on culture. This course is appropriate for beginner-level students. This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12 Japanese Language Through Culture 2
Prerequisite: Japanese Language Through Culture 1 Through language learning, students in this course share their voices, cultivate global perspectives, and foster appreciation of self and others. Students expand their knowledge of the basic skills introduced in Japanese Language Through Culture 1 while further developing their speaking, listening, writing, and reading skills. Each unit follows the IPA model (Integrated Performance Assessment), blending three modes of communication: interpretation of authentic material in Japanese, synchronous and asynchronous practice in speaking and writing, and oral and written presentations. Each unit focuses on one of the following cultural topics: Design and Expression, Ecology, Entertainment, East meets West, Harmony, and Nature. In addition, students will have the opportunity to select and pursue topics of their own interest. Grammar topics will cover the essential forms that are typically introduced in the second and third year of a high school Japanese program. By learning the Dictionary Form, Nominalizer, TE form, TA form, NAI form, and Noun Modifier, students are able to add more complexity to their sentence construction. In doing so, they shift from forming simple sentences to communicating in a coherent paragraph. As online learners, students are expected to exhibit superb time management and communication skills, as well as to take ownership of their learning.
While grammar instruction will be delivered through asynchronous work and face-to-face meetings, much of the course content will be curated and created by students through their research and collaboration. The focus of this course is 60 percent on language and 40 percent on culture. This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12 Japanese Language Through Culture 3 Prerequisite: Japanese Language Through Culture 2 Students in Japanese 3 have mastered most of the conjugation patterns (TE/TA form, dictionary form, and NAI form) that are necessary to speak and write in complex structures. While advancing their grammatical knowledge (including giving and receiving, potential form, and honorific form), students will compare and examine similar functions and their subtle differences. In speaking, students are allowed to speak in informal/casual style with each other and with the teacher in order to solidify their control of the Plain Form. Interpersonal communications will be done through face-to-face conversation and recorded messages. In reading and listening, students will curate, share, and practice with grasping the gist of authentic materials. Such material may include TV commercials, news, movies, children’s books, online newspapers, and cooking recipes. In writing, students will work on creative writing, expository writing, and analytical writing (compareand-contrast in the AP format). Semester 1 will incorporate JLPT N5 exam material. Taking the exam is not necessary but encouraged. In Semester 2, students will participate in the GOA Catalyst Conference. This mostly asynchronous, yearlong course is offered through Global Online Academy. The Global Online Academy course fee applies to this course. 9, 10, 11, 12
Note: these policies will be reviewed before the 2021-22 school year and are subject to modification.
Course Load
Students are required to take a minimum of five courses each semester and may take up to six courses. This does not include X-block courses. Students who take five courses are assigned “GTD: Get Things Done” time for their sixth block in the schedule, which is the equivalent to a study hall. Permission to take fewer than five courses in a semester needs to be approved by the Upper School Principal, as does permission to take more than six. Occasionally, students may wish to take an Independent Study, BLinc, or Global Online Academy elective as a seventh course, which is recommended only under specific circumstances and requires Principal approval. Students who enroll in the Learning Support 4-5 day/week program should take five courses at a time so as to have room in their schedule for individual coaching. Course Selection
Students will partner with their academic advisors, grade-level dean, and college counseling team to determine the appropriate course of study for a student. Additional instructions will be provided to students during their advisory and class meetings. Blended Learning at Indian Creek (BLinc)
Blended Learning at Indian Creek (BLinc) enables students to have flexibility and choice in their pace of learning. These courses are predominantly asynchronous in nature with ICS instructors leading the courses. Course materials will be posted each week and students will determine the pace and path in which they work the material. In addition to the asynchronous work, multiple check-ins are integrated into the weekly experience so students can stay connected and on target with the course’s learning goals. Synchronous opportunities provide time for students to collaborate with their peers and teacher. Synchronous experiences will be scheduled at a time that is mutually convenient for the teacher and students including meetings during lunch, X-block, or alternate time frames. The course load expectations are comparable to other ICS courses. Global Online Academy Courses
Through Indian Creek School’s partnership with the Global Online Academy, ICS students have access to online, asynchronous courses with teachers and students from around the world. Students may choose to take a Global Online Academy (GOA) course as either a fifth or sixth course with approval. Students who wish to take a GOA course should write it in their course selection form. ICS will pay for the first course a student enrolls in each school year. After the first course, the family is responsible for the tuition of $600. If a student chooses to take a Global Online Academy Course as the seventh course, the family is responsible for the
tuition of $600. Students must have their Global Online Academy course choice approved by the GOA Site Director.
Add/Drop Policy
Students wishing to add or drop a course once the semester has started should reach out to their academic advisor for guidance in making the change. Global Online Academy and BLinc courses may be dropped within one week of beginning without penalty; otherwise, families will be responsible for the course fee. Course Cancellation
A course may not run if it does not reach the minimum enrollment requirement. ICS intentionally offers more courses in the Curriculum Guide than can be offered so as to develop a course offering based on student interest. When courses are not offered, students are placed in one of the alternate courses indicated on their course selection worksheet. Marking Periods
The academic year is divided into two semesters. Students will receive academic reports at the end of the first quarter, first semester, third quarter, and fourth semester. Course Length and Credit
Unless noted as a semester course, all courses run the length of the academic year. Yearlong courses are awarded one academic credit and semester courses are awarded a half of an academic credit Academic Advising Starting in Grade 9, students are paired with an academic advisor whose responsibility it is to know and support each of their advisees and families on their ICS academic journey. Advisors are the first point of contact for students and families, and the first layer in our student support network. Academic advisors partner with teachers, deans, and college counselors at school and with parents/guardians at home in supporting their advisees. Academic Honesty All students are expected to live up to the highest standards of academic honesty. Cheating on a test or quiz or plagiarism in any manner will result in consequences that may include a reduction in grade, a zero on the work, and even suspension or expulsion. Plagiarism consists of the following behaviors:
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Copying word for word or almost word for word from another’s published or unpublished work. This includes everything from downloading material from the Internet and claiming it is as one’s own work to copying someone’s homework.
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Copying ideas without giving credit. Accidental plagiarism is still plagiarism.
Grading Policies Indian Creek School uses CREEKnet as the learning management platform to house all student data including contact information, schedules, grades, and transcripts. CREEKnet provides a portal for students and parents/guardians to access current grades for students. Upper School will report grades at the conclusion of quarters and semesters for all students. In general, grades will be recorded in categories that may include: •
Homework (work assigned to be completed outside of class)
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Assignments (shorter work as part of a lesson or unit)
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Projects (individual or group work, presentations)
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Quizzes (formative assessments in various forms)
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Tests (summative assessments in various forms)
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Classwork and Participation* (such as a discussion or lab)
Individual teachers will use the categories appropriate for the class and class work. Teachers use their discretion to decide which of the above categories to use the value and weight for assignments. Indian Creek School does not calculate a class rank. Students earn grades of A through F, modified by pluses and minuses. Grades for AP courses are weighted a full point. Students who earn a GPA of 3.6 or above are named to the Dean’s List. Students who earn a 4.0 or higher are named to the Head’s List. Grading Scale
GPA Calculation
Upper School Schedule At Indian Creek, we treat time as a sacred resource, and our schedule is designed to maximize student engagement, mental and physical wellbeing, opportunity, and learning outcomes. A later start to the day - right for teenagers, backed by research. Students arrive on campus at 8:40, with an extra 20 minutes to sleep in on Wednesdays. This late start allows students to get more sleep, which their bodies and brains need. We use the extra time in the morning for faculty collaboration and professional development, and office hours for students who would like extra help, either in-person or virtually from home via our video conferencing platform. What the research says: "High schools that start at 8:30AM or later allow for more than 60% of students to obtain at least 8 hours of sleep per school night. Teens getting less than 8 hours of sleep reported significantly higher depression symptoms, greater use of caffeine, and are at greater risk for making poor choices for substance use. Academic performance outcomes, including grades earned in core subject areas of math, English, science and social studies, plus performance on state and national achievement tests, attendance rates and reduced tardiness show significantly positive improvement with the later start times of 8:35AM or later. Finally, the number of car crashes for teen drives from 16-18 years of age was significantly reduced by 70% when a school shifted start times from 7:35AM to 8:55AM." Source: Wahlstrom, K., Dretzke, B., Gordon, M., Peterson, K., Edwards, K., & Gdula, J. (2014). Examining the Impact of Later School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Center for Applied Research and Educational Improvement. St. Paul, MN: University of Minnesota. Class length and frequency
Most classes meet either 3 or 4 times a week for 60-minute periods. Total instructional time per week averages just above 200 minutes, which aligns with what high school schedule consultants (yes, that is a thing!) recommend.
Each day contains five, one-hour blocks in addition to community time and lunch. These 1-hour blocks are the "just right length" for the kind of teaching and learning we do at ICS. We find the typical 40-minute period to be too short to really get into the material. And while more than 60-minutes can be useful for certain labs and projects, it is also easy to lose interest when you go much longer than an hour. So, we have flex periods in place to expand class into when more time is justified. Our teachers design lessons with 60 minutes in mind. No single class is spent doing the same thing the whole time. Homework Policies & Total Time At ICS, work is divided into "synchronous" and "asynchronous" activities. Synchronous work is done together with classmates and teachers (direct teacher instruction, class discussion, group work, etc.). Asynchronous work is done by students independently, either during the class period or as homework. In addition to students' work during the 60-minute class period, they may be assigned up to 20 minutes of asynchronous work to be completed outside of class, or 40 minutes for upper and AP level courses. Additional work may not be assigned on days when classes drop. This means a maximum of 80- or 100- minutes of work per day when a class meets. Adequate notice of assignments and timely feedback on student work is essential to learning and good teaching practice. We expect our students to prepare in advance and complete work on time and understand the importance of our faculty demonstrating this respect for learning as well. Teachers follow these guidelines regarding assignments: •
Daily Homework (ex: nightly math problems, a written paragraph, a few reading questions): Daily homework/asynchronous assignments will be posted by the end of the class period during which they are assigned and returned to students (with grades posted to CREEKnet) within 2 business days of the due date. Teachers expect students to turn in their assignments by the assigned due date and time. These assignments must abide the time limits described above.
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Quizzes, multi-day assignments, smaller assessments (ex: reading quiz, math quiz, squares of numbers, periodic elements, etc.): These types of assignments must be posted to CREEKnet three days in advance of the due date and will be graded and returned to students (with grades posted to CREEKnet) within 2 business days of the due date. Preparation for these assignments needs to be factored into the time limits described above.
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Larger Assessments and Projects (lab reports, multi-page papers, tests/exams): Major assignments should be posted to CREEKnet at least a week in advance of the due date and will be graded and returned to students (with grades posted on CREEKnet) within one week. Note: There are some exceptions to this (much longer papers, lab reports, etc.). These major assignments may require
students to spend more time than the total work time limits described above, and students should seek support and guidance from their advisor and teachers when this presents undue challenge. Why do we put time limits in place for assignments? It's about balance. There's a lot of research out there on the diminishing returns of homework after a certain amount of time, and there's also a lot of research out there that suggests that high school students are often over-worked and over-stressed. ICS students have rigorous classwork that stretches and challenges them, and yet, we don't think it is fair or right to expect our students to stay up until the wee hours of the morning just to be able to do what is expected of them. Many of our students have active commitments in the arts, athletics, service learning, and participation in activities outside of school. GTD: Get Things Done
Students who take 5 classes have GTD time most days, and students who take 6 classes still have GTD time once or twice each week. Students use GTD time for whatever they need: a snack, time in the Academic Resource Center getting homework done, a workout in the fitness center, meeting with their college counselor, time with a Learning Lab coach developing study strategies, meeting with a teacher, etc. Grade 9 and 10 students are assigned to a classroom or the Learning Lab for their GTD time and may sign out with the teacher on duty to go elsewhere. After the first semester of Grade 10, students may earn the privilege of managing GTD time on their own.
UPPER SCHOOL DAILY SCHEDULE