HS Course Description Guide 2020-2021 (Feb 2020) by American School of Dubai

YEAR 2020-2021

High School Course Description Guide

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

The American School of Dubaiâ&#x20AC;&#x2122;s mission is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. CORE VALUES

Compassion | Excellence | Integrity | Respect | Responsibility STUDENT PROFILE

P.O. Box 71188 Dubai, UAE +971 4 395 0005 www.asdubai.org

T HE A MER I C AN SC H O O L O F D U B A I I S C OM M I TTE D TO TH E P R OTE C TI ON , S A FE T Y, AND WE LFARE O F O UR ST UDE NT S. ASD HAS ADO PT E D A CH IL D P RO T E C T I O N PO L I C Y T H AT GU I D E S OU R P R OFE S S ION A L P R A C TIC E S F O R T HE SAFE T Y AND SE CURIT Y O F ST UDE NT S.

USING YOUR COURSE DESCRIPTION GUIDE The American School of Dubai is committed to developing a program of study that meets studentsâ&#x20AC;&#x2122; academic and college goals, offers instruction that will lead to a healthy lifestyle, and affords ample opportunity for participation in meaningful activities. All members of the ASD faculty are here to help students as they select courses for the 2020-2021 academic year.

2019-2020 Academic Year HIGH SCHOOL ADMINISTRATION Nadine Richards High School Principal nrichards@asdubai.org Kevin Brawn High School Associate Principal kbrawn@asdubai.org Shawn Sawyer Acting Dean of Students ssawyer@asdubai.org

K-12 SCHOOL PSYCHOLOGIST Dr. Candice Render crender@asdubai.org

HS COUNSELORS

DEPARTMENT CHAIRS

Mercy Jesudass mjesudass@asdubai.org

ENGLISH Heather Kingston hkingston@asdubai.org

Melissa Gygax melissa.gygax@asdubai.org Amanda Harvey aharvey@asdubai.org Patrick Tassoni ptassoni@asdubai.org Kia Beguesse kbeguesse@asdubai.org Laurie Thompson lthompson@asdubai.org

LEARNING SUPPORT SERVICES Brenda Foster bfoster@asdubai.org MATHEMATICS Kristi Heath kheath@asdubai.org PHYSICAL EDUCATION Daena Greig dgreig@asdubai.org SCIENCE Libby Mitchell lmitchell@asdubai.org SOCIAL SCIENCES Elizabeth Hickey ehickey@asdubai.org TECHNOLOGY, ENGINEERING, COMPUTER AND SCIENCE Andrea Rachubinski arachubinski@asdubai.org CREATIVE ARTS Phil Ridley pridley@asdubai.org WORLD LANGUAGES Julie Ruiz jruiz@asdubai.org

2020-2021 High School Course Description Guide

Table of Contents NEW FOR 2020–2021

Pathways Design & Innovation Entrepreneurial Learning GENERAL INFORMATION

High School 8 Day Rotational Schedule

Graduation Requirements

Student Profile in Action: Advisory, House System, and “WIN”

Course Selection, Add/Drop

COURSE OFFERINGS 2020-2021 English

Mathematics

Science

Social Sciences

Entrepreneurial Learning World Languages

French Spanish Arabic as a World Language Arabic as a Native Language Arabic Certificate Wellness: Physical Education and Health

Design and Innovation

Creative Arts

Learning Support

Interdisciplinary and Capstone

Distance and Experiential Learning

Global Online Academy (GOA) Courses

Self-Directed Prroject

Internship

Non-Credited Interactive Learning Opportunities for High School Students

APPENDICES

Appendix A: Summary of 2020-2021 Course Offerings

Appendix B: International Diploma

Appendix C: HS Core Curricula Pathways Overview Arabic and Islamic Examinations and UAE High School Equivalency

44 47

2020-2021 High School Course Description Guide

GRADUATION REQUIREMENTS

NEW FOR 2020–2021 The American School of Dubai (ASD) is an international U.S. curriculum school that inspires students to be global citizens and positive contributors. The curriculum offers students a comprehensive, personalized and rigorous program of studies that holistically prepares students for the many post-secondary opportunities that await them globally. Our academic program builds self-directed and passionate learners through college-preparatory courses and college-level courses. Our advisory, electives, experiential learning and extracurricular offerings further build important executive skills and competencies that allow students to discover and nurture their abilities and interests. ASD offers a block schedule in which students can earn credits during the year. Semester and year long courses are offered with a standards-based cumulative grading system.

Courses

Minimum Required Credits

English*

Mathematics

Science

Social Sciences

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

Wellness: Physical Education and Health

Creative Arts

Design and Innovation

0.5

Core Electives***

Non-Core Electives (any area)

2.5

Total Credits Required

*This is defined as the completion of one full credit per year of high school. **All students registered with an Arab passport must take native Arabic Language, in accordance with UAE law. This may count towards their language progression credit. ***Any core subject course beyond the minimum ASD requirement.

GENERAL INFORMATION High School 8 Day Rotational Schedule HS Day

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Arrival Students report to Advisory Virtual WIN Time/Check In Staggered release to class

8:00 – 9:20

10 Minutes Passing (staggered) 8:30 – 10:00

10 Minutes Passing (staggered) 10:10 11:10

11:10 12:20 12:20 1:50

Lunch/ Virtual WIN/ Advisory All students report to their Advisory classroom

10 Minutes Passing (staggered) 2:00 3:00

Dimissial (any gate)

2020-2021 High School Course Description Guide

Student Profile in Action: Advisory, House System, and “WIN”

At ASD, we strive to develop the whole child—emotionally, socially, and academically. The high school student experience provides opportunities for personal growth inside the classroom and beyond. The Advisory, House Systems, and What I Need (WIN) period are programs designed to build and maintain a community feel while also supporting student wellness, socio-emotional, and self-directed learning. ASD’s Advisory Program aims to develop moral character, socio-emotional, collaborative, and executive skills. Students stay with the same advisory teacher and classmates over the four years of high school—building bonds and relationships that support the whole child. Similarly, the House System builds multiage teams from all grade levels. Through the House System, students work on nurturing empathy, communication, and global citizenship skills. Students have the opportunity to explore their passions, develop their identity, and recognize their strengths (talents). Healthy lifestyles, wellness, adaptability, and intercultural humanity are nurtured through these programs.

Course Selection Please select courses carefully. Course selections should be made in alignment with ASD graduation requirements, prerequisites, and students’ fouryear plans. Counselors are available for consultation regarding individual course selection. ADD/DROP CHANGES All requests for a course change must be for educationally sound reasons, approved by a counselor with consultation with teachers and administrative team. The add/drop period ends after the tenth school day for the start of the school year. For the second semester, the add/drop period concludes on the fifth day of the semester. Once a student registers for a GOA course, they cannot drop the course. Seniors must list their courses for the entire senior year when they apply to colleges. Should a change be made in a second semester courses, senior students must notify colleges of the change. Should it appear that a student is choosing an easier load in the final semester, it can reduce the student’s chances of admission. All current and returning students are advised to select their courses carefully for the entire school year and plan to remain in them. This allows counselors to assist students who are new to ASD. Students who have a qualifying schedule issue should complete a course change request form and meet with their counselor. There are rare circumstances upon the start of the new school year that warrant course withdrawals. These may include: inappropriate level placement and/or missing graduation requirements. The Counseling Office will accept Course Withdrawal Request Forms for such extenuating circumstances within the designated time period at the start of the school year, and during the first week of Semester 2. Course withdrawal requests may be subject to administrative approval. Course withdrawals after the designated add/drop date or due to absenteeism may be subjected to a WF grade on the student transcript. Students are required to attend the original class until the change in program has been officially approved and updated in PowerSchool.

2020-2021 High School Course Description Guide

ENGLISH GRADUATION REQUIREMENTS: 4 YEARS / CREDITS The English/Language Arts program ensures that students acquire and master tools for effective communication, research, listening, reading, speaking, analytical, and writing skills ENGLISH COURSE SEQUENCE GRADE 9

GRADE 10

GRADE 11 & 12

English 9

English 10

AP English Language and Composition

AP English Literature and Composition

Approaches to Literature: American Perspectives

Approaches to Literature: Global Topics

Approaches to Literature: Language and Communication

Journalism: News Editorial Team

An Exploration in Creative Writing (1 SEMESTER)

Film in Focus (1 SEMESTER)

Introduction to Journalism

ELECTIVE (OPEN TO GRADE 10-12)

An Exploration in Creative Writing

2020-2021 High School Course Description Guide

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

APPROACHES TO LITERATURE: AMERICAN PERSPECTIVES Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: None

English 9 broadens the students’ literary experiences by introducing them to several classics and establishes a foundation for the advanced study of various genres. Units will include short stories, drama, poetry, fiction, and nonfiction. A strong emphasis is placed on developing a lifelong passion for reading. In addition to reading and analyzing texts, the course emphasizes the development of writing, research, speaking, listening, grammar, and vocabulary skills.

Approaches to Literature: American Perspectives will survey seminal American literature from historical and theme-based perspectives as well as connect texts to relevant, current issues. Students will analyze and synthesize fiction and non-fiction, examining authors’ use of literary devices and major social, political, and economic forces related to the works. In addition to reading and analyzing texts, the course emphasizes writing, research, speaking, listening, and developing grammar and vocabulary. There is also a major focus placed on the use of literary and rhetorical strategies in both writing and speaking.

ENGLISH 10 Credit: 1.0 ENG Length: 1 Year Level(s): Grade 10 Prerequisite: None English 10 examines a variety of literary genres (including fiction, poetry, drama, visual, graphic novels and nonfiction) within and across a range of historical periods and cultural and national contexts. Students will develop skills of close reading, textual support, intertextual analysis, visual literacy, and critical thinking. A strong emphasis is placed on developing a lifelong passion for reading while prioritizing the development of studentcentred writing skills in a variety of text types. Grammar and vocabulary are addressed as a means to improve the breadth and depth of communication enhanced by the inclusion of speaking and listening skills. AP ENGLISH LANGUAGE AND COMPOSITION Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: B+ or better in English 10. AP English Language and Composition is offered to students in Grade 11 or 12 who demonstrate advanced reading and writing skills. The course focuses on the rhetorical analysis of selected non-fiction passages, synthesis, and argument writing. By engaging in the reading and writing activities in the AP Language and Composition course, students will become enthusiastic participants in civic discourse. Students will gain the critical thinking skills necessary to deconstruct and analyze text not only within but also outside the academic setting. Students enrolled will be expected to take the College Board exam in May. AP ENGLISH LITERATURE AND COMPOSITION Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Instructor approval and successful completion of English 10. If selecting course as a senior, successful completion of one of the Approaches to Literature or AP Language and Composition. Should have at least a B+ in their current English course. AP English Literature and Composition is offered to students in Grade 11 or 12 who demonstrate language skills capable of performing at an advanced level as well as a strong desire to study literature. Course study includes extensive reading, an in-depth analysis of selected literary passages, and concentration on timed essay writing. Student commitment to improvement and interest in literary studies should be strong and genuine. In accordance with the College Board Standard, students will develop a wide-ranging vocabulary, a variety of sentence structures, a logical organization, and an effective use of rhetoric, including controlling tone, and maintaining a consistent voice. Students enrolled will be expected to take the College Board exam in May.

APPROACHES TO LITERATURE: GLOBAL TOPICS Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: None Approaches to Literature: Global Topics focuses on the study of literature concerned with social, cultural, and political forces both regionally and globally. Topics of study may include education, political movements, ideological and cultural conflicts, and humans’ relationship with nature. The texts will include a wide range of fiction and nonfiction in a variety of genres and media. In addition to the development of critical reading and analysis of texts, the course emphasizes writing, research, speaking, listening, and developing grammar and vocabulary. A major focus is placed on literary analysis of concepts such as theme, characterization, and symbolism. APPROACHES TO LITERATURE: LANGUAGE AND COMMUNICATION Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: None Approaches to Literature: Language and Communication is devoted to the study of fiction and nonfiction texts from a wide range of eras, genres and global regions in order to acquire an understanding of language as a purposeful, communicative medium. A specific focus includes a close look at news and media literacy to promote awareness of media influence and engage in critical dialogue to inform thoughtful decision making. In addition to the critical reading and analysis of texts, the course emphasizes writing, speaking, researching, listening, and developing grammar and vocabulary. AN EXPLORATION IN CREATIVE WRITING Credit: 0.5 ENG/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: None An Exploration in Creative Writing provides students the opportunity to read, analyze, and critique a variety of rigorous text(s) in order to find their own voice, style, and story. Students will read and create writing pieces which model masters of various genres, as well as establish their own personal writing style. Genres to be explored through both reading and writing include: poetry, fiction, drama, non-fiction, essay, biography, screenplay, letters, visuals, song, and graphic novels. Students will be afforded ample experiences revising, reflecting, presenting, and showcasing their own writing with peers and the instructor. Peer review, collaboration, and deep engagement in the writing process is a key component of the course. This course may be taken as an elective by Grade 10 students in addition to Grade 10 English.

2020-2021 High School Course Description Guide

FILM IN FOCUS Credit: 0.5 ENG/CELT Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: None Film in Focus introduces students to the idea of “film as a text” and how to “read” a film. Films contain the complexity and context which can be found in both literary and nonfiction sources. Just as with literary work, a reader of film must develop a trained eye to analyze, discuss and appreciate film. This course will explore questions such as how film is a unique form of artistic, personal, and political expression, and what the relationship is between film techniques and narrative effect. As well, students will examine the role of film in society and the medium’s effect on people, trends, history, and collective emotional understandings. Students will also read a selection of literary works that have been turned into films and discuss the differences in a director’s versus an author’s choices, and get to the essence of the art of adaptation. Students will also become conversant in film theory in order to produce high level analysis and critique of work viewed in and out of class. Students will view films with the purpose to engage in discussion, collaboration, and critique. Students will have a chance to work across many forms including writing film critiques, engaging in visual analysis, and crafting original screenplays. Non-fiction reading will sample from publications such as the New Yorker, The Atlantic Monthly, Variety, as well as other contemporary, and scholarly sources. INTRODUCTION TO JOURNALISM Credit: 1.0 ELT Length: 1 Year Grade Level(s): Grade 9-10 Prerequisites: None Journalism students should exhibit strong writing, organizational, and editing skills. Students enrolling in the course will learn to publish a professional magazine, and should enjoy working as part of a team. They will write news articles, feature stories, sports stories, columns, and headlines. Students will also design layouts, and work as part of the team that edits and publishes the high school student magazine, The Akhbar. This course may be repeated for credit. JOURNALISM: NEWS EDITORIAL TEAM Credit: 1.0 ENG/CELT Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Introduction to Journalism or teacher recommendation Students wishing to take on an editing role for the Akhbar should exhibit strong writing, organizational, and editing skills. They should enjoy leading a team and mentoring younger students. As well as writing a range of articles, editors will take responsibility for the overall design, layout and content of The Akhbar. They will also learn how to check for accuracy and fairness in the magazine’s articles and develop a strong creative vision.

2020-2021 High School Course Description Guide

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

Geometry / Adv. Geometry

Architecture

Algebra II / Adv. Algebra II

Discrete Math and Applications

Algebra II / Adv. Algebra II

Discrete Math and Applications

Statistics / AP Statistics

Pre-Calculus / Adv. Pre-Calculus

Calculus

Algebra I

AP Calculus AB Algebra II / Adv. Algebra II

Geometry / Adv. Geometry

AP Calculus BC

Architecture Multivariable Calculus

Discrete Math and Applications

GOA Course

Statistics / AP Statistics Pre-Calculus / Adv. Pre-Calculus

Math Lab

Calculus

AP Calculus AB

AP Calculus BC

Multivariable Calculus GOA Course

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

2020-2021 High School Course Description Guide

ALGEBRA I Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 9 Prerequisite: Math 8 Algebra I concentrates on algebraic concepts such as: linear relationships, their graphs and functions; systems of linear equations and linear inequalities; powers and exponents; quadratic equations; polynomials and factoring. Problem solving skills are emphasized throughout the course. Students will also learn to use technology to aid them in problem solving. A TI-84 calculator or N-Spire CX CAS is required for this course. MATH LAB Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 9 â&#x20AC;&#x201C; 10 Prerequisite: Math Teacher and/or Counselor Recommendation This course aims to build student confidence and mathematical foundation. Instruction is personalized and targeted to develop mathematical skills, knowledge, and mindset. Interventions and strategies build on numeracy, computational fluency, and algebraic skills. Organizational, study, and test taking strategies are also developed. Given the small student to teacher ratio, the course focuses on providing individualized interventions, remediation, and pre and re-teaching. GEOMETRY Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 9 - 10 Prerequisite: Algebra 1 Geometry integrates a traditional deductive approach. The first semester includes reasoning and writing proofs, transformations, congruency, and similarity of triangles and triangle trigonometry. The second semester covers polygons, circles, areas and volumes and solids, and geometric probability. Problem solving skills are emphasized throughout the course. A TI-84 calculator or N-Spire CX CAS is required for this course. ADVANCED GEOMETRY Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 9 â&#x20AC;&#x201C; 10 Prerequisites: Algebra I with a minimum grade of B+ and teacher recommendation based on other data points Advanced Geometry integrates a traditional deductive approach with an inductive approach and an emphasis on problem solving skills. Students discover and apply the properties of transformation, congruence, similarity, and trigonometry to solve problems about triangles and other figures. Additional topics include: circle theorems, coordinate geometry, conic sections, vectors, geometric measurement, and probability. Throughout the course, students will create two-column proofs such as creating algebraic expressions, identifying functions, graphing and solving linear equations, simplifying radicals and exponents, factoring, graphic and solving linear equations, simplifying radicals and exponents, factoring, graphing and solving quadratic equations, and solving systems of equations. Students who are successful in this course will be prepared to take Advanced Algebra II. A TI-84 or N-Spire CX CAS calculator is required for this course.

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

2020-2021 High School Course Description Guide

PRE-CALCULUS Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 – 12 Prerequisite: Algebra II/ Advanced Algebra II Pre-Calculus further develops the concepts learned in Algebra II preparing students for the transition into Calculus: polynomial, rational, radical, exponential, logarithmic, and trigonometric functions, descriptive statistics, sequences and series, the unit circle, analytical trigonometry, and conics. Problem solving skills in real life situations are emphasized throughout the course. A TI-84 or N-Spire CX CAS calculator is required for this course. ADVANCED PRE-CALCULUS Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 – 12 Prerequisites: Advanced Algebra II B+ or higher, Grade of A in Algebra ll and teacher recommendation based on other data points Advanced Pre-Calculus is a college level I mathematics course. It covers a variety of topics, including algebraic functions such as polynomials, rationales, and radicals and their applications, transcendental functions such as exponential and logarithmic and their graphs, trigonometric functions and their applications, analytic trigonometry, analytic geometry, sequences and series, vector analysis, parametric and polar equations. Attention will be given to applying these topics to real-world problems and mathematical modeling. In addition, each of these topics will be emphasized using graphical, numerical, analytical, and verbal representations. Students who successfully complete this course will be prepared to move directly into AP Calculus AB. A TI-84 or N-Spire CX CAS calculator is required for this course. CALCULUS Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Pre-Calculus/Advanced Pre-Calculus Calculus is a full-year, college level course in the calculus of functions of one independent variable. The course is based on the four major concepts of calculus: limits, derivatives, defnite, and indefinite integrals. The class will focus on being able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal and understanding the connections among these representations. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. A TI-84 or N-Spire CX CAS calculator is required for this course. AP CALCULUS AB Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Advanced Pre-Calculus or Pre-Calculus with a minimum B+ average and teacher recommendation based on other data points AP Calculus AB is a full-year, college level course in the calculus of functions of one independent variable. The course is based on the four major concepts of calculus: limits, derivatives, definite and indefinite integrals. According to College Board, students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal, and understand the connections among these representations. Students will be familiar with the meaning of the derivative in terms of a rate of change and local linear approximation and be able to use derivatives to solve a variety of problems. Students should be able to understand the meaning of the definite integral, both as a limit of Riemann sums and as the net accumulation of change, and should be able to use

integrals to solve a variety of problems. They should also comprehend the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus. In addition, students should be able to communicate mathematics both orally and in well-written sentences and be able to explain solutions to problems. Students should be able to model a written description of a physical situation with a function, a differential equation, or an integral; and they should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May. AP CALCULUS BC Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Calculus or AP Calculus AB and teacher recommendation based on other data points AP Calculus BC is a full-year, college level course that covers an extensive study of functions, graphs, limits, derivatives, definite integrals, polynomial approximations, and series and applications of all the above. Each of these topics is approached via the “Rule of Four”, with activities that emphasize expressing mathematics from graphical, numerical, analytical, and verbal representations. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Furthermore, they should be able to determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement. Lastly, students should be able to develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. The second semester will focus on problem based learning, with students engaging in real-life applications of mathematics. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May. STATISTICS Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisites: Algebra Il or Advanced Algebra ll The Statistics course introduces students to the major statistical concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four main conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and inferential statistics. Students choose the AP Track or the non-AP Track. Students who complete Statistics will not be eligible to take AP Statistics. AP STATISTICS Credit: 1.0 MTH/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Algebra II/Advanced Algebra II with a minimum B average, and teacher recommendation AP Statistics is a full-year college level course that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes– exploring data: describing patterns and departures from patterns; sampling and experimentation: planning and conducting a study; anticipating patterns: exploring random phenomena using probability and simulation; and statistical inference: estimating population parameters and testing hypotheses. Students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. A TI-84 or N-Spire CX CAS calculator is required for this course. Students enrolled will be expected to take the College Board AP exam in May.

2020-2021 High School Course Description Guide

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

GRADE 10

GRADE 11 & 12

Earth & Environmental Science

Biology

Anatomy & Physiology Kinesiology AP Biology & Lab

Chemistry

AP Chemistry & Lab

Physics

AP Physics 1 & Lab

(Algebra II Prerequisite)

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

Biology

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

Earth & Environmental Science

AP Biology & Lab (Chemistry Prerequisite)

Chemistry

AP Chemistry & Lab

Physics

AP Physics 1 & Lab

(Algebra II Prerequisite)

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

Chemistry

Earth & Environmental Science

(Algebra I Prerequisite)

Biology

Anatomy & Physiology Kinesiology AP Biology & Lab

ELECTIVES (OPEN TO ANY GRADE) Marine Biology

(Chemistry Prerequisite)

Physics

AP Physics 1 & Lab

(Algebra II Prerequisite)

Thinking & Engineering

AP Chemistry & Lab

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

*Students should plan on taking 3+ years of Lab Science, which are minimum requirements for most universities. 13

2020-2021 High School Course Description Guide

EARTH AND ENVIRONMENTAL SCIENCE Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 9-12 Prerequisites: None The general Earth and Environmental Science course at ASD aims to prepare students with the knowledge and ability to apply scientific reasoning to a host of applications in their everyday lives now and in the future. This is accomplished by integrating the course content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing data, constructing explanations, and communicating this information to their peers. Students will explore Earth processes, ecosystems, natural resources, human impact, and the cycling of matter. Each semester will culminate in an engineering task that allows students to create solutions for resource challenges and ecological solutions. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios. BIOLOGY Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 9-12 Prerequisites: None The general Biology course is intended to provide a challenging, indepth study of living organisms while providing a strong foundation for those students who will choose to pursue advanced biology. The course integrates content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing data, constructing explanations, and communicating this information to their peers. Throughout the year, students apply these skills through the concepts of inheritance and variation, matter and energy in organisms and ecosystems, and natural selection and evolution. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios. CHEMISTRY Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 9-12 Prerequisite: Algebra I The general chemistry course at ASD aims to prepare students with the knowledge and ability to apply scientific reasoning to a host of applications in their everyday lives now and in the future. This is accomplished by integrating the course content (disciplinary core ideas) in a way that has students utilizing the science and engineering practice skills of questioning, modeling, analyzing of data, constructing explanations, and communicating this information to their peers. Throughout the year, students apply these skills to the concepts of matter (structure and properties), chemical reactions, thermodynamics, stoichiometry, and waves. Students will be challenged and assessed through their ability to construct meaning from laboratory investigations, simulations, and data analysis and to apply this understanding to new scenarios. THINKING AND ENGINEERING Credit: 0.5 SCI/CELT Length: 1 Semester Grade Level(s): Grade 9-12 Prerequisite: None How do you imagine your world? Students will engage in a HumanCentered Design approach while building, testing, and exploring solutions for human-related problems. They will participate in all stages of the engineering design process. Individuals will experience how the stages generate innovation and creativity and how they secure sound decisionmaking that involves consideration of constraints and limitations. Students will develop the skill of gaining empathy for the users they design solutions for. Additionally, through reverse engineering, use of failure as information and data, and practice in spatial skill development all students will access the effective thinking of an engineer and establish a foundation for diverse thinking and problem solving in order to proactively reimagine and develop

their own solution-oriented world. AP BIOLOGY Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisites: Grade 10*: Biology and Chemistry. B+ or higher; Grade 11-12*: Biology and Chemistry. Chemistry can be a corequisite. Note: Students must be enrolled in AP Biology Lab 1st semester if enrolled in this course. The course emphasizes the four â&#x20AC;&#x153;Big Ideasâ&#x20AC;? from the AP Biology curriculum. Topics and concepts are those found in most university modern biology courses taught throughout the United States. The big ideas are: the process of evolution drives the diversity and unity of life; biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis; living systems store, retrieve, transmit, and respond to information essential to life processes; biological systems interact, and these systems and their interactions possess complex properties. The course is divided into eight essential units: biochemistry, cells, enzymes and metabolism, heredity, molecular genetics, evolution, organism form and function, and ecology. Scientific practices are assessed through inquiry experiments, which include at least two laboratory activities under each big idea. Students enrolled will be expected to take the College Board exam in May. AP BIOLOGY LAB Credit: 0.5 SCI/CELT Length: 1 Semester (fall semester only) Grade Level(s): Grade 10-12 Prerequisites: Concurrent enrollment in AP Biology Note: This is a pass/fail course AP Biology Lab is important in fulfilling the requirements of a collegelevel course in Biology and in preparing a student for upper-level Biology courses in college. The AP Exam in Biology includes a required laboratory-based question on the free response section so the execution of appropriate experiments is important for student success. Data shows that student scores on the AP Biology exam improve with increased time spent in the laboratory. PHYSICS Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 9-12 Prerequisites: Algebra II Physics is a one-year course that helps students better understand the physical world. The course is focused on developing a strong foundation in three big ideas of physics: Motion, Forces, and Energy. Additional topics that build upon these foundations include a more in depth study of Gravitation, Electromagnetism, Nuclear Physics, and Cosmology. The class is inquiry-based, with emphasis on an experimental approach to learning. Throughout the year, students perform investigations designed to unlock understanding of the concepts. They then apply these concepts to real-world situations. The technology and equipment in the physics lab will allow students to learn each of these topics through handson investigation. The course also involves research on specific topics, problem solving assignments, and some larger projects throughout the year. AP CHEMISTRY Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisites: Chemistry and Algebra II with at least a B+ average in both classes and teacher recommendation based on student assessment data Note: The student must be enrolled in AP Chemistry lab first semester if enrolled in this course. AP Chemistry is offered to students who are interested in the subject and/ or based on the evaluation of their previous academic record in general chemistry. The course will navigate through new topics (AP College Board Big Ideas 1-6) while touching on and reinforcing foundations from general chemistry. The course is mathematical based, with a strong lab

2020-2021 High School Course Description Guide

component during the 1st semester. It will develop the studentsâ&#x20AC;&#x2122; ability to incorporate mathematical skills in solving chemistry problems, both through the use of standard AP problems and lab activities. AP Chemistry provides development of the fundamental concepts and principles of chemistry with an emphasis on inquiry and critical thinking skills. AP CHEMISTRY LAB Credit: 0.5 SCI/CELT Length: 1 Semester (fall semester only) Grade Level(s): Grade 10-12 Prerequisites: Concurrent enrollment in AP Chemistry Note: This is a pass/fail course AP Chemistry Lab is important in fulfilling the requirements of a collegelevel course in chemistry and in preparing a student for upper-level chemistry courses in college. The AP exam in chemistry includes a required laboratory-based question on the free-response section so the execution of appropriate experiments is important for student success. Data shows that student scores on the AP Chemistry Exam improve with increased time spent in the laboratory. AP PHYSICS I Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisites: Algebra II, and Physics with at least a B+ average AP Physics I is a full-year course equivalent to the first and second semester of a typical introductory, algebra based, college physics course. This framework focuses on the big ideas in an introductory college-level physics sequence and provides students with enduring, conceptual understandings of foundational physics principles. This approach will enable students to spend less time on mathematical routines and more time engaged in inquiry based learning of essential concepts, and it will help them develop the critical thinking and reasoning skills necessary to engage in science practices used throughout their study of algebra-based AP Physics and subsequent course work in science disciplines. Students will develop a deep understanding of physics principles and the ability to reason about physical phenomena using important science process skills such as explaining causal relationships, applying and justifying the use of mathematical routines, designing experiments, analyzing data, and making connections across multiple topics within the course. The course will explore mechanics in depth, with a brief overview of some electricity and magnetism concepts. Students enrolled will be expected to take the College Board exam in May. AP PHYSICS C (MECHANICS, ELECTRICITY AND MAGNETISM) Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Prerequisite: Calculus, Physics with at least a B+ Corequisite: AP Calculus AB Mechanics is equivalent to a one-semester, calculus based, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newtonâ&#x20AC;&#x2122;s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Introductory differential and integral calculus is used throughout the course. In laboratory experiments, students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Students enrolled will be expected to take the College Board exam in May.

execution of appropriate experiments is important for student success. Data shows that student scores on the AP Physics 1 and C Exams improve with increased time spent in the laboratory. MARINE BIOLOGY Credit: 0.5 SCI/CELT Length: 1 Semester Grade Level(s): Grade 9-12 Prerequisite: None Marine Biology is devoted to the study of the marine environment and the organisms that live in it. Students will learn about the physical structure and chemistry of the ocean, the diversity of ocean life, and the basic principles of marine ecology and conservation. The aim of the course is to enable students to become more aware of the scope and impact of human interactions with the marine environment. Throughout the course, students will be given opportunities to develop scientific process skills and laboratory techniques. Demonstrations, lab activities, videos, project work and a field trip will be used to supplement classroom lecture and discussion. KINESIOLOGY Credit: 0.5 SCI/PE/CELT Length: 1 Semester Grade Level(s): Grade 10-12 Prerequisite: Competitive Team Sports I or Lifetime Sports I and Biology. Recommended Prerequisite: Human Anatomy Kinesiology gives students the opportunity to study anatomy, exercise physiology, training principles and athletic injuries. This course will provide students with a foundation in the scientific study of human movement and will prepare students for university programs in physical education, human kinetics, health sciences and recreation. Students will be introduced to the muscular, skeletal and energy systems in order to achieve a deeper understanding of the connection between physiology and human performance. Kinesiology is an academic course and could include tests, presentations, discussions, debates and scientific experiments. Projectbased activities and work with volunteers may be included. ANATOMY AND PHYSIOLOGY Credit: 1.0 SCI/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisite: Biology Anatomy and Physiology is a rigorous course that provides a working knowledge of the parts of the human body (anatomy) and how these parts function (physiology). Students will focus on four main cross-cutting concepts throughout the course: how structure is related to function, the relationship between cause and effect, stability and change, and systems and system models. The aim of the course is to enable students to understand how the different systems of the body work together to allow the entire body to function. This course is designed specifically for students who would like to pursue university classes involving healthrelated fields of study. Throughout the course, students will be given opportunities to develop their scientific process skills and laboratory techniques. Demonstrations, lab activities, videos and dissections will be used to supplement classroom lecture and discussion.

AP PHYSICS LAB Credit: 0.5 SCI/CELT Length: 1 Semester (spring semester only) Grade Level(s): Grade 10-12 Prerequisites: Concurrent enrollment in AP Physics 1 or AP Physics C Note: This is a pass/fail course AP Physics Lab is important in fulfilling the requirements of a college-level course in chemistry and in preparing a student for upper-level chemistry courses in college. The AP exam in both Physics 1 and C includes a required laboratory-based question on the free-response section so the

2020-2021 High School Course Description Guide

SOCIAL SCIENCES GRADUATION REQUIREMENTS: 3 YEARS / CREDITS The social sciences program develops studentâ&#x20AC;&#x2122;s historical-analytical, critical thinking, intercultural consciousness, problem-solving, and communication skills. SOCIAL SCIENCES COURSE SEQUENCE GRADE 9

GRADE 10

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

AP European History

AP World History

Global Issues in Action

AP Psychology Human Geography (AP Option) AP US History

Intro to Geography and Our World

Modern World History

AP Microeceonomics

AP Macroeconomics

AP Human Geography

ELECTIVES (OPEN TO GRADES 10-12)

Sociology

Psychology

Race, Culture, and Human Rights

Business Economics

Entrepreneurship Learning

2020-2021 High School Course Description Guide

GLOBAL ISSUES IN ACTION Credit: 1.0 SS Length: 1 Year Grade Level(s): Grade 9 Prerequisite: None How can I make a difference in the world today, tomorrow...forever? Global Issues in Action is an inquiry-based course centered around six core ideas/concepts of Globalization: Population and Migration, Standards of Living, Culture Human/Civil Rights, and Environment. Using an inquiry based process and case study approach, spanning a variety of specific regions and time periods, students will take an active role in identifying the scope of big issues, culminating in an inquiry project that focuses on a real-world challenges; all this while developing the skills necessary for further success in high school social studies. INTRODUCTION TO GEOGRAPHY AND OUR WORLD Credit: 1.0 SS Length: 1 Year Level(s): Grade 9 Prerequisite: None How does geography and history shapes our lives? What information do we derive from seemingly simple yet complex systems of culture, economics, and politics within the global sphere? Students engage in an inquiry based course centered around five core ideas/concepts: Geography and Populations, The State, Economic Systems, Culture, and Social Structures. Using an inquiry-based process and case study approach, spanning a variety of specific regions and time periods, this course will provide a broad way of thinking about both Geography and World History and develop the skills necessary for further success in high school social studies. AP WORLD HISTORY Credit: 1.0 SS Length: 1 Year Level(s): Grade 10 and 11 Prerequisite: Minimum B average in current Social Sciences course and AP Potential Eligible How can we learn from the past so we are not doomed to repeat the mistakes from the past? AP World History focuses on developing students’ abilities to think conceptually about world history and apply historical thinking skills as they learn about the past. Five themes of equal importance focusing on the environment, cultures, state-building, economic systems, and social structures– provide area of historical inquiry for investigation throughout the course. Students explore the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions. This course engages students in a college-level reading, analysis, writing, and responsibility for learning. Students must take the College Board exam in May. HUMAN GEOGRAPHY (WITH AP OPTION) Credit: 1.0 SS Length: 1 Year Grade Level: Grade 10 (AP Optional), Grade 11-12 (AP Option only) Prerequisite: Grade 9 Social Sciences What impact does human decisions have on societal, global and environmental progress? Students explore the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. It is an excellent course for preparing students to become geo-literate youth and adults. This course emphasizes sustainability and has students explore how we can be good stewards of the Earth. Students (depending on grade level) can choose to take the AP Human Geography exam in May of that school year. All students who complete this course are eligible to take the AP

exam later in their high school; weighting is not applicable. AP designation will be reflected on the transcript. MODERN WORLD HISTORY Credit: 1.00 SS Length: 1 Year Grade Level: Grade 10 Prerequisites: Grade 9 Social Sciences Students apply their deeper understanding of social studies concepts on a global scale in Modern World History. Using an inquiry-based process and case study approach, spanning a variety of specific regions and time periods, this course will provide a broad way of thinking about World History and develop the skills necessary for further success in high school social studies. AP EUROPEAN HISTORY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum grade of B+ for G10 non-AP English and Social Sciences and minimum of B in G10 AP English and Social Sciences and AP Potential Eligibility In AP European History, students investigate significant events, individuals, developments, and processes from approximately 1450 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction of Europe and the world, economic and commercial development, cultural and intellectual development, states and other institutions of power, social organization and development, national and European identity, and technological and scientific innovations. SOCIOLOGY Credit: 0.5 SS/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: None Is there such a thing as free will? Social structures are an inescapable part of society and impact human and social development. Humans are social creatures and are deeply influenced by society. Sociology is the study of social life, social change, and the consequences of human behavior. Using an inquiry-based learning approach, students will explore how peer groups, group identities, romantic and familial relationships, deviance and conformity, as well as social institutions, and more, color our everyday lives and interactions. In addition, students will develop and strengthen analytical skills by using a sociological perspective. Throughout the semester, students will explore these topics using a hands-on and applicable approach. This philosophy will promote active and critical thinking as well as effective communication skills. To support these goals, analytic reading and evidence-based research, writing, and discussion, as well as task-specific projects, will be a regular and integral part of our class. PSYCHOLOGY Credit: 0.5 SS/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: None Psychology asks the questions: Why do we behave the way we do? What factors have impacted the person we are today? This introductory course will attempt to answer these questions by giving the students a better understanding of human behavior and the thinking process.

2020-2021 High School Course Description Guide

Students will study how the field of Psychology emerged and pioneers associated with its evolution. Human development will be analyzed as well as the numerous theories to explain motivation, emotion, personality, and consciousness. Group activities, experiments, and research are incorporated throughout the course. Students will complete an independent inquiry-based research project at the end of the semester. US HISTORY: RESEARCH METHODOLOGIES Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: None Research Methodologies through US History Perspectives is an inquirybased course focused within the context of the United States that is centered around the ideas/ concepts of: Foreign Policy, Immigration, Civil Rights, and Fear of Communism. Using primary and secondary resources, students learn about the various political, social, and economic developments that have shaped the United States, culminating in independent research into an area of interest within the scope of the course that they present to their peers for feedback. This project helps to prepare students for university-level social science research and presentation expectations. *This course fulfills a US History requirement. BUSINESS ECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisite: None Business Economics is an introductory course which will provide a foundation of the business world. Students will develop an understanding of the role and purpose of business activity in the public and private sectors. Topics include customer needs, marketing, teamwork, finance, international business, innovation, and entrepreneurship. Students will work both individually and cooperatively in groups and they will prepare both presentations and written reports. Students will look at how to start a business and will create a business plan with sustainability as a focus. This course count toward a social science graduation or elective credit. ENTREPRENEURSHIP LEARNING Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 10-12 Prerequisites: None Entrepreneurship Learning is an intensive hands-on, project-based course in which students apply the concepts of innovation, design thinking, engineering, finance, business, and organizational skills to design and test new business concepts that address real-world needs. A comprehensive, practical approach to starting a business. For fledgling entrepreneurs and business students. This course count toward a social science graduation or elective credit. AP PSYCHOLOGY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum B average in current Social Studies course and AP Potential Eligibility AP Psychology is a challenging, college-level course designed to introduce students to the scientific study of human behavior and mental processes. Students will learn the major approaches and concepts of psychology and will learn to think like a psychologist, using research methods, critical thinking, and ethics. Psychology is present in our everyday lives, and studying its principles may have a profound effect on key areas of our life such as how we learn and remember, sleep, work, and relate to others. Similarly, psychology can be applied to any field or career. To succeed, students must have solid rewarding and writing

skills, a scientific attitude, an ability to memorize definitions and apply them, and a willingness to devote considerable time to homework and study. Students who take Psychology are eligible to take AP Psychology. Students enrolled are required to take the College Board exam in May. AP US HISTORY Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Minimum B average in current Social Studies course and AP potential Eligibility AP US History is a challenging course that is meant to be the equivalent of a freshman college course and, depending on the score earned on the AP exam, can earn students college credit. Using the College Board course description as a guide, the course will cover US History from the PreColumbian Indians and the Age of Discovery to the present time. Supplementary readings in the form of primary and secondary sources, essays, and books on special themes provide substantive and thematic coverage of American history. Special emphasis will be placed on essay writing, document based essays, and the historical analysis of various events in American history.This course prepares students for the demands of college level reading and writing, and the responsibility for learning. Students enrolled will be required to take the College Board exam in May. AP MICROECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Algebra I, Minimum B average in current Social Studies course and AP Potential Eligibility AP Microeconomics is a year-long introductory college level course that deeply focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of the nature and functions of product markets, supply and demand, theory of consumer choice, production and costs, frm behavior and market structures, factor markets, market failure, and the role of government. Students enrolled will be required to take the College Board exam in May. AP MACROECONOMICS Credit: 1.0 SS/CELT Length: 1 Year Grade level(s): Grade 11 - 12 Prerequisite: Algebra I, Minimum B average in current Social Studies course and AP Potential Eligibility AP Macroeconomics is a year-long introductory college level course that deeply focuses on the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination; it also develops studentsâ&#x20AC;&#x2122; familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts. Students enrolled will be required to take the College Board exam in May. RACE, CULTURE AND HUMAN RIGHTS Credit: 0.5 SS/CELT Length: 1 Semester Grade level(s): Grade 10 - 12 Prerequisite: None How might critical attention to race and culture shape societal power, knowledge and personal identity? This course will explore challenging societal topics such as privilege, prejudice, racism, and coming to grips with our differences. Students are encouraged to analyze social norm, academic genres, and data through intercultural lens. These lenses allow students to build critical consciousness and rethink the questions we ask about human rights. Students will come to appreciate how culture

is humanityâ&#x20AC;&#x2122;s greatest legacy. They will reflect on their own perspectives and also develop empathy toward the perspectives of others. In doing so, they will become empowered to contribute to a more just world. Cultural competency, communication, and other 21st century skills will help participants become global citizens. Knowledge and skills will be applied to real-life experiences and issues such as racial tension over discriminatory policing tactics. This course is unique in that it is a â&#x20AC;&#x153;blended online courseâ&#x20AC;?. Students will do roughly one-fourth of the course online through Google Classroom, and thus meet in person less

2020-2021 High School Course Description Guide

WORLD LANGUAGES GRADUATION REQUIREMENTS: 2 YEARS / CREDITS The World Languages Program is a proficiency-based program designed to help students learn to communicate in an additional language beyond their mother tongue and to interact appropriately in the language and the culture of the people who speak it. Proficiency levels are noted in the course descriptions, with some levels requiring two full years of instruction. Students who assess at the Advanced Low or higher proficiency level may necessitate the studentâ&#x20AC;&#x2122;s enrollment in a different language course, as their proficiency level surpasses that of the level of instruction available in our program. All courses are delivered in the target language. The World Languages Department believes language lies at the heart of the human experience; it is essential to the education of global citizens for each student to develop a sensitivity, understanding and acceptance of the similarities and differences of both the languages and cultures other than their own. Making connections and comparisons to other languages and cultures also helps students better understand their own language and culture. All students can benefit from learning a world language; through rich communicative, cultural and cross-curricular experiences balanced with a study of formal aspects of language, students come to express themselves and interact appropriately in realistic contexts. Assessment of the four language skills (oral expression, oral comprehension, written expression and written comprehension), based on authentic material whenever possible, allows students to demonstrate continued growth as life-long language learners and cultural participants while demonstrating higher level thinking skills. Assessment of three modes of communication (Interpersonal, Interpretive, and Presentational) as defined in the Standards for Foreign Language Learning in the 21st Century and described in more detail in the ACTFL Performance Descriptors for Language Learners are foundational to ASDâ&#x20AC;&#x2122;s language program. The Arabic Native courses are literacy based and include heavier emphasis on reading and writing. WORLD LANGUAGES COURSE SEQUENCE

FRENCH / SPANISH

ARABIC WORLD LANGUAGE

World I

Native I

World II

Native II

III

World III

Native III

World IV

Native IV

World V

Native V

World VI

Native VI

AP Language and Culture

Please read the following specific course descriptions for information on Prerequisites. *3+ years or more of the same World Language is recommended by most universities. **Please note French/Spanish VI will not be offered in 2020-2021

2020-2021 High School Course Description Guide

ARABIC I / FRENCH I / SPANISH I Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: None

ARABIC V / FRENCH V / SPANISH V Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Minimum Intermediate Mid to Intermediate High range

By the end of this course, students should be able to identify the topic and some isolated facts from simple sentences in informational and short functional texts. Additionally, students should be able to understand familiar questions and statements from simple sentences in conversations. Moreover, students will be able to request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using simple sentences most of the time. Furthermore, students should be able to present personal information about their lives and activities using simple sentences most of the time.

By the end of this course students will be able to participate with ease and confidence in conversations on familiar subjects and to talk about experiences and events in various time frames. Learners will also be able to handle social interactions in everyday situations even when there is an unexpected complication, and to make presentations on topics they have researched. Furthermore, students will be able to understand, read and write paragraph- length texts in the present, past and future on a variety of topics related to everyday life and personal interests. Furthermore, students will further develop an insight into several practices, perspectives and products of culture.

ARABIC II / FRENCH II / SPANISH II Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Novice High proficiency This course stresses language acquisition through the development of communicative skills, with heavy emphasis placed on interpersonal speaking and expanded experiences in listening, reading, and writing. Students will be able to use practiced vocabulary from a wide range of familiar themes and topics, show consistent control of present time frame and practiced structures, and begin to use past and future time frames. By the end of this course, students should be able to ask a variety of questions to continue conversations and extend their own responses with a range of details or descriptions. Cultural comparisons and traditions are explored throughout the year. The main topics of study are everyday life, taking care of myself, celebrations, at the mall, city and rural life, vacation and travel.

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

ARABIC III / FRENCH III / SPANISH III Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Intermediate Low proficiency

AP FRENCH LANGUAGE AND CULTURE Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Intermediate High proficiency, with teacher recommendation

This course reinforces the proficiency-oriented approach, which focuses on communicative competence and performance. The use of acquired structures and vocabulary is intensified and the creative process of language is emphasized, preparing the student to converse in present, past, and future tense and get in and out of daily situations without complication. Students at this proficiency level use a range of vocabulary from familiar themes, can speak to topics of personal interest and global issues, and recognize and use some culturally appropriate expressions and gestures in everyday interactions.

AP French Language and Culture is equivalent to an intermediate level college course in French. Students cultivate their understanding of French language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and community, personal and public identity, beauty and aesthetics, science and technology, contemporary life, and global challenges.

ARABIC IV / FRENCH IV / SPANISH IV Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 or 2 Years Grade Level(s): Grade 9-12 Pre-Requisites: Intermediate Mid proficiency This course reinforces the proficiency-oriented approach, which focuses on communicative competence and performance. Students should be able to follow the main message in various time frames in straightforward and sometimes descriptive, paragraph length informational texts. They can exchange information in conversations and some discussions on a variety of familiar and some concrete topics using connected sentences that may combine to form paragraphs. Students will also be able to tell stories about school and community events and personal experiences using a few short paragraphs, often across various time frames.

AP SPANISH LANGUAGE AND CULTURE Department: World Languages Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 11-12 Prerequisites: Intermediate High proficiency, with teacher recommendation AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.

2020-2021 High School Course Description Guide

ARABIC NATIVE I Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: An Arabic language proficiency assessment By the end of this course students will be able to understand and respond to simple spoken and written texts. They will be able to identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. Learners will also be able to interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. Students will become aware that language varies according to purpose and audience. ARABIC NATIVE II Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native I and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to simple spoken and written texts. They will be able to identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. Learners will also be able to interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. Students will become aware that language varies according to purpose and audience. ARABIC NATIVE III Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native II and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to a variety of spoken and written texts. Additionally, they will be able to interpret specific information, main ideas and some details presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. Learners will also be able to engage in conversations and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. Students will be able to communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Furthermore, they will be able to identify aspects of format and style, and speak and write with a clear sense of audience and purpose. ARABIC NATIVE IV Credit: 1.0 WL (1 credit per year) Length: 1 Year Grade Level(s): Grade 9-12 Pre-Requisites: Arabic Native III and/or an Arabic language proficiency assessment By the end of this course students will be able to understand and respond to a variety of spoken and written texts. Additionally, they will be able to interpret specific information, main ideas and some details presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. Learners will also be able to engage in conversations and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. Students will be able to communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class.

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

Arabic Certificate The Arabic Department offers Arabic language students the opportunity to gain international and external recognition for their Arabic learning through the online Arabic NEWL (National Exam in World Languages). The exam measures functional language proficiency across four skills: reading and listening comprehension, speaking, and writing. It provides high school students — with AP®-style score reports that can be used to apply for college credit and/or placement. Students in grades 11 and 12 who have successfully completed Native 3 (and beyond) or Arabic 4 (and beyond) are eligible to sit for this exam. NEWL scores have previously been accepted by a number of prestigious universities, including University of Maryland, DePaul University, Purdue University, Cornell University and others. The College Board has formally endorsed NEWL and has recommended to its 6,000+ member institutions that NEWL scores be treated the same as a comparable AP® score. *Please note that students can fulfill this requirement with a letter of proficiency verifying their Mastery of the Arabic language. Students can use the NEWL Arabic exam as proof of proficiency to fulfill this requirement. Upon successful completion of this exam, an official letter from the school will be submitted to the College Board so it can be included with the student’s AP records. In addition, students can also make an Independent Exam Requests to order and write AP exams in language classes that are not offered at ASD. These requests are reviewed by the AP Coordinator, and the Counseling and Arabic departments for approval.

2020-2021 High School Course Description Guide

WELLNESS: PHYSICAL EDUCATION AND HEALTH GRADUATION REQUIREMENTS: 2 YEARS / CREDITS The Wellness: Physical and Health Education Department promotes the importance of lifelong health and wellness to students by stressing the value of physical activity through fun, creative and invigorating endeavors. The Department provides a comprehensive physical education program adapted from the the SHAPE Americaâ&#x20AC;&#x2122;s National Standards that encourages overall active participation, movement skill development, understanding of concepts, and communication of required knowledge. The program includes a variety of developmentally appropriate, student-centered learning opportunities based on best practices. Instructors use technology, writing, and a variety of resources to support students in reaching their goals and continually guide student learning using formative and summative assessments. WELLNESS: PHYSICAL EDUCATION AND HEALTH COURSE SEQUENCE GRADE 9

GRADES 10-12

PE / Health 9

Lifetime Sports I

GRADE 11 & 12 ONLY

Kinesiology

Weight Training & Fitness

Choose only one

Competitive Team Sports I

Competitive Team Sports II

Team Sports III / Leadership

Power FIt I

Power Fit II

Outdoor Education

Aquatic Certification

2020-2021 High School Course Description Guide

PE/HEALTH 9 Credit: 1.0 PE Length: 1 Year Grade Level(s): Grade 9 Prerequisite: None PE/Health 9 students will acquire a broad range of fundamental skills and knowledge, related to movement and sport. Students will experience a variety of physical education activities organized into two-week units. Skill development and game-play strategies related to activities such as volleyball, basketball, soccer, tennis, swimming, frisbee, badminton, fag football, touch rugby, softball, track and feld, and ftness/weight training will be included. Fitness testing will be conducted throughout the year. Health topics include conflict resolution, substance use and abuse, and growth and development (sexuality). Health units and written assessments will be included periodically throughout the year. LIFETIME SPORTS I Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 -12 Prerequisite: PE/Health 9 Lifetime Sports I can be chosen as part of a student’s required Grade 10 PE. This is a course that is designed with the less competitive student in mind. The goal of this course is to foster an appreciation for lifelong physical activity by exposing students to a wider variety of non-traditional activities than in the competitive stream. Activities that may be included are archery, badminton, fitness, and climbing. Fitness testing and skill assessments will be a part of this course with standards that are unique to the course. Health units and written assessments will be included periodically throughout the year. *Students can only enroll in either Lifetime Sports I or Competitive Team Sports I. COMPETITIVE TEAM SPORTS I Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: PE/Health 9 Competitive Team Sports I can be chosen as part of a student’s required Grade 10 PE. It is designed to offer a more competitive environment for students who want to improve their skills in ASD’s core team sports such as volleyball, basketball, and soccer. An introduction to other competitive sports such as softball, ultimate Frisbee, and floor hockey may also be included. Students will be challenged to play at a high level, examine the inner workings of the games (i.e. complex strategies, plays and techniques), and improve their physical fitness and knowledge of how competitive play contributes to a healthy life. Fitness and skill assessments will be emphasized in this course. Students should expect fun, fastpaced games and activities that will accelerate their skill development and physical fitness. Health units and written assessments will be included periodically throughout the year. *Students can only enroll in either Competitive Team Sports I or Lifetime Sports I. WEIGHT TRAINING AND FITNESS Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Weight Training and Fitness is a course that is designed for students who are either already passionate about fitness or are interested in learning more about working out. The course teaches students how to safely and effectively design an individual fitness program, using class time as a means of application. The students will be introduced to a variety of training methods including circuit training, interval training, crossfit, and cardiovascular workouts. Students will also learn how to safely use the equipment in the weightroom to enhance their workout programs and achieve their goals. There will also be introductions to fitness appraisals, anatomy and physiology, as well as nutrition and supplements.

COMPETITIVE TEAM SPORTS II Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Competitive Team Sports II is for students who have fun playing sports at a higher level and wants to focus on improving their athletic ability. The course will be similar to Competitive Team Sports I but with more emphasis on gameplay than on individual skill acquisition. Students should expect fun, fast-paced games that accelerate their skill development and physical fitness. Fitness testing and skill assessments are emphasized in this course. TEAM SPORTS III/LEADERSHIP Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Competitive Team Sports II This course is for students who would like to take a sports related PE course beyond Competitive Sports II. Students will study alongside students in the Competitive Sports II course but will be graded differently. Assessments will focus on leadership opportunities both in the class (teaching skills and leading activities) as well as outside the class (intramurals and school-wide activities). AQUATIC CERTIFICATION Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Aquatic Certification is a course where students will attain their ARC Lifeguarding Certification, which includes CPR, First Aid, and AED training. Students will learn and apply the necessary skills and knowledge needed to react appropriately in a number of different aquatic emergency situations. The class will consist of both pool and theory sessions, and some homework are to be expected. A field trip to Wild Wadi is a course highlight. A final practical exam must be passed in order to receive full ARC certification, and successful candidates may then be employed as lifeguards at the ASD pool. Students must demonstrate competency in the water in order to enroll. Additional costs of approximately AED 360 will cover the ARC administrative fee. OUTDOOR EDUCATION Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports Additional fees are associated with this course. Outdoor Education aims to introduce and expose students to the challenges of outdoor experiential learning. This course has a strong emphasis on team building, safety, sound ecological practice, and outdoor education. Students will learn planning, managing, and leading outdoor team-building experiences. The units offered will include sport climbing, open water kayaking, compass and map navigation, team building, camping, expedition management, survival techniques, and more. Fitness testing is included. Possible offcampus activities include camping, kayaking, High Ropes Course, and iFly indoor Skydiving. These field trips will require additional cost to students.

2020-2021 High School Course Description Guide

POWER FIT I (FEMALES ONLY) Credit: 0.5 PE Length: 1 Semester Grade Level: Grade 10 - 12 Prerequisite: Competitive Team Sports I or Lifetime Sports I Power Fit l is specifically designed with females in mind. This female only course will foster a cooperative and comfortable environment in which to exercise with the aim of developing the personal health and wellness of every participant. Teacher-led sessions will consist of a variety of circuits using stability and medicine balls, aerobic steps, bosu balls, body bars, dumbbells, kettlebells, and skipping ropes. The course will also include aerobics, dance, yoga, kickboxing, aquafit, and weight room sessions. In the second half of the semester, students will have the opportunity to design and lead their own workout for the class. Attention will be paid to individual goals throughout the course and heart rate monitors will be used on a regular basis to assess progress. Individual wellness research topics and students presentation will be focused specifically on female health issues. Fitness testing and reflective blog writing are included. Some additional fees will apply for field trips to engage in off-campus activities and classes. POWER FIT II (FEMALES ONLY) Credit: 0.5 PE Length: 1 Semester Grade Level(s): Grade 11 - 12 Prerequisite: Power Fit I Power Fit II is designed for female students who want to develop their personal wellness and fitness goals. This course will be combined with Power Fit I but the curriculum will be differentiated in a manner that will include more leadership and focus on individualized fitness goals. Students will develop an understanding of the concept of personal wellness, the factors that influence it, and ways of maintaining and enhancing it. This class will include group fitness workouts including aerobics, dance, yoga, kickboxing, aquafit, and weight room sessions. Students will be assessed on daily participation, fitness testing and goals, a personal wellness project, leadership tasks within the class, and completion of an individual conditioning goal. Some additional fees will apply for field trips to engage in off-campus activities and classes. KINESIOLOGY Credit: 0.5 SCI/PE/CELT Length: 1 Semester Grade Levels: 10-12 Prerequisite: Competitive Team Sports I or Lifetime Sports I, and Biology Recommended Prerequisite: Human Anatomy Kinesiology gives students the opportunity to study anatomy, exercise physiology, training principles and athletic injuries. This course will provide students with a foundation in the scientific study of human movement and will prepare students for university programs in physical education, human kinetics, health sciences, and recreation. Students will be introduced to the muscular, skeletal, and energy systems in order to achieve a deeper understanding of the connection between physiology and human performance. Kinesiology is an academic course and could include tests, presentations, discussions, debates, and scientific experiments. Projectbased activities and work with volunteers may be included.

2020-2021 High School Course Description Guide

DESIGN AND INNOVATION GRADUATION REQUIREMENTS CREATIVE ARTS: 2 YEARS / CREDITS / DESIGN AND INNOVATION: 0.5 YEARS / CREDITS The Design and Innovation course offerings provide students with interdisciplinary learning opportunities that explore the relationship between science, technology, engineering, art, and math disciplines. These courses qualify and meet the graduation requirements for art, technology, and also electives. The course offerings foster student agency to study, explore, and personalize their learning based on their interests and passions. In addition to the semester and year-long course offerings listed below, students have the opportunity to enroll in Core Design and Innovation studies. In these skill based courses, students choose two 9-week modules or one 18-week module of focus over the course of a semester. Students will be exposed to the concepts, knowledge, and skills within each module. These classes are co-taught by multi Design and Innovation faculty to maximize student choice during each semester. Students build real life understandings and techniques over the course of each module. During this process, faculty take the role of content expertâ&#x20AC;&#x201D;directly teaching concepts, knowledge, and skills within a moduleâ&#x20AC;&#x2122;s area of focus. DESIGN AND INNOVATION COURSE SEQUENCE

Core Design and Innovation I

Stagecraft I

Design and Innovation Advanced Project I

AP Studio Art 2D Design

Stagecraft II

Design and Innovation Advanced Project II

AP Studio Art Drawing

Core Design and Innovation III

Design and Innovation Advanced Project III

AP Studio Art 3D Design

Core Design and Innovation IV

Design and Innovation Advanced Project IV

Core Design and Innovation II

Design Studio Must take at least one Core Design and Innovation class before Design Studio

AP Computer Science Principles

Must take at least two Core Design and Innovation classes PLUS Design Studio before Design and Innovation Advanced Project I

Prerequisite: Algebra I

AP Computer Science A Prerequisite: Algebra I and Computer Science and Programming

CORE DESIGN AND INNOVATION MODULES (9 WEEKS)

Choose two (2) modules for each Core Design and Innovation class

CDI: 2D Media Application

CDI: Ceramics

CDI: Cybersecurity

CDI: Digital Art

CDI: Media Technology

CDI: Photography

CDI: Drawing

CDI: Electronics

CDI: Sculpture

CORE DESIGN AND INNOVATION MODULES (18 WEEKS) Choose one (1) module for each Core Design and Innovation class CDI: Robotics

Digital Design and Publication I

Digital Design and Publication II 26

CDI: Engineering Design

CDI: Computer Science and Programming

Architecture

Engineering Solutions

Prerequisite: Geometry or Advanced Geometry

Prerequisite: Thinking and Engineering, Engineering Design, Stagecraft I, Electronics, Robotics, or Computer Science and Programming

Thinking and Engineering

Media Production I

Music Technology

Media Production II

2020-2021 High School Course Description Guide

Core Design and Innovation (CDI) I, II, III, and IV Modules NINE (9) WEEKS MODULE OPTIONS CDI: 2D Media Application *9 weeks (CA Credit) In this introductory module, students will explore creating through a wide range of visual 2D media. Through a series of exercises, students will explore the possibilities of expression that arise when a variety of media and supportive surfaces are combined. CDI: Ceramics *9 weeks (CA Credit) In this introductory module, students will explore artistic expression through the use of ceramics. Through a series of exercises, students will explore the possibilities of expression that arise when it comes to ceramics. CDI:Cybersecurity *9 weeks (DI Credit) In this introductory module, students will be investigating topics related to, but not limited to: malware, cryptography, physical security, and ethics and society. Throughout a series of exercises, students explore the foundational knowledge behind cybersecurity and how it impacts society.

EIGHTEEN (18) WEEKS MODULE OPTIONS: CDI: Robotics *18 weeks (DI Credit) In this introductory module, students will have the opportunity to explore the foundations of robotics solutions. Students will become familiar with basic computer concepts, as they learn a programming language that is utilized to manipulate a robot along with various sensors. Language of studies include but are not limited to: VEX Robotics with RobotC programming, LEGO EV3 Robotics with Mindstorms programming, and Arduino UNO. CDI: Engineering Design *18 weeks (DI Credit) In this introductory module, students will learn about and explore engineering. Through hands-on experience with the Computer Aided Design (CAD) software, CNC router, 3D printer, and the laser cutter students will learn the foundation of engineering concepts. CDI: Computer Science & Programming *18 weeks (DI Credit) In this introductory module, students will explore several programming languages and select a language to be the focus of their semester. Throughout a series of exercises, students will learn their chosen programming language (ie: HTML, Java, JavaScript, Python) and explore the creative possibilities that arise with the given language.

CDI: Drawing *9 weeks (CA Credit) In this introductory module, students will focus on foundational drawing concepts: Perspective, proportion, line. Throughout the duration of the course, students will learn to accurately represent scenes around them on a 2D surface. CDI: Electronics *9 weeks (DI Credit) In this introductory module, students will explore concepts related to electronics and circuitry. Keeping electrical theory at the foundation, through a series of exercises students will explore the creative possibilities of electronic gadgets through Arduinos, Raspberry Pi’s, Makey Makey’s, Lillypads, and other electrical technologies. CDI: Sculpture *9 weeks (CA Credit) In this introductory module, students will explore artistic expression through a wide range of visual 3D media. The conventions of 3D media will be reconsidered and expanded to function in and out of the contemporary media landscape. Through a series of exercises, students will explore the possibilities of expression that arise when a variety of media and supportive surfaces are combined. CDI: Digital Art *9 weeks (CA/DI Credit) This module introduces students to fundamental techniques in digital design processes. Programs to be explored in this module include Adobe Photoshop and Illustrator. The range of techniques covered in the course is reflective of technical practices across the contemporary field. This hands-on technical module supports the development of creative working methods providing students with a thorough understanding of editing images with Photoshop, and building images from scratch using Illustrator. It is recommended that students take the Photography module before this module, but not required. CDI: Media Technology *9 weeks (DI Credit) In this introductory module, students will be able to choose a specific media technology they wish to explore and learn. With options like Apple Motion, Final Cut Pro X, Adobe After Effects, Adobe Illustrator, and many more, the sky’s the limit in their creative possibilities. CDI: Photography *9 weeks (CA Credit) This introductory module introduces students to fundamental skills in photography. This supports the development of creative working methods, composition, and camera management. Students must have their own camera with manual aperture and shutter speed control.

2020-2021 High School Course Description Guide

CORE DESIGN AND INNOVATION I Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Students undertaking Core Design and Innovation I choose two 9-week modules or one 18-week module, within the areas of Visual Arts, Design, Engineering, and Technology to focus on over the course of a semester, and will focus on the concepts, knowledge and skills of each module. Please see the “Core Design and Innovation I, II, III, and IV Modules” section of this course guide for further information regarding each module. CORE DESIGN AND INNOVATION II Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Design and Innovation I Students undertaking Core Design and Innovation II choose two 9-week modules or one 18-week module, within the areas of Visual Arts, Design, Engineering and Technology to focus on over the course of a semester, and will focus on the concepts, knowledge and skills of each module. Upon completion of Core Design and Innovation II, students have completed a total of four separate 9-week modules or two separate 18week modules from the Design and Innovation catalogue at ASD. Please see the “Core Design and Innovation I, II, III, and IV Modules” section of this course guide for further information regarding each module. CORE DESIGN AND INNOVATION III Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Design and Innovation II Students undertaking Core Design and Innovation III choose two 9 week modules, or one 18 week module, within the areas of Visual Arts, Design, Engineering and Technology to focus on over the course of a semester, and will focus on the concepts, knowledge and skills of each module. Upon completion of Core Design and Innovation III, students have completed a total of six separate 9-week modules or three 18-week modules from the Design and Innovation catalogue at ASD. Please see the “Core Design and Innovation I, II, III and IV Modules” section of this course guide for further information regarding each module. CORE DESIGN AND INNOVATION IV Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Design and Innovation III Students undertaking Core Design and Innovation IV choose two 9-week modules within the areas of Visual Arts, Design, Engineering and Technology to focus on over the course of a semester, and will focus on the concepts, knowledge and skills of each module. Upon completion of Core Design and Innovation IV, students have completed a total of eight separate 9-week modules or four 18-week modules from the Design and Innovation catalogue at ASD. Please see the “Core Design and Innovation I, II, III, and IV Modules” section of this course guide for further information regarding each module. DESIGN STUDIO Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: Core Design and Innovation I Students undertaking the Design Studio focus on mastering creative/ design processes to apply the concepts, knowledge and skills they have obtained during core Design and Innovation classes to create

novel solutions to problems of practice, or create novel artistic pieces. This course will cover the fundamentals of design, project management, organization, and communication. In focusing on the design process, there will be an emphasis on collaboration and team based learning to design and produce a product, whilst at the same time further build on individual individual student’s concepts, knowledge and skills in the creative/design focused area of interest. DESIGN AND INNOVATION ADVANCED PROJECT I Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: CDI I, CDI II and Design Studio This course develops a student’s ability to conceptualize a project that communicates to an end user or audience. It offers a focused investigation into a single topic with innovation at its core. Topics can focus on specific themes or systems, or can allow for a hybrid approach, context-driven strategies, and even take on larger themes that impact society. This class will encourage and support students to collaborate beyond the walls of the classroom, with industry driven leaders, and facilitate students in using research based work to explore their area in more focus and depth. DESIGN AND INNOVATION ADVANCED PROJECT II Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Design and Innovation Advanced Project I This course is a progression of Design and Innovation Advanced Project I. This course develops a student’s ability to conceptualize a project that communicates to an end user or audience. It offers a focused investigation into a single topic with innovation at its core. Topics can focus on specific themes or systems, or can allow for a hybrid approach, context-driven strategies, and even take on larger themes that impact society. This class will encourage and support students to collaborate beyond the walls of the classroom, with industry driven leaders, and facilitate students in using research based work to explore their area in more focus and depth. DESIGN AND INNOVATION ADVANCED PROJECT III Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Design and Innovation Advanced Project II This course is a progression of Design and Innovation Advanced Project I. This course develops a student’s ability to conceptualize a project that communicates to an end user or audience. It offers a focused investigation into a single topic with innovation at its core. Topics can focus on specific themes or systems, or can allow for a hybrid approach, context-driven strategies, and even take on larger themes that impact society. This class will encourage and support students to collaborate beyond the walls of the classroom, with industry driven leaders, and facilitate students in using research based work to explore their area in more focus and depth. DESIGN AND INNOVATION ADVANCED PROJECT IV Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Design and Innovation Advanced Project III This course is a progression of Design and Innovation Advanced Project I. This course develops a student’s ability to conceptualize a project that communicates to an end user or audience. It offers a focused investigation into a single topic with innovation at its core. Topics can focus on specific themes or systems, or can allow for a hybrid approach, context-driven strategies, and even take on larger themes that impact society. This class will encourage and support students to collaborate beyond the walls of the classroom, with industry driven leaders, and facilitate students in using research based work to explore their area in more focus and depth.

2020-2021 High School Course Description Guide

AP STUDIO ART 2D DESIGN Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Design and Innovation Advanced Project II *Teacher recommendation required AP Studio Art 2D Design makes it possible for highly motivated students to do college-level work. A portfolio based course, AP Studio Art 2D Design is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/creative, able to manage time well, in addition to having high expectations. They should be seriously interested in the study of art and developing their portfolios of artwork, which will be seriously evaluated in the spring of year 2 by college, university and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal and take part in group and individual critiques. Where possible, museums and galleries will be used as extensions of the classroom. AP STUDIO ART DRAWING Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisites: Design and Innovation Advanced Project II *Teacher recommendation required AP Studio Art Drawing is a college-level program for highly motivated students. A portfolio based course, AP Studio Art is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/creative, able to manage time well, in addition to having high expectations. They should be seriously interested in the study of art and developing their portfolios of artwork, which will be seriously evaluated in the spring of year 2 by college, university and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal and take part in group and individual critiques. Where possible, museums and galleries will be used as extensions of the classroom. AP STUDIO ART 3D DESIGN Credits: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Design and Innovation Advanced Project II *Teacher recommendation required AP Studio Art 3D Design makes it possible for highly motivated students to do college-level work. A portfolio based course, AP Studio Art is designed for students who are seriously interested in the practical experience of art. Students who wish to be considered must be committed, mature, talented/creative, able to manage time well and willing to challenge themselves to develop mastery in the use of elements and principles in 3D design. They should be seriously interested in the study of art and developing their portfolios of art work which will be seriously evaluated in the spring of year two by college, university and secondary school art instructors using rigorous College Board standards. Students will need to work outside the classroom, maintain an extensive sketchbook/journal and take part in group and individual critiques. Where possible museums and galleries will be used as extensions of the classroom. AP COMPUTER SCIENCE PRINCIPLES Credits: 1.0 DI/CELT Length: 1 Year Grade Level(s): Grade 10* - 12 Prerequisite: Algebra I *Open to Grade 10 students with teacher and counselor recommendation

AP Computer Science Principles introduces students to the central ideas and the foundations of modern computing such as the Internet, interpreting and representing data and information, ideas, Big Data, creativity practices of implementing algorithms and computational thinking, and understanding how computing and the Internet are impacting society and changing the world. The rigorous course promotes broad and yet deep learning of computational thinking practices such as abstraction, engages students in the creative aspects of technology and computational thinking, and promotes thinking about the beneficial as well as harmful effects that technology and computing has on the society/world. AP COMPUTER SCIENCE A Credits: 1.0 DI/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Computer Programming Analysis: Python and Algebra 1 (B+ or better) *Teacher recommendation required AP Computer Science A is equivalent to a first-semester, college-level course in computer science. AP Computer Science A introduces students to college-level computer science through programming. The course emphasizes object-oriented programming, problem solving and design using the Java programming language. Fundamental topics in this course include: the design of solutions to problems, the use of data structures to organize large sets of data, development and implementation of algorithms to process data and discover new information, analysis of potential solutions, as well as, ethical and social implications of computing systems. The AP Computer Science A course reflects what computer science teachers, professors, and researchers have indicated are the main goals of an introductory, college-level computer science programming course: • Program Design and Algorithm Development: Determine required code segments to produce a given output. • Code Logic: Determine the output, value, or result of given program code given initial values. • Code Implementation: Write and implement program code. • Code Testing: Analyze program code for correctness, equivalence, and errors. • Documentation: Describe the behavior and conditions that produce the specified results in a program. • Ethical Computing: Understand the ethical and social implications of computer use. STAGECRAFT I Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisites: Core Design & Innovation I and iDesign Studio or Core Design & Innovation I and Core Design & Innovation II *Teacher recommendation required Stagecraft I students will learn the fundamentals of two and threedimensional design and create the stage set for the drama productions throughout the year. Students will design, consult, build and paint sets and apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs. Their written and verbal critiques and their cooperative effort will also be assessed. STAGECRAFT II Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 10 - 12 Prerequisite: Stagecraft I *Teacher recommendation required Stagecraft II students will learn advanced two and three-dimensional design, and create the stage set for the drama productions throughout

2020-2021 High School Course Description Guide

the year. Students will also lead other students in designing, consulting, building and painting sets and will apply engineering design concepts and technical skills and tools. They will be assessed on the aesthetic and technical aspects of their designs along with their leadership in the class. Their written and verbal critiques and their cooperative effort will also be assessed. DIGITAL DESIGN AND PUBLICATION I Credit: 1.0 CA/DI/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisite: None *Teacher recommendation required Digital Design & Publication is a yearlong course designed to give students the opportunity to learn and apply skills in photography, graphic design and layout, photo editing, desktop publishing, journalism and writing, leadership, team work, project management, and marketing all through the creation of the ASD High School Yearbook. Students will learn how to use various professional digital/electronic hardware and software editing tools including: Josten’s Yearbook Avenue, Adobe Photoshop, Illustrator, Final Cut Pro, video and still cameras, videography skills, etc. DIGITAL DESIGN AND PUBLICATION II Credit: 1.0 CA/DI/CELT Length: 1 Year Grade Level(s): Grade 11 - 12 Prerequisite: Digital Design and Publication I *Teacher recommendation required Digital Design and Publication II is a yearlong course designed to give students the opportunity to lead students and apply skills. in photography, graphic design and layout, photo editing, desktop publishing, journalism and writing, leadership, team work, project management, and marketing all through the creation of the ASD High School Yearbook. Students will lead others to use various professional digital/electronic hardware and software editing tools including: Josten’s Yearbook Avenue, Adobe Photoshop, Illustrator, Final Cut Pro, video and still cameras, videography skills, etc. ARCHITECTURE Credit: 1.0 MTH/CA/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisites: Geometry/Advanced Geometry Architecture is the transition from nothingness to place to space. This class will focus on modeling, design, and revision to give students a project-based introduction to the social, cultural, and material influences of the design and production of built environments. Students will use mathematics in the geometry of design as well as an analysis of material needs. Students will use technology to assist with modeling. Students will begin with concepts of design in space and move to practical realities and eventually technical design over the course of four units in which we investigate the design of classical structures, personal space, community space, and functional landscapes. ENGINEERING SOLUTIONS Credit: 1.0 SCI/DI/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisite: Any one of these courses: Thinking & Engineering, Engineering Design I, Stagecraft and Set Design l, Electronics Design, Robotics, or Programming. How do we solve world problems through engineering? This course o ers a rigorous mathematical and scientific multi- discipline exploration of engineering. Students engage in solution-driven design thinking to solve authentic problems in the fields of mechanical, electrical, structural, material, programming, and systems engineering. Students will expand

upon their existing Design Process implementation by incorporating applied mathematics, science, and programming logic to solve increasingly complex humancentered problems. THINKING AND ENGINEERING Credit: 0.5 SCI/DI Length: 1 Semester Prerequisite: None How do you imagine your world? Students will engage in a HumanCentered Design approach while building, testing, and exploring solutions for human-related problems. They will participate in all stages of the engineering design process. Individuals will experience how the stages generate innovation and creativity and how they secure sound decisionmaking that involves consideration of constraints and limitations. Students will develop the skill of gaining empathy for the users they designing solutions for. Additionally, through reverse engineering, use of failure as information and data, and practice in spatial skill development all students will access the e ective thinking of an engineer and establish a foundation for diverse thinking and problem solving in order to proactively reimagine and develop their own solution-oriented world. MUSIC TECHNOLOGY Credit: 0.5 CA/DI/CELT Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None Music Technology is a hands-on project-based course that combines basic music concepts, instrumentation and various digital and electronic technologies. Students will use state-of-the-art digital and electronic equipment and software used by music professionals today to mix, layer, record, and produce audio. Projects could include creating sound clips for video, audio books, Foley sounds, and composition and film scoring.

2020-2021 High School Course Description Guide

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

Women’s Choir Mixed Choir

Chamber Choir

Symphonic Band

Wind Ensemble

Men’s Choir

INSTRUMENTAL MUSIC

Concert Band

Chamber Orchestra

MEDIA PRODUCTION

Media Production I

Media Production II *Prerequisite: Video Broadcasting I/Media Production I or MS Video Broadcasting

ADDITIONAL PERFORMING ARTS COURSES

Beginning Guitar

Theatre Explorations

Music Technology

Contemporary Theatre

Intro / Advance Dance

Theatre Productions

Technical Theatre

2020-2021 High School Course Description Guide

PERFORMING ARTS: CHOIR WOMEN’S CHOIR Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: None Women’s Choir is a fun, performing class open to any female student interested in singing. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. Rehearsals focus on the development of the voice while exploring a wide variety of musical styles. All ability levels are welcome. This course may be repeated for credit. MEN’S CHOIR Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: None Men’s Choir is a fun, performing class open to any male interested in singing. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. Rehearsals focus on the development of the voice while exploring a wide variety of musical styles. All ability levels are welcome. This course may be repeated for credit. MIXED CHOIR Credits: 1.0 CA/CELT Length: 1 Year Grade Level: Grades 9 - 12 Prerequisite: Men’s Choir or Women’s Choir, Director Recommendation Students entering Grades 9-12 are eligible for placement in this elective course. Sopranos, Altos, Tenors, and Basses will join in a mixed voice ensemble. Placement in this course is by director recommendation and is based on sight-reading ability, performance quality, and vocal independence. Besides participating in concerts, members are also able to audition for and travel with the Honor Choirs, and attend the MESAC Senior Arts Festival. This course may be repeated for credit. CHAMBER CHOIR Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 9 – 12 Prerequisite: Approval from Director Chamber Choir is designed for the serious singer. Members will perform mainly a cappella songs of all genres on and off campus. Auditions take place the year before, prior to signing up for classes (exceptions can be made for students new to ASD). Members are also able to audition for and travel with the Honor Choirs, and to the Senior Fine Arts Festival. This course may be repeated for credit. INSTRUMENTAL MUSIC CONCERT BAND Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 9 - 12 Prerequisite: Two years of Middle School Band or previous instrumental experience Concert Band is a rewarding performance based ensemble comprised of dedicated musicians who have previous experience with a brass, woodwind, or percussion instrument. Students in this class participate and perform a wide variety of compositions, develop an understanding of basic music theory, make connections to music history, and participate in activities that encourage creativity and self expression. This ensemble performs throughout the school year including formal concerts, festivals

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

2020-2021 High School Course Description Guide

ADDITIONAL MUSIC COURSES

PERFORMING ARTS: DRAMA

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

TECHNICAL THEATRE Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None

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

Technical Theatre is a course designed to provide students with a basic understanding of the aesthetics and practical application of all phases of a production from a technical perspective. This would include the study of all visual aesthetics, the physical theatre, scenic design, lighting, sound engineering, and backstage organization. Production work is required. Enrollment in this course provides the opportunity to be involved in all of the performing arts curricular, co-curricular, and extracurricular activities.

AP MUSIC THEORY Credit: 1.0 CA/CELT Length: 1 Year Grade Level(s): Grade 10 - 12 Prerequisites: Previous music study, choral or instrumental and teacher recommendation, completion of Alfred’s Essentials of Music Theory online curriculum at 80 per cent or higher AP Music Theory is designed for the serious student who is interested in furthering their musical knowledge. Topics covered include written notation, rhythm, scales, chords, sight-singing, and ear training. This course is helpful for those interested in composing, performing at a higher level, improvisation, and/or participating in music at the college level. Enrolled students are strongly encouraged to participate in a school ensemble concurrently. PERFORMING ARTS: DANCE DANCE Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: None Introductory Dance class gives students with no dance experience the opportunity to study basic dance movements and techniques. Students will be exposed to many different dance styles, including: Hip Hop, Ballroom, Latin, Jazz, and Contemporary (dance styles may vary depending on student interest). Students will have opportunities to develop their kinesthetic awareness, proper body alignment, physical strength and flexibility, choreographic principles, and theatrical/technical skills through regular practice and stage performances. Students experience the role of both advanced dance choreographer and dancer and have opportunities to present their work. Through the study of dance in various cultures and historical periods, students broaden their understanding of dance as an art form. This course can be repeated for credit. ADVANCED DANCE Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 10 – 12 Prerequisite: Dance or teacher recommendation Advanced Dance class gives students with dance experience (ASD or any other dance company) the opportunity to develop an advanced level of dance technique and refine their skills as both choreographer and performer. Students apply their creative and technical knowledge and skills through a variety of production and performance opportunities. Using expanded aesthetic criteria students analyze, synthesize, and evaluate their own choreography as well as works of others. Students learn to assess personal health and fitness, develop and achieve personal dance goals, and integrate knowledge and skills with a variety of other content areas. Students will maintain a portfolio, which contains written and/or visual examples of their work. This course can be repeated for credit.

THEATRE EXPLORATION Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Theatre Exploration is a course that brings together the artistic talents of the actor, the playwright, and the director. This course explores the actor in workshop, text analysis, and the role of the director in contemporary theatre. Theatre Exploration commences with acting exercises that explore the physical, emotional, and intellectual character of the actor. Exercises may reflect the work of leading theorists and theatre practitioners. These are introductory and inform the interpretation of text and direction. In class, the students work on the analysis of modern scenes. Workshops are also held on the “inner conflict” of character. Students will also be provided with the opportunity for audition workshops that work on acting technique, text analysis, and direction. They also create short films, voiceovers, and opportunities on stage to perform. CONTEMPORARY THEATRE Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Contemporary Theatre covers a wide range of topics in the discipline of Theatre Arts. Students practice basic acting exercises in pantomime, improvisation, and scene work in order to learn the proper use of the body and voice when developing a role. They model these techniques by both composing and performing each other’s original short dialogues and scenes. They produce one play as a culminating activity in order to gain experience in the other areas of production in theatre arts. The course syllabus will be similar to the International Baccalaureate and will also include an individual study project that could range anywhere from designing costumes to directing a piece of theatre. The students will be studying the work of leading theorists and theatre practitioners such as Stanislavski, Brecht, Grotowski, Brook, and Boal. THEATRE PRODUCTION Credit: 0.5 CA/CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Theatre Production is an actual theatrical production course where students get several opportunities to perform in front of an audience. The course requires a mature and professional attitude as well as a strong commitment. Students will not only gain the experience of theatrical performances, but will receive life lessons in teamwork, perseverance, and leadership.

2020-2021 High School Course Description Guide

PERFORMING ARTS: MEDIA PRODUCTION MEDIA PRODUCTION I Credit: 0.5 CA/DI Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None Media Production I is a project-based course, where students use industry-standard video editing hardware and software to learn the process of creating a broadcast quality video production. Equipment to be used and trained on includes video mixing boards, HD video cameras and industry-standard editing software in a new control room and studio. Students create video news packages, work as teams to design, film, and produce live and tape-delayed shows that will broadcast to the school community. Students are required to help video broadcast school events such as drama and fine arts productions, and sports events. This class was formerly known as Video Broadcasting Materials: A computer with 8+ GB of RAM and storage space of 500+ GB is highly suggested in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly recommended. MEDIA PRODUCTION II Credit: 0.5 CA/DI Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: One of the following: Video Broadcasting I/ Media Production I or MS Video Broadcasting with the teacher recommendation Students will apply concepts they learned in Media Production I as well as learn more hardware, software, and production processes used to create video and audio productions in order to produce all aspects and content of a regularly scheduled production as part of a production team. Productions could include a high school student-focused news and variety show, a radio or podcast show, a sports show, and/or commentary show. Students will also help broadcast live and tape-delayed sports/fine arts/school events, and create video news packages, commercials, public service announcements, and informative videos to be included in school broadcasts. This class was formerly known as Video Broadcasting Materials: A computer with 8+ GB of RAM and storage space of 500+ GB is highly suggested in order to run the video editing programs and store media files. An external hard drive of 1TB for storage and/or backup is also highly recommended.

2020-2021 High School Course Description Guide

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

LEARNER ADVOCACY SEMINAR (LAS) Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 9 – 12 Prerequisite: LSS Recommendation This Learners’ Advocacy Seminar (LAS) is designed for students who benefit from support to address identified learning needs. These needs are specific to the goals identified in the individual Student Action Plan. During class time, students receive individualized instruction on specific skills to ensure the student acquires the tools to be a successful lifelong learner. Students will also have class time allotted to receive support in their core subjects depending on the areas of need. The primary aim of this course is to develop resilient, well-equipped, self-aware students; it is not to complete homework assignments. The focus is to develop self-awareness while utilizing specially designed instruction in a supportive environment. This course teaches skills such as self-advocacy, organization and metacognition necessary for university or other career path choices while encouraging students to identify their strengths and individual learning needs. MATH LAB Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 9 – 10 Prerequisite: Math Teacher and/or Counselor Recommendation This course aims to build students confidence and mathematical foundation. Instruction is personalized and targeted to develop mathematical skills, knowledge, and mindset. Interventions and strategies build on numeracy, computational fluency, and algebraic skills. Organizational, study, and test taking strategies are also developed. Given the small student to teacher ratio, the course focuses on providing individualized interventions, remediation, and pre and re-teaching. SUPERVISED STUDY BLOCK Credit: No Credit Length: 1 Semester Grade Level(s): Grade 9 – 10 Prerequisite: None Supervised Study Block l grants Grade 9 and 10 students designated time to complete their academic work at school. Supervised Study Block will be held in a designated location where a faculty member supervises and ensures that students are using their time effectively. This course is non-credit. STUDY BLOCK Credit: No Credit Length: 1 Semester Grade Level(s): Grade 11 – 12 Prerequisite: None Study Block is an unstructured block of time that appears in students’ schedules. The time is allocated so that students may complete school related tasks which may include but are not limited to completing assignments, meeting with teachers when possible, meeting with project or study groups, etc. As the time is unstructured, students will move to appropriate designated spaces on campus where they may complete their tasks as required. They will be responsible for meeting the expectations regarding behaviors appropriate for the different spaces. 35

2020-2021 High School Course Description Guide

INTERDISCIPLINARY AND CAPSTONE PUBLIC SPEAKING Credit: 0.5 CELT Length: 1 Semester Grade Level(s): Grade 9 - 12 Prerequisite: None This is an introductory course to public speaking. Students will develop positions on various topics and issues of interest and prepare a variety of speeches reflecting different genres. Students will enhance skills in researching, writing, and presenting speeches. The focus of this course is to provide many and varied speech opportunities. AP CAPSTONE: SEMINAR Credit: 1.0 CELT Length: 1 Year Grade Level(s): Grade 11 Prerequisite: Application process for selection, The AP Interdisciplinary Investigations and Critical Reasoning Seminar Students must be current Grade 10 students who would be in the top 10-15% of their class, exhibit a high interest in research, a proficiency in writing and show a commitment to highly academic Grade 11 and 12 years. Data used for students to qualify includes Grade 9 and 10 course performance and GPA, PSAT scores, Learner Development, work habits, and teacher recommendation. This seminar, taken in Grade 11, focuses on developing inquiry skills through writing, researching, and team projects by exploring several topics of global relevance. Topics are selected by the teacher and students from a broad spectrum that may include social, political, and environmental issues. Students in the Seminar course are assessed through written and multimedia presentations. AP CAPSTONE: RESEARCH Credit: 1.0 SS/CELT Length: 1 Year Grade Level(s): Grade 12 Prerequisite: AP Seminar AP Research allows students to deeply explore an academic topic, problem or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address an original research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminates in an academic paper of approximately 4,000-5,000 words (accompanied by a performance or exhibition of product where applicable) and a 20-minute presentation with an oral defense.

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

AP CAPSTONE PROGRAM

4 AP Courses and Exams (Studen’ts Choice)

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

AP RESEARCH • Academic Thesis • Public Presentation and Defense

2020-2021 High School Course Description Guide

DISTANCE AND EXPERIENTIAL LEARNING GLOBAL ONLINE ACADEMY (GOA) COURSES Credit: 0.5/1.0 CELT Grade Levels: Grade 9 – 12 Length: 1 Semester/1 Year Prerequisite: Varies by course. Approval from ASD GOA Site Director and Counselor. Preference given to upperclassmen ASD has joined the Global Online Academy (GOA), a consortium of the top independent schools from around the world to provide students with rigorous authentic distance learning opportunities. Through this program a select number of students work closely with peers and teachers from the U.S. and other international schools in online coursework. This learning opportunity challenges students to develop core competencies and global citizenship skills. Students who choose to enroll in these courses should note that collaboration with peers and teachers is an essential component of most GOA courses, and students will be expected to manage collaboration and communication across varied time zones. Students who are eligible and interested in completing this specialized learning options beyond their ASD on-site offerings may choose to enroll in a one-semester or year-long online course through GOA. Once students register for a GOA they must commit to completing the course. GOA course must be a course not already offered at ASD. Unlike traditional ASD courses, GOA courses cannot be changed during the add/drop period at the beginning of a semester. The GOA Site Director will contact students to assist them through the process of signing up for a specific course through GOA. Students in Grades 11 and 12 may complete a maximum of one credit per year through GOA, with the GOA course replacing one of the seven courses they would ordinarily register for in an academic school year; this course cannot be taken in addition to the maximum course load. Students in eleventh and twelfth graders may complete one language credit per year through GOA. Students are encouraged to select a course that allows them to follow their passions or interests, and goes beyond the options available onsite at ASD. Credits earned through GOA could be used to fulfill ASD graduation credit requirements, and GOA classes will appear on the student’s transcript, and become a part of the student’s official academic record. To earn a credit, the course must be completed prior to the final day of the semester; otherwise the course will be listed as an F. On the ASD transcript, the course will be listed as “GOA Online Course” with a P/F grade and the credit hour earned. The grade will not be included in the calculation of grade point average (GPA). The GOA transcript, including the actual grades, will be sent to colleges as an additional page of the ASD transcript.

GOA COURSE OFFERINGS The GOA courses listed below are available for ASD students. For comprehensive information on the length of course, which semester the course is offered, and details please consult the GOA online course catalogue at https://globalonlineacademy.org/what-we-do/studentprogram/ student courses. ENGLISH Advocacy: This skills-based course will explore the creativity, effort, and diversity of techniques required to change people’s minds and motivate them to act. Poetry Writing: This poetry-writing workshop explores identity and seeks to answer the question How are you shaped (or not) by the community you live in?

DESIGN AND INNOVATION CSII: Game Design In this course, students design and develop games through hands-on practice. Comprised of a series of “game jams,” the course asks students to solve problems and create content, developing the design and technical skills necessary to build their own games. The first month of the course is dedicated to understanding game design through game designer Jesse Schell’s “lenses”: different ways of looking at the same problem and answering questions that provide direction and refinement of a game’s theme and structure. During this time, students also learn how to use Unity, the professional game development tool they use throughout the class. They become familiar with the methodologies of constructing a game using such assets as graphics, sounds, and effects, and controlling events and behavior within the game using the C# programming language. Throughout the remainder of the course, students will work in teams to brainstorm and develop new games in response to a theme or challenge. Students will develop their skills in communication, project- and time- management, and creative problemsolving while focusing on different aspects of asset creation, design, and coding. Prerequisite: Computer Science I: Computational Thinking or its equivalent. CS II: Analyzing Data with Python. In this course, students will utilize the Python programming language to read, manipulate, and analyze data. Game Theory: Do you play games? Ever wonder if you’re using “the right” strategy? What makes one strategy better than another? In this course, we’ll explore a branch of mathematics known as game theory, which answers these questions and many more. iOS App Design: Learn how to build apps for the iPod, iPhone, and iPad and publish them in the App Store. MATHEMATICS Number Theory: Once thought of as the purest but least applicable part of mathematics, number theory is now by far the most commonly applied: every one of the millions of secure internet transmissions occurring each second is encrypted using ideas from number theory. Multivariable Calculus: Prerequisite: AP Calculus BC Predicted Score of 5 The equivalent of a college year of single-variable calculus, including integration techniques, such as trigonometric substitution, integration by parts, and partial fractions. Completion of the AP Calculus BC curriculum with a score of 4 or 5 on the AP Exam would be considered adequate preparation. AP Weighting In this course students learn to differentiate and integrate functions of several variables. We extend the Fundamental Theorem of Calculus to multiple dimensions, and the course will culminate in Green’s, Stokes’ and Gauss’ Theorems. The course opens with a unit on vectors, which introduces students to this critical component of advanced calculus. We then move on to study partial derivatives, double and triple integrals, and vector calculus in both two and three dimensions. Students are expected to develop fluency with vector and matrix operations. Understanding of a parametric curve as a trajectory described by a position vector is an essential concept, and this allows us to break free from 1-dimensional calculus and investigate paths, velocities, and other applications of science that exist in three-dimensional space. We study derivatives in multiple dimensions, we use the ideas of the gradient and partial derivatives to explore optimization problems with multiple variables, and we consider constrained optimization problems using Lagrangians. After our study of differentials in multiple dimensions, we move to integral calculus. We use line and surface integrals to calculate physical quantities especially relevant to mechanics and electricity and magnetism, such as work and flux, and we employ volume integrals for calculations of mass and moments of inertia. We conclude with the major theorems (Green’s, Stokes’, Gauss’) of the course, applying each to some physical

2020-2021 High School Course Description Guide

applications that commonly appear in calculus-based physics. NCAAapproved course SCIENCE Abnormal Psychology: This course focuses on psychiatric disorders such as schizophrenia, character disorders, anxiety disorders, substance abuse, and depression. As students examine these and other disorders they will learn about their symptoms, diagnoses, and treatments. Bioethics: Ethics is the study of what one should do as an individual and as a member of society. In this course, students will evaluate ethical issues related to medicine and the life sciences. Global Health: What makes people sick? What social and political factors lead to the health disparities we see both within our own community and on a global scale? What are the biggest challenges in global health and how might they be met? Using an interdisciplinary approach to address these questions, this course hopes to improve students’ health literacy through an examination of the most significant public–health challenges facing today’s global population. Medical Problem Solving I: In this course, students will collaboratively solve medical mystery cases, similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and treat patients. Medical Problem Solving II: This course is an extension of the problem– based learning done in Medical Problem Solving I. While collaborative examination of medical case studies will remain the core work of the course, students will tackle more complex cases and explore new topics in medical science. Neuropsychology: This course is an exploration of the neurological basis of behavior. It will cover basic brain anatomy and function as well as cognitive and behavioral disorders from a neurobiological perspective. Positive Psychology: What is a meaningful, happy, and fulfilling life? In this course, we’ll dive into what positive psychology research tells us about the formula for a meaningful life, the ingredients of fulfilling relationships, and changes that occur in the brain when inspired by music, visual art, physical activity, and more. SOCIAL SCIENCES Entrepreneurship in a Global Context: How does an entrepreneur think? What skills and mindsets must entrepreneurs possess to remain competitive and relevant? What are some of the strategies that entrepreneurs apply to solve problems? How do failure, risk, and success drive innovation? What are the differences between social and traditional enterprises? In this course, we will develop and deepen our understanding of this relevant field while building global connections and examining our places and interests for startup needs. Together, we will study and apply the Business Model Canvas, Design Thinking, The Lean Startup method, and core components of Customer Development with the end goal of developing, revising, and pitching a unique startup idea. This learning studio experience is active, participatory, and personalized. We will engage beyond our computers, making choices in our home communities to conduct customer research, interview experts, examine entrepreneurship in action, and inform creative startup plans. Expect to grow both in your understandings of yourself as a learner and in your skills as a modern entrepreneur! Introduction to Investments: In this course, students simulate the work of investors by working with the tools, theories, and decision-making practices that define smart investment. We explore concepts in finance and apply them to investment decisions in three primary contexts: portfolio management, venture capital, and social investing. After an introduction to theories about risk management and valuation, students then simulate three scenarios in which they must make decisions to grow an investment portfolio. They manage investments in stocks, bonds, and options to learn a range of strategies for increasing the value of their

portfolios. In the second unit, they take the perspective of venture capital investors, analyzing startup companies and predicting their value before they become public. In the third unit, students examine case studies of investment funds that apply the tools of finance to power social change. Throughout the course, students learn from experts who have experience in identifying value and managing risk in global markets. They develop their own ideas about methods for taking calculated financial risks and leave this course not just with a simulated portfolio of investments, but the skills necessary to manage it in the future. International Relations: Are China and the U.S. on a collision course for war? Can the Israelis and Palestinians find a two-state solution in holy land? Will North Korea launch a nuclear weapon? Can India and Pakistan share the subcontinent in peace? These questions dominate global headlines and our daily news feeds. In this course, you will go beyond the soundbites and menacing headlines to explore the context, causes, and consequences of the most pressing global issues of our time. Through case studies, you will explore the dynamics of international relations and the complex interplay of war and peace, conflict and cooperation, and security and human rights. Working with classmates from around the world, you will also identify and model ways to prevent, mediate, and resolve some of the most pressing global conflicts. 9/11 in a Global Context: This skills-based course will explore the creativity, effort, and diversity of techniques required to change people’s minds and motivate them to act. Applying Philosophy to Modern Global Issues: This is an applied philosophy course that connects pressing contemporary issues with broad–range philosophical ideas and controversies, drawn from multiple traditions and many centuries. Climate Change and Global Inequality: Through investigating historical, economic, political, and environmental perspectives on energy concepts and controversies, students develop a keen ability to understand and analyze global questions surrounding energy consumption and distribution. Gender Studies: This course uses the concept of gender to examine a range of topics and disciplines that might include: feminism, gay and lesbian studies, women’s studies, popular culture, and politics. Genocide and Human Rights: Students in this course study several of the major genocides of the 20th century (Armenian, the Holocaust, Cambodian, and Rwandan), analyze the role of the international community in responding to and preventing further genocides (with particular attention to the Nuremberg tribunals), and examine current human rights crises around the world. Introduction to Legal Thinking: Inspired by GOA’s popular Medical Problem Solving series, this course uses a case-based approach to give students a practical look into the professional lives of lawyers and legal thinking. By studying and debating a series of real legal cases, students will sharpen their ability to think like lawyers who research, write and speak persuasively. The course will focus on problems that lawyers encounter in daily practice, and on the rules of professional conduct case law. In addition to practicing writing legal briefs, advising fictional clients and preparing opening and closing statements for trial, students will approach such questions as the law and equity, the concept of justice, jurisprudence and legal ethics. Race and Society: What is race? Is it something we’re born with? Is it an idea that society imposes on us? An identity we perform? A privilege we benefit from? Does our own culture’s conception of race mirror those found in other parts of the world? These are just a few of the questions that students in this course will explore together as they approach the concept of race as a social construct that shapes and is shaped by societies and cultures in very real ways. Throughout the course students will learn about the changing relationship between race and society across time and across cultures. Engaging with readings, films, and speakers from a variety of academic fields (history, sociology, anthropology, literature) students will explore, research, reflect on and discuss the complex set of relationships governing race and society.

2020-2021 High School Course Description Guide

Prisons and the Criminal Law: In this course, students become familiar with the legal rules and institutions that determine who goes to prison, and for how long. WORLD LANGUAGES Japanese Language Through Culture I: 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. Japanese Language Through Culture II: Through language learning, students in this course share their voices, cultivate global perspectives, and foster an appreciation of self and others. Students expand their knowledge of the basic skills introduced in Japanese Language Through Culture I 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 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. Prerequisite: Japanese Language Through Culture I or permission from the instructor. (New) Japanese Language Through Culture III: Students in Japanese III 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 faceto-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, childrenâ&#x20AC;&#x2122;s books, online newspapers, and cooking recipes. In writing, students will work on creative writing, expository writing, and analytical writing (compare-and-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 that GOA Catalyst Conference.

of Chinese writing and grammar. Vocabulary is practiced in a thematic and communicative way and will leave students prepared to exchange introductory greetings, as well as to discuss family, dates and time, hobbies, visiting friends, making plans among other topics. Students will also study cultural and historic elements of the Chinese-speaking world. Audio and video materials, computer software, games, projects, and presentations foster student interaction and participation. By the end of the first year, students will have achieved Novice level proficiency. SELF-DIRECTED PROJECT Credit: 0.5 CELT ( Length: 1 Semester Grade Level: 10-12 Prerequisites: Completion of the SDP Application, with approval of identified faculty/staff mentor, and approval by the High School Principal The Self Directed Project (SDP) will culminate through either a final 1,500 2,000 word essay or by taking part in some significant informed action. Students will use this as a medium through which they can demonstrate their research and learning on a chosen topic. Students are assessed on their ability to design, plan, and manage their project, which must include the use of outside resources/mentors. Students will be assessed on their ability to communicate their learning in both written and spoken formats. While the student will work with his/her teacher, they will not meet during every class period in which the student has SDP. Hence, students who wish to take the SDP will need to be self-motivated, driven, and goaloriented. Note: This is a pass/fail course and can be repeated INTERNSHIP Credit: 0.5 EL Length: 1 Semester Grade Level(s): Grade 11-12 Prerequisites: An internship agreement must be developed with the host and approved before student placement. An application process: students are expected to research organization and write a cover letter introducing themselves and how they will help meet the employersâ&#x20AC;&#x2122; needs. The review committee (which includes a counselor and administrator) may require an interview as part of the selection process. Note: This is a pass/fail course ASD Internship is an experiential learning experience where ASD matches students with participating organizations over a two to eight week period; culminating in a minimum of 90 hours for a semester credit. Student interns will be expected to arrive ready to work and collaborate with teams. Interns are charged to use creative, critical thinking and design thinking training gain in the high school experiences at ASD; and are expected to utilize the elements of the schoolâ&#x20AC;&#x2122;s Student Profile, Core Values and social-emotional learning training in their placement assignments. They are responsible to also make scheduled, sustained visits to an approved work-site to learn about an occupation, for half a day, every other day over the course of one semester. Under the supervision of a work-site mentor(s), the student learns about a profession through observation, personal discussion and hands-on applications. This course is anticipated to run in Spring 2021. Note: Virtual High School (VHS) will no longer be offered in the 2020-2021 academic year.

Chinese Language Through Culture I: Through this introduction to Mandarin Chinese language and culture, students will learn the building blocks of spoken and written communication- pronunciation, tones, stroke order and radical recognition. Students will carry out basic interactions in Chinese orally and in writing. Interpersonal communication and functional vocabulary acquisition will lay the foundations for a more in-depth study

2020-2021 High School Course Description Guide

NON-CREDITED INTERACTIVE LEARNING OPPORTUNITIES FOR HIGH SCHOOL STUDENTS Grade Level(s): Grade 9 - 12 In addition to these vast course offerings, the High School is also curating opportunities for students to explore interactive, relevant, and real-world global topics in their own time and spaceâ&#x20AC;&#x201D;promoting self-actualization and life-long learning habits. These opportunities allow students to engage in self-directed deep exploration of a relevant trending issues. These include but are not limited to job shadows, mentorships, flex GOA, and micro-credentialing. These are non-credit bearing experiences are designed to compliment, enhance, and apply skills students learn in the classroom to new short-term interactive experiences outside of the school day. As these are developed over the next few months, we will be sharing that information with our student body.

2020-2021 High School Course Description Guide

APPENDICES

Appendix A: Summary of 2020-2021 Course Offerings COURSE

CREDITS

GRADE

CREDIT: ENGLISH

COURSE

CREDITS

GRADE

AP Chemistry Lab

0.5

10, 11, 12

English 9

Anatomy & Physiology

10, 11, 12

Introduction to Journalism

9, 10, 11, 12

Kinesiology

0.5

10, 11, 12

English 10

AP Physics l

10, 11, 12

Approaches to Literature: American Perspectives

11, 12

AP Physics C - Mechanics, Electricty and Magnetism

11, 12

Approaches to Literature: Global Topics

11, 12

AP Physics Lab

0.5

11, 12

Approaches to Literature: Language and Communication

11, 12

Global Issues in Action

AP English Language & Composition

11, 12

AP English Literature & Composition

11, 12

Introduction to Geography and Our World

An Exploration in Creative Writing

0.5

11, 12

Modern World History

Film in Focus

0.5

11, 12

AP World History

10, 11

Journalism: News Editorial Team

11, 12

Human Geography (with AP option)

10, 11, 12

Sociology

0.5

10, 11, 12

Algebra I

Psychology

0.5

10, 11, 12

Math Lab

0.5

9, 10

Business Economics

10, 11, 12

Geometry

9, 10

Entrepreneurship Learning

10, 11, 12

Advanced Geometry

9, 10

Race, Culture and Human Rights

0.5

10, 11, 12

Algebra II

9, 10, 11

AP European History

11, 12

Advanced Algebra II

9, 10, 11

US History: Research Methodologies

11, 12

Architecture

9, 10, 11, 12

AP Psychology

11, 12

Statistics

10, 11, 12

AP US History

11, 12

Discrete Math and Application

10, 11, 12

AP Microeconomics

11, 12

Pre-Calculus

11, 12

AP Macroeconomics

11, 12

Calculus

11, 12

Advanced Pre-Calculus

11, 12

AP Calculus AB

11, 12

French I / Spanish I

9, 10, 11, 12

AP Calculus BC

11, 12

French II / Spanish II

9, 10, 11, 12

AP Statistics

11, 12

French III / Spanish III

9, 10, 11, 12

French IV / Spanish IV

9, 10, 11, 12

Earth and Environmental Science

9, 10, 11, 12

French V / Spanish V

9, 10, 11, 12

Biology

9, 10, 11, 12

AP French Language and Culture

11, 12

Chemistry

9, 10, 11, 12

AP Spanish Language and Culture

11, 12

Thinking & Engineering

0.5

9, 10, 11, 12

Marine Biology

0.5

9, 10, 11, 12

Arabic I

9, 10, 11, 12

Physics

9, 10, 11, 12

Arabic II

9, 10, 11, 12

AP Biology

10, 11, 12

Arabic III

9, 10, 11, 12

AP Biology Lab

0.5

10, 11, 12

Arabic IV

9, 10, 11, 12

AP Chemistry

10, 11, 12

Arabic V

9, 10, 11, 12

Arabic VI

9, 10, 11, 12

CREDIT: MATHEMATICS

CREDIT: SCIENCE

CREDIT: SOCIAL SCIENCES

CREDIT: WORLD LANGUAGES French and Spanish

Arabic as a World Language

2020-2021 High School Course Description Guide

COURSE

CREDITS

GRADE

Arabic as a Native Language

COURSE

CREDITS

GRADE

CREDIT: CREATIVE ARTS

Arabic Native l

9, 10, 11, 12

Women’s Choir

9, 10, 11, 12

Arabic Native lI

9, 10, 11, 12

Men’s Choirr

9, 10, 11, 12

Arabic Native lII

9, 10, 11, 12

Mixed Choir

9, 10, 11, 12

Arabic Native lV

9, 10, 11, 12

Chamber Choir

9, 10, 11, 12

Arabic Native V

9, 10, 11, 12

Concert Band

9, 10, 11, 12

Arabic Native VI

9, 10, 11, 12

Symphonic Band

9, 10, 11, 12

Wind Ensemble

9, 10, 11, 12

CREDIT: PHYSICAL EDUCATION AND HEALTH PE/Health 9

Chamber Orchestra

9, 10, 11, 12

Lifetime Sports I

0.5

10, 11, 12

Beginning Guitar

0.5

9, 10, 11, 12

Competitive Team Sports I

0.5

10, 11, 12

AP Music Theory

10, 11, 12

Competitive Team Sports II

0.5

10, 11, 12

Dance

0.5

9, 10, 11, 12

Weight Training & Fitness

0.5

10, 11, 12

Advanced Dance

0.5

10, 11, 12

Aquatic Certification

0.5

10, 11, 12

Technical Theatre

0.5

9, 10, 11, 12

Kinesiology

0.5

10, 11, 12

Theatre Exploration

0.5

9, 10, 11, 12

Power Fit I (Female only)

0.5

10, 11, 12

Contemporary Theatre

0.5

9, 10, 11, 12

Power Fit II (Female only)

0.5

11, 12

Theatre Production

0.5

9, 10, 11, 12

Outdoor Education

0.5

11, 12

Media Production I

0.5

9, 10, 11, 12

Team Sports IIl/Leadership

0.5

11, 12

Media Production II

0.5

9, 10, 11, 12

CREDIT: LEARNING SUPPORT

CREDIT: DESIGN AND INNOVATION Core Design and Innovation I

0.5

9, 10, 11, 12

Learner Advocacy Seminar (LAS)

0.5

9, 10, 11, 12

Core Design and Innovation II

0.5

9, 10, 11, 12

Math Lab

0.5

9, 10

Core Design and Innovation III

0.5

9, 10, 11, 12

Supervised Study Block

None

9, 10

Core Design and Innovation IV

0.5

9, 10, 11, 12

Study Block

None

11, 12

Design Studio

0.5

9, 10, 11, 12

CREDIT: INTERDISCIPLINARY AND CAPSTONE

Thinking and Engineering

0.5

9, 10, 11, 12

Public Speaking

0.5

9, 10, 11, 12

Architecture

9, 10, 11, 12

AP Capstone: Seminar

Music Technology

0.5

9, 10, 11, 12

AP Capstone: Research

Engineering Solutions

10, 11, 12

Self-Directed Project

0.5

Design and Innovation Advanced Project I

0.5

10, 11, 12

Internship

0.5

Design and Innovation Advanced Project II

0.5

10, 11, 12

Design and Innovation Advanced Project III

0.5

10, 11, 12

Design and Innovation Advanced Project IV

0.5

10, 11, 12

Stagecraft I

0.5

10, 11, 12

Stagecraft II

0.5

10, 11, 12

Digital Design & Publication I

10, 11, 12

Digital Design & Publication II

11, 12

AP Studio Art 2D Design

11, 12

AP Studio Art Drawing

11, 12

AP Studio Art 3D Design

11, 12

AP Computer Science Principles

10*, 11, 12

AP Computer Science A

11, 12

CREDIT: DISTANCE AND EXPERIENTIAL LEARNING Global Online Academy (GOA)

0.5 or 1

9. 10, 11, 12

Self-Directed Project

0.5

10, 11, 12

Internship

0.5

11, 12

Non-Credited Interactive Learning Opportunities for High School Students

9, 10, 11, 12

2020-2021 High School Course Description Guide

COURSE

CREDITS

CREDIT CODES English

ENG

Mathematics

MTH

Science

SCI

Social Sciences

World Languages

Wellness: Physical and Health Education

Design and Innovation

Creative Arts

Electives

ELT

Core Electives

CELT

Appendix B: International Diploma The AP International Diploma is globally recognized and offered by the College Board for students attending schools outside the U.S. Students who receive scores of three or higher in 5 courses across specific content areas will be awarded this distinction. This is not a substitute for the regular high school diploma but rather an opportunity to highlight outstanding academic achievement across a variety of disciplines by our international students. To meet the eligibility requirements, students must complete AP courses in the following content areas: • 1 AP course with a global perspective Course offerings at ASD: World History, US History, European History, Human Geography, Macroeconomics or Microeconomics • 1 AP course of choice (cannot be a language class) • 1 science or math or computer science course Course offerings at ASD: Statistics, Calculus AB, Calculus BC, Biology Chemistry, Physics 1, Physics C, Computer Science A, or Computer Science Principles • Any 2 different AP languages* Course offerings at ASD: English Language or English Literature, Spanish Language, French Language, NEWL Arabic Certificate

2020-2021 High School Course Description Guide

Appendix C: HS Core Curricula Pathways Overview BUSINESS & ENTREPRENEURSHIP PATHWAY Grade 9

Grade 10

Grade 11

Grade 12

COURSES

Thinking & Engineering

Business Economics Entrepreneurial Learning Macroeconomics (GOA) Statistics SL Mentorship

Business Economics Statistics/AP Stat Internship Intro to Investment (GOA) Entrepreneurship in a Global Context (GOA) Business Problem Solving (GOA) AP Macroeconomics AP Microeconomics Microeconomics (GOA) SL Mentorship Internship

Business Economics Internship Intro to Investment (GOA) Entrepreneurship in a Global Context (GOA) Business Problem Solving (GOA) AP Macroeconomics AP Microeconomics Microeconomics (GOA) AP Microeconomics SL Mentorship Internship

ACTIVITIES

Capital Venture, DECA, FBLA, EXPO 2020, Harvard Innovation Challenge

Case Studies, Stimulations, Job Shadow, Capital Venture, DECA, FBLA, EXPO 2020, Harvard Innovation Challenge

ENTREPRENEURIAL MINDSET

HEALTH & MEDICAL PATHWAY Grade 9

Grade 10

Grade 11

Grade 12

SCIENCE

Biology Chemistry Physics Thinking and Engineering (1 Semester)

Biology Anatomy & Physiology Chemistry Physics AP Biology Epidemiology Pathogenic Bacteriology and Immunology (1 Semester) or Microbiology Thinking and Engineering (1 Semester)

Anatomy & Physiology NeuroPsychology (GOA) Bioethics (GOA) Medical Problem Solving I (GOA) AP Biology AP Chemistry Kinesiology Epidemiology Pathogenic Bacteriology and Immunology (1Semester) or Microbiology Thinking and Engineering (1 Semester)

Anatomy & Physiology Kinesiology NeuroPsychology (GOA) Bioethics (GOA) Medical Problem Solving II (GOA) AP Biology AP Chemistry Epidemiology Pathogenic Bacteriology and Immunology (1 Semester) or Microbiology Thinking and Engineering (1 Semester)

HEALTH

PE/Health

Kinesiology Aquatic Certification

Kinesiology Aquatic Certification Global Health (GOA) Positive Psychology (GOA)

MATHEMATICS

Algebra Geometry

Geometry Algebra 2

Algebra 2 Statistics Pre-Calculus Calculus AP Calculus AB

Statistics Pre-Calculus Calculus AP Calculus AB

ACTIVITIES

INSPIRE: Medical Trip, Science Club, Science Medical, MedSoc, Job Shadow

INSPIRE: Medical Trip, Science Club, Science Medical, MedSoc, Job Shadow, ASD Science Journal (submit independent research)

2020-2021 High School Course Description Guide

STEAM PATHWAY Grade 9

Grade 10

Grade 11

Grade 12

SCIENCE

Earth & Environmental Science Chemistry Thinking & Engineering

Chemistry Physics AP Chemistry Engineering Solutions Thinking & Engineering

Engineering Solutions AP Chemistry AP Physics I AP Physics C

TECH, ENGINEERING & ART

Thinking & Engineering Core Design and Innoovation Modules

Core Design and Innoovation Modules Architecture Engineering Solutions Stagecraft I/II Digital Design & Publication I Music Technology Thinking & Engineering AP Computer Science Principles

Core Design and Innoovation Modules Architecture Engineering Solutions Stagecraft I/II Design and Innovation Advanced Project AP Art Internship Digital Design & Publication I/II Number Theory (GOA) Game Theory (GOA) CS I: Computational Thinking iOS App Design (GOA) CS II: Game Design & Development (GOA) CS II: Java (GOA) CS II: Analyzing Data with Python (GOA) AP Computer Science Principles AP Computer Science A

MATHEMATICS

Algebra Geometry

Geometry Algebra 2

Pre-Calculus Calculus Linear Algebra (GOA) AP Calculus AB AP Calculus BC

Pre-Calculus Calculus Linear Algebra (GOA) AP Calculus AB AP Calculus BC Multivariable Calculus

ACTIVITIES

FIRST Robotics, LEGO, COMAP, Digital Design, Design Thinking Competitions, Job Shadows, Harvard Innovation Challenge, Dubai Youth Film Festival, Film in Motion

2020-2021 High School Course Description Guide

GLOBAL PERSPECTIVES FOR HUMAN DEVELOPMENT PATHWAY Grade 9

Grade 10

Grade 11

Grade 12

SOCIAL SCIENCES

Intro to Geography & Our World Global Issues In Action

Modern World History AP World History Human Geography (AP Option)

Sociology Psychology Race, Culture, and Human Rights SL Mentorship Internship International Relations (GOA) Introduction to Legal Thinking (GOA) Social Psychology Race & Society (GOA) Prisons and Criminal Law (GOA) 9/11 in a Global Context (GOA) Climate Change and Global Inequality (GOA) Gender Studies (GOA) Genocide & Human Rights (GOA) Applying Philosophy to Global Issues (GOA) Entrepreneurship in the Global Context (GOA) AP World History

WORLD LANGUAGES

Arabic, Spanish, French (Varied Levels)

Arabic, Spanish, French (Varied Levels) Japanese Language Through Culture I (GOA)

Arabic, Spanish, French (Varied Levels) Japanese Language Through Culture II (GOA) Chinese Language Through Culture I (GOA)

Arabic, Spanish, French (Varied Levels) Japanese Language Through Culture III (GOA) Chinese Language Through Culture II (GOA)

HUMANITIES & THE ARTS

Public Speaking Theatre Exploration Contemporary Theatre Theatre Production Dance Choirs (varied levels) Band (varied levels) Wind Ensemble Orchestra Media Production I/II

Comparative Genre Studies Approaches to Literature & Language Introduction to Journalism Public Speaking Theatre Exploration Contemporary Theatre Theatre Production Dance Choirs (varied levels) Band (varied levels) Wind Ensemble Orchestra Media Production I/II SL Mentorship

Approaches to Literature & Language Approaches to Literature: Global Topics Introduction to Journalism An Exploration in Creative Writing Approaches to Criticism: Media & Society SL Mentorship Internship Public Speaking Theatre Exploration Contemporary Theatre Theatre Production Dance Choirs (varied levels) Band (varied levels) Wind Ensemble Orchestra Media Production I/II Filmmaking (GOA) Digital Photography (GOA)

Filmmaking (GOA) Digital Photography (GOA) Approaches to Literature & Language Approaches to Literature: Global Topics Introduction to Journalism An Exploration in Creative Writing Approaches to Criticism: Media & Society SL Mentorship Internship Public Speaking Theatre Exploration Contemporary Theatre Theatre Production Dance Choirs (varied levels) Band (varied levels) Wind Ensemble Orchestra Media Production I/II

ACTIVITIES

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2020-2021 High School Course Description Guide

Arabic and Islamic Examinations and UAE High School Equivalency

As we are a private school, falling under the jurisdiction of KHDA, families of students graduating from ASD need to complete a process to have their high school diploma recognized by the UAE for the purpose of UAE High School Equivalency. ARAB STUDENTS REQUIRING UAE EQUIVALENCY All students holding passports from the following Arabic speaking countries must take native language Arabic in Grades 9 to 12. 1. 2. 3. 4. 5. 6.

Algeria Bahrain Comoros Djibouti Egypt Iraq

7. 8. 9. 10. 11. 12.

Jordan Kuwait Lebanon Libya Mauritania Morocco

13. 14. 15. 16. 17.

Oman Palestine Qatar Saudi Arabia Somalia**

19. 20. 21. 22.

Syria Tunisia United Arab Emirates Yemen

(**Since Somalia has no government in place, the UAE Ministry will allow students to take the second language program if the family seeks permission from the Dubai Educational Zone.)

The Department of Dubai Knowledge and Human Development Authority (KHDA) offers Arabic and Islamic Studies Ministry Examinations every year to students in Grade 12 during the month of May and KHDA requires written confirmation from every student about their intention to complete Ministry Examinations. Students planning to sit for the UAE Ministry exam must also take Arabic courses in Grades 10 to 12. Below are FAQs about the exams. Who is required to sit for Islamic Ministry Exams? Islamic Studies Ministry Exams are required for all Muslim students in Grade 12. These students would have taken and passed Islamic Studies courses in Grades 10 to 12. Islamic Ministry Exams can be taken in native Arabic or non-native Arabic and English depending on the student’s proficiency in the Arabic language. It is not mandatory for non-Muslim students to take Islamic Ministry Exams. Students holding Arab citizenship are required to take the Islamic exam in native Arabic. Who is eligible to sit for Arabic Ministry Exams? Grade 12 students of any nationality have the option to take the Arabic Ministry Exam provided that they have taken and passed Arabic courses every year in high school. Arabic Ministry Exams can also be taken in Arabic or English depending on the student’s proficiency in the Arabic language. Students holding Arab citizenships with their UAE visa in their Arab passport are required to take these examinations and courses in the Arabic language. How are the Ministry Exams Assessed? 75% - examination grade determined by an external examiner 25% - internal grade as determined by the student’s teacher A passing grade for Ministry exams for both subjects, Arabic and Islamic, is 50%. What is a UAE High School Equivalency? The UAE High School Equivalency is a certificate that is awarded by KHDA for students who have graduated from a school in the UAE and have met certain requirements that are set by KHDA. What requirements do students have to fulfill to earn this High School Equivalency? Students must pass both the Islamic Studies and Arabic exams in either Arabic or English, complete both their Islamic and Arabic courses in Grades 10 to 12. The school will prepare transcripts at the end of the year for students to meet these requirements. Non-muslim students are not required to take Islamic courses nor sit for the Islamic ministry exam to earn the equivalency. Additional documentation, including TOEFL or IELTS and SAT Math scores, is required by KHDA. More information can be found on the KHDA website. What are the benefits of earning a UAE High School Equivalency Certificate? It is our understanding that the UAE high school equivalency is required for students who graduate from a school in the UAE and who might pursue a job opportunity in the future at a government or government-related organization in the UAE. Also, some universities in the Gulf and Middle Eastern countries have required in the past the UAE equivalency certificate to admit new students. Arab national students are highly encouraged to seek the UAE high school equivalency.

+971 4 395 0005 • P.O. Box 71188 Dubai, UAE • www.asdubai.org

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