ISHCMC American Academy Curriculum Guide by ISHCMC

CURRICULUM GUIDE 2013 – 2014

AN INTERNATIONAL SCHOOL FOR STUDENTS AGED 11-18

Table Of Contents Welcome

Mission And Core Values

Advanced Placement (AP) Diploma Overview

Graduation Requirements

Recommended Credit Courses

Instructional Methods Policy

Assessment Policy ICT Philosophy

Guidance Philosophy

Library Media Center Philosophy English Department Philosophy

English Department Course Descriptions

12 21 21 21 22

English 6

English 8

English 7 English 9

English 10 English 11

AP English Language And Composition Math Department Philosophy

Math Department Course Descriptions

22 23 24 24 26 27

Pre-Algebra 6

Algebra I

Beginning Algebra 7 Geometry

Algebra II/Trigonometry Pre-AP Calculus AP Calculus

Science Department Philosophy

Science Department Course Descriptions

28 29 29 29 30 31

Science 6: Integrated Science 1

Science 8: Integrated Science 3

Science 7: Integrated Science 2

Biology 9 And AP Biology 11 Or 12

Pre-AP Physics 10 And AP Physics 11 Or 12

Pre-AP Chemistry 10 And AP Chemistry 11 Or 12

Social Studies Philosophy

Social Studies Department Course Descriptions

Social Studies 6

Social Studies 8

Social Studies 7

History 9

Economics

History 10

AP World History

AP/SUPA Economics AP Psychology

World Languages Philosophy

World Languages Department Course Descriptions Vietnamese Language And Culture Mandarin B

Physical Education, Health and Life Skills Philosophy

Physical Education, Health and Life Skills Course Descriptions

38 38 39 40 41 41 41 42

PE/HE/LS 6

PE/HE/LS 8

PE/HE/LS 7 PE/HE/LS 9 Visual Arts Philosophy

Fine Arts Department Course Descriptions

44 45 46

Middle School Art Exploration

Art II

Art I

Drawing And Painting

47 48

Music 6

Music 8

Music 7 Music 9

Music 10

Music 11 and 12 Computer Technology And Information And Communication Technology Philosophy Middle School Information And Communication Technology Course High School Information And Communication Technology Course AP Computer Science A

English Language Learners Program (ELL) Talented Youth Center SUPA

The Ideation Camp Process Newspaper

50 50 51 51 52 52 52 53 53 59

Dear ISHCMC - American Academy Parents and Students, It is with great pleasure that we introduce ISHCMC - The American Academy Curriculum Guide to you for your review. The signature of our school is inspiring excellence in education. We believe all students can achieve and be leaders in their special areas of interest. ISHCMC - The American Academy Curriculum Guide is designed to provide students with a depth and breadth of learning opportunities that prepare them for the 21st century. To ensure access to our award-winning programs, we have specialized services for students including: • The English Language Learner (ELL) program for students with emerging English proﬁciency • The Talented Youth Center (TYC) for high ability students The ISHCMC - American Academy facilities are designed as a ﬂagship Smart School with technology integrated across the curriculum and blended into school life through our bring your own device program. Students have online learning opportunities to enhance classroom instruction. State of the art facilities connect ISHCMC - American Academy students to the wider world of education with activities designed to enhance the learning experience. The ISHCMC - American Academy is also unique in its curriculum design. We have developed a program of best practice in international education enhanced by Syracuse University courses in Economics, Physics and English Writing. We have developed a program of best practices in international education enhanced by Syracuse University courses in Economics, Biology, English Writing and Public Policy. The Curriculum Guide that follows is comprehensive and includes programs that will be phased-in as the ISHCMC - American Academy grows. The depth and breadth of programs is world class in all phases of growth, with school traditions, courses and activities that make the ISHCMC - American Academy a model 21st century school in Southeast Asia. Yours in education,

Eric Hamilton Principal ISHCMC – American Academy

MISSION STATEMENT The International School Ho Chi Minh City - American Academy offers a comprehensive and robust academic program built upon the principles and standards of the American education system. Our rigorous American curriculum including the Advanced Placement (AP) program is designed to inspire our students to become successful lifelong learners and responsible global citizens. With this comprehensive academic program we offer our students the opportunity to achieve future success in American universities as well as other universities around the world.

PHILOSOPHY, CORE VALUES AND GUIDING STATEMENTS As a school community we will continually strive to provide the best teaching and learning experiences for all so that each individual achieves more than they believe they can. The ISHCMC - American Academy’s philosophies and guiding statements will lead us in fulﬁlling our vision of being a leading American International School in Asia.

Our Philosophy The ISHCMC - American Academy challenges its students to academic excellence through the medium of a college preparatory curriculum and US academic standards, with instruction in English language and the utilization of technology. The ISHCMC - American Academy promotes community service and responsible global citizenship and the integral development of individual students with American and Asian values.

Objectives We will support our philosophy through these Objectives: • Maintain high standards of academic progress, achievement and performance including preparation for admission to competitive universities in the US and worldwide. • Create an environment in our schools where all feel safe and secure and can thrive. • To develop students who are proﬁcient in a world language as well as in English, the language of instruction and Vietnamese for host country students. • Encourage all to become responsible contributing citizens of the school and within a global context. • Instill in students, conﬁdence and an enthusiasm for life-long learning. • Develop future leaders with active and innovative minds. • Celebrate diversity and build an understanding of and respect for different value systems and cultures.

• Promote critical understanding and compassion for others and the courage to act based on one’s beliefs. • Address a variety of learning needs including English as an additional language and enrichment and counseling so that each individual can achieve success. • Recruit, retain and professionally develop leading American and international teachers and educators for our school. • Be a reﬂective and thoughtful community seeking input from a variety of resources to successfully guide our progress. • Continue to develop a welcoming community that supports happy and passionate staff, students and parents.

THE HIGH SCHOOL GRADUATION REQUIREMENTS Students must earn a minimum of the required 24 credits for graduation. Most universities require between 2 to 4 credits in each academic area. It would be in the student’s best interest to research universities to determine the number of credits needed for admission to that university. The following subjects must be successfully completed. Each year’s performance achievement will be reviewed to ensure all students will eventually meet graduation requirements.

ISHCMC - American Academy High School Diploma: 24 Credits English

4 credits

Social Studies

3 credits

Science

3 credits

Mathematics

4 credits

World Language

2 credits

Physical Education/Health

1 credits

Fine Arts/ICT

2 credits

Electives

5 credits Total 24 credits

Recommended credit courses per year for high school 7 credits for Freshman year 7 credits for Sophomore year 7 credits for Junior year 7 credits for Senior year Total possible credits = 28 credits. 6 of 7 possible credits are recommended in the Junior and Senior years to provide study time for AP classes in the daily schedule. Students should consult with their counselor and teachers to match academic and career goals to course selection. Service learning commitments occur in after school hours.

GRADING SCALE ISHCMC - American Academy has four terms — two per semester. In the two semester system, each class successfully completed counts as 0.5 credit = 1 full credit at the end of two successfully completed semesters. Letter

Point

Percentage

4.0

90-100

3.0

80-89

2.0

70-79

1.0

60-69

0.0

below 60

While most courses are one academic year in duration, courses are divided into two distinct semesters for grading purposes.

ADVANCED PLACEMENT INTERNATIONAL DIPLOMA (APID) OVERVIEW The ISHCMC - American Academy students have the opportunity to graduate with an APID in addition to the American accredited High School Diploma. An APID requires the successful completion of external exams. The following requirements are necessary to be successfully achieved in order to be awarded an APID:

APID ASSESSMENT Written examinations take place at the end of the course. This may include written, long and short responses, data-based questions, essays, and multiple-choice questions. Specialized forms of assessment appropriate to the nature of a given subject are also used.

INTERNAL ASSESSMENT External exams are complemented by internal assessment of coursework by the subject teachers over the year. Teachers evaluate work done in class, homework assignments, special projects and notebooks. This gives students a chance to show what they can do over time, not just in the pressured context of a ﬁnal examination.

APID CRITERIA To earn an APID at the ISHCMC - American Academy, students must earn grades of three or higher on at least ﬁve AP Exams in the following content areas:

1. Two AP Exams from two different languages selected from English and/or world languages: A. English Language and Composition B. English Literature and Composition C. Spanish Language D. Spanish Literature E. Chinese Language and Culture Note: A student may submit a letter from an administrator at his or her school verifying the student’s mastery of a language not currently available within the AP suite of exams. This veriﬁcation, printed on school letterhead, will satisfy the requirement for ONE AP Exam in the language category. However, a student who utilizes this option must submit an additional AP Exam from another content area. 2. One AP Exam designated as offering a global perspective: World History, Human Geography, and Government and Politics: Comparative. 3. One exam from the sciences or mathematics content areas: A. Calculus AB* B. Computer Science A* C. Statistics D. Biology E. Chemistry F. Physics B *Note: Calculus and Computer Science courses may each count only once toward the APID. 4. One (or two) additional exam(s) from among any content areas except English and world languages. These include the content areas already described as well as history and social sciences and arts: • Macroeconomics

• Microeconomics

• U.S. History

• Psychology

• World History

• Government and Politics: Comparative

• Music Theory

• Studio Art: Drawing

• Studio Art: 2-D Design

• Studio Art: 3-D Design

Note: Students submitting veriﬁcation of mastery of a language not currently available within the AP suite of exams to satisfy the requirement of one of the exams in the language category must offer TWO additional exams to fulﬁll the fourth requirement. Thus, all students, however they satisfy the

two-exam English and/or world language requirement, must submit a total of ﬁve AP Exam grades of 3 or higher to qualify for the APID.

APID EXAMINATIONS SESSIONS Candidates for the APID normally take all the examinations in a single session in May during Junior or Senior years, but some choose to take one or two examinations in Grade 10, with instructor approvals. How does the APID ﬁt in with the ISHCMC - American Academy High School Diploma? At the ISHCMC - American Academy it is possible to qualify for an ISHCMC - American Academy High School Diploma at the same time as working for an APID as long as the ISHCMC - American Academy graduation requirements are met. How difﬁcult is the full APID? The APID program is designed for academically able students between the ages of 16 – 19 during the last two years of secondary education, and is particularly suited to those who wish to go on to further study at universities. The program is demanding in its depth and breadth of study, while requiring a high degree of organization. Experience suggests that it is the ability to manage time wisely that leads to success rather than academic brilliance.

CRITERIA FOR ENROLLMENT INTO THE ISHCMC - AMERICAN ACADEMY’S AP COURSES The APID program is designed for motivated and academically strong students at the high school level. All ISHCMC - American Academy students are encouraged to work towards an AP International Diploma. Counselors and the AP Coordinator advise students on which courses suit their needs and abilities. The following guidelines are used to determine appropriate courses for each ISHCMC - American Academy student: 1. Academic history and special areas of interest 2. Grade 10 teacher recommendation of subjects to be taken 3. Student goals and desired career paths

RECOMMENDED CREDIT COURSES PER YEAR OF HIGH SCHOOL The recommended credit courses per year of high school are: 7 credits for Freshman year; 7 credits for Sophomore year; 7 credits for Junior year; 7 credits for Senior year. Total possible credits = 28

credits. 6 of 7 possible credits are recommended in the Junior and Senior years to provide study time for AP students in the daily schedule. Students should consult with Counselors, teachers and AP Coordinator to match academic and career goals to course selection. Service learning commitments occur in after school hours. Ninth Grade 1st Semester

Freshman Year 2nd Semester

Tenth Grade 1st Semester

Sophomore Year 2nd Semester

English

0.5

English

0.5

English

0.5 English

0.5

Math*

0.5

Math*

0.5

Math

0.5 Math

0.5

Social Studies

0.5

Social Studies

0.5

Social Studies

0.5 Social Studies

0.5

Science

0.5

Science

0.5

Science

0.5 Science

0.5

PE/HE/LS

0.5

PE/HE/LS

0.5

PE/HE/LS

0.5 PE/HE/LS

0.5

World Language

0.5

World Language

0.5

World Language

0.5

World Language

0.5

Fine Art

0.5

Fine Art

0.5

Fine Art

0.5 Fine Art

Total Credits: 3.5

Eleventh Grade 1st Semester

Total Credits: 3.5

Junior Year 2nd Semester

0.5

Total Credits: 3.5

Twelfth Grade 1st Semester

Senior Year 2nd Semester

University Prep

0.5

University Prep

0.5

University Prep

0.5 University Prep 0.5

English

0.5

English

0.5

English

0.5 English

0.5

Social Studies

0.5

Social Studies

0.5

Social Studies

0.5 Social Studies

0.5

Math

0.5

Math

0.5

Math

0.5 Math

0.5

Science

0.5

Science

0.5

Science

0.5 Science

0.5

World Language

0.5

World Language

0.5

World Language

0.5

Elective

0.5

Elective

0.5

Elective

0.5 Elective

Minimum Total Credits: 3.5

World Language

0.5 0.5

Minimum Total Credits: 3.5

*Students who have successfully completed Algebra I in Grade 8 receive one high school math credit and advance on to Geometry.

ASSESSMENT POLICY The aim of assessment at the ISHCMC - American Academy is to provide a positive, continuous and supportive mechanism that promotes and improves student learning and achievement, guides instruction and practice, and evaluates program as well as instructional effectiveness.

PRINCIPLES OF ASSESSMENT 1. The primary purpose of assessment is to improve student performance Good assessment is based on a vision of the kinds of learning we most value for students and how they might best achieve these. It sets out to measure what matters most. 2. Assessment should be based on an understanding of how students learn. Assessment is most effective when it reďŹ&#x201A;ects the fact that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time. 3. Assessment should be an integral component of course design and not something to add afterwards. The teaching and learning elements of each program should be designed in full knowledge of the sorts of assessment students will undertake, and vice versa, so that students can demonstrate what they have learned and see the results of their efforts. 4. Good assessment provides useful information to report credibly to parents on student achievement. A variety of assessment methods ďŹ t for purposes of providing teachers with evidence of what students know and can do highlights their particular strengths and weaknesses. Teachers then can report to parents on how far their child has progressed during the year, where they are compared to the relevant standards, and what the student, the parent and the teacher need do to improve the studentâ&#x20AC;&#x2122;s performance. 5. Good assessment requires clarity of purpose, goals, standards and criteria. Assessment works best when it is based on clear statements of purpose and goals for the course, the standards which students are expected to achieve, and the criteria against which we measure success. Assessment criteria in particular need to be understandable and explicit so students know what is expected of them from each assessment they encounter.

6. Good assessment requires a variety of measures It is generally the case that a single assessment instrument will not tell us all we need to know about student achievement and how it can be improved. We therefore need to be familiar with a variety of assessment tools so we can match them closely to the type of information we seek. 7. Assessment methods used should be valid, reliable and consistent Assessment instruments and processes should be chosen which directly measure what they are intended to measure. They should include the possibility of moderation between teachers where to enhance objectivity and contribute to a shared understanding of the judgments that are made. 8. Assessment requires attention to outcomes and processes Information about the outcomes students have achieved is very important to assess where each student ends up. Units will be planned according to the “backwards design’’ model to ensure that outcomes are the focus. Equally important is the assessment of their experiences along the way and, in particular, the kind of effort that led to these outcomes. 9. Assessment works best when it is ongoing rather than episodic Student learning is best fostered when assessment involves a linked series of activities undertaken over time, so that progress is monitored towards the intended course goals and the achievement of relevant standards. 10. Assessment for improved performance involves feedback and reﬂection All assessment methods should allow students to receive feedback on their learning and performance so assessment serves as a developmental activity aimed at improving student learning. Assessment should also provide students and staff with opportunities to reﬂect on both their practice and their learning overall.

PURPOSE OF ASSESSMENT The primary purpose of assessment is to improve student learning. Effective assessments allow students to: • Have criteria known and understood in advance. • Understand and learn from errors and misunderstandings. • Reinforce reﬂection of own learning and growth and partake in peer and self-assessment.

• Gain motivation and conﬁdence. • Take ownership of learning and personal development/become independent learners. • Build capacity to use assessment in their own learning/identify areas of strengths and areas for improvement. • Challenge themselves to synthesize and apply learning to new situations/problems. • Demonstrate competencies in the desired outcomes/highlight strengths. Effective assessments enable teachers to: • Determine degrees of prior knowledge before connecting new learning. • Ascertain degrees of understanding at various stages of the learning process. • Identify and support learning differences and learning styles. • Plan the next stages in the learning process. • Monitor and modify our curriculum, our teaching and our assessment practices using the Measure of Academic Progress (MAP) achievement tests. Effective assessments provide parents with: • The opportunity to be partners in the learning process. • Accurate information on their children’s progress. • Accurate information on their children’s strengths, and areas in need of support. • Information to assist their children in planning for the future, both immediate and longer term. Effective assessments provide curriculum leaders with: • Data necessary for effective curriculum evaluation and revision. Effective assessments provide other schools with: • Data necessary for admissions and grade/year placement decisions. • The opportunity to place students effectively within a learning continuum.

EVIDENCE OF LEARNING COLLECTED: External Assessments*

Common Assessments

Grades 6-10: Each year, students take

Tasks designed by a group of teachers,

MAP in September for English/Language

given to all students across a grade level

Arts and Mathematics.

or course.

Grade 9-10: Each year, students take

Examples: grade level writing prompts,

the PSAT* test.

common exams, rubrics.

Grades 11-12: Students applying for US

At least 1 common assessment per unit

universities sit for the SAT* in Oct., Dec.

is used.

or May. Grades 10-12: Qualiﬁed students take a variety of AP exams in May. *These tests are not used as part of a student’s evaluation (report card) but rather as a way for the ISHCMC American Academy to make program improvements and identify high abilities.

Unit Assessments

On-going Assessments

Teacher-designed tasks; given after a

Teacher-designed strategies for

“chunk” of learning has taken place, to

collecting evidence of standards

assess achievement of unit standards.

related to learning processes, affective

Examples: products, performances,

standards.

tests, projects. At least 1 common contextualized assessment is used per unit. Each assessment is “tagged” with standards for students to see.

Examples: observation of students working, homework, running records.

REPORTING PRACTICES Reporting System

Evaluation (Grading) Scheme Letter

Grade Pt

Percentage

A+

4.0

98-100

4.0

93-97

A-

4.0

90-92

B+

3.0

88-89

MS/HS

Four full Report Cards per year;

3.0

83-87

Grades 6-12

Four Progress Reports as needed

B-

3.0

80-82

C+

2.0

78-79

2.0

73-77

C-

2.0

70-72

D+

1.0

68-69

1.0

63-67

D-

1.0

60-62

below 60

PARENT/TEACHER CONFERENCES Once in November and again in April, and as requested by parents or teachers, Parent/Teacher Conferences are held for Grade 6 to Grade 12. Meetings with individual teachers can be scheduled to discuss student performance and progress. Individual meetings at any time with a teacher can also be arranged by appointment in designated ofďŹ ce hours throughout the year.

TYPES OF ASSESSMENT Type

Description

Examples

Selected Response

Students select from a pre-set list of responses.

True/false, multiple choice, matching.

Constructed Response

Student creates own response within a limited framework (visual, written or oral).

Short answer, ﬁll-in-theblank, vocabulary quiz, computation problems.

Essay (Academic Prompt)

Written work on a topic, question, issue with no particular audience.

Narrative, academic writing, report, journal, logs.

School product or performance

Tasks which require students to create or do something in the school context.

Oral report, create a model, draw a diagram, portfolio.

Contextualized Task

Observation Tools

Tasks which require students to make or do something for a particular audience and purpose (simulated or real). This is also sometimes referred to as Authentic Assessment.

Tools designed to collect evidence of work processes and understanding ‘of the moment’.

Write an editorial for a newspaper, make a speech at a town meeting, construct a model for an exhibition.

Checklist of behavior, anecdotal records.

INSTRUCTIONAL METHODS POLICY In our mission to foster the development of students’ special areas of interests and talents, the ISHCMC - American Academy faculty incorporates differentiated methods of instruction in the classroom. Differentiation at ISHCMC - American Academy is founded upon Backward Design, Bloom’s Taxonomy and Howard Gardner’s multiple intelligences, providing links to best practice in attending to different learning styles and abilities in the mainstream classroom.

DIFFERENTIATED INSTRUCTION Differentiated instruction methods are designed with two guiding principles of best practice from Grade 6 to Grade 12; Flexible Grouping and Tiered Assignments. As a framework for instruction, ﬂexible grouping and tiered assignments ensure access to the curriculum for all students, attending to the individual needs of high ability students, students in need of reinforcement, EAL students and students with learning differences.

FLEXIBLE GROUPING Flexible use of student groups is at the heart of differentiated instruction. When teachers group flexibly, they create instructional groups and prescribe specific activities that respond to students’ learning needs. It lets the teacher personalize learning activities according to each student’s needs, and in the process, gives teachers time to provide additional instruction or extended learning experiences to particular students or groups. Flexible grouping differs from other grouping techniques, as students are grouped according to their learning needs and preferences. Grouping is changed regularly to match student needs to the task at hand. Flexible grouping is distinguished from tracking of students, aptitude grouping and cooperative grouping in that flexible grouping best addresses variations in learning pace, learning preferences, learning styles, ability, and interests of individual students. Flexible Groups are: • Determined by teacher perceptions or evidence of learning needs. • Based on specific learning needs, strengths and preferences. • Characterized by fluid group membership. • Characterized by groups working on different activities based on needs, strengths, or preferences. • Characterized by students being grouped and regrouped as appropriate for particular activities. • Developed as needed. • Based on individual students’ skill proficiency, content mastery, learning preferences and interests. • An excellent way to attend to multiple intelligences and learning styles in the classroom.

TIERED ASSIGNMENTS Tiered assignments are differentiated learning tasks and projects that teachers develop based upon diagnosis of students’ needs. By using tiered assignments with ﬂexible instructional groups, teachers prescribe particular assignments to particular groups of students. Tiered assignments are intended to provide a better instructional match between students and their individual needs. The following six ways to tier assignments are incorporated from Grade 6 to Grade 12 at ISHCMC - American Academy: 1. Tiered by Challenge Level. Bloom’s Taxonomy is used as a guide to develop tasks at various levels of challenge; Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation. 2. Tiered by Complexity. By tiering lessons by complexity, teachers address the needs of students who are at introductory levels of learning as well as those who are ready for more abstract, analytical, in-depth or advanced work.

3. Tiered by Resources. Tiering by resources is characterized by the use of various reading levels and complexity of content in lessons. The intent is to match resources to students based on instructional need or readiness. 4. Tiered by Outcome. Tiering by outcome allows the teacher to have high ability and/or talented and gifted students work on more advanced applications of their learning, as well as providing opportunities for ELL students to be challenged at their stage of readiness. 5. Tiered by Process. Using differentiated processes to achieve a similar outcome is an effective way to attend to various ability levels in a classroom, while instilling a sense of fairness as everyone pursues a similar outcome. 6. Tiered by Product. Using differentiated products, teachers incorporate Gardner’s multiple intelligences where the lesson product or outcome varies while the underlying lesson content is learned. The theory of multiple intelligences teaches us that individuals can learn material through different approaches; bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical, naturalistic, intrapersonal, visual-spatial, musical. We know the multiple intelligences in everyday parlance as ‘he’s a numbers guy’, ‘I need to see it to understand it’, and ‘she’s a people person’. The differentiated classroom at ISHCMC - American Academy is characterized by the following characteristics: • Lessons are based on students’ learning needs as well as on the curriculum. • Learning goals are adjusted for students based on their needs. • Critical and creative thinking skills and the application of learning is emphasized. • Students are matched to speciﬁc informational resources based on their learning needs and abilities. • Several instructional formats are used (i.e. whole class, small groups, partners, individuals). • Students are grouped for instruction based on learning needs. • Pace of instruction varies, based on students’ learning needs. • As appropriate, students are given opportunities to choose activities based on their interests. • A variety of instructional strategies are used (i.e. lectures, manipulatives, role plays, simulations, readings, project-based). • Methods are used for testing out of work and for compacting (speeding up, eliminating, replacing) work, as appropriate. • Critical and creative thinking is used in the production of new ideas, thoughts and perspectives. • Use of pre-assessment strategies to determine what students already know. • Allow for leaner differences by providing a variety of ways to show learning. • Use of Atlas Rubicon to articulate the AERO standards and methods of instruction. • Use of ISTE NETs.

TECHNOLOGY PHILOSOPHY The mission of the IT Team at ISHCMC - American Academy is to instill a sense of independence and self-reliance through a project-based learning approach. Teachers create environments that encourage students to become self-directed learners who are ethical, practical, and creative problem solvers in their ubiquitous use of technology. Authentic assessments will allow students to demonstrate knowledge, skills, and ethical behavior towards technology. Instructional technology will be seamlessly integrated into all areas of learning allowing students to be equipped with the 21st century skills required to learn, work, and live successfully in the Digital Age.

GUIDANCE PHILOSOPHY Secondary guidance supports the philosophy and mission of ISHCMC - American Academy. It strives to understand the cultural backgrounds of its student population and the implications of these backgrounds for growth and development. The program is developmental, consisting of logical and sequential patterns and giving high priority to effective communication, coordination, and cooperation of students, parents, school personnel, and the community. Secondary guidance assists students in assuming responsibility for their own actions and choices and facilitates student growth in educational, career, and personal-social environments. Students are provided counseling advice on course curriculum selection, with encouragement to take Advanced Placement classes. ISHCMC - American Academy students are provided with information about, and assistance with, the university application process, scholarship searches, and test preparation. All high school students are required to take the PSAT, as a preliminary introduction to the College Board SAT. Students are also provided access to College Boardâ&#x20AC;&#x2122;s MyCollegeQuickstart, the SAT Online test help program, and Naviance - all provided as a service at the American Academy. In addition, students are given the opportunity to meet one on one with university admission advisors from universities worldwide.

LIBRARY MEDIA CENTER (LMC) PHILOSOPHY The Library Media Center is provided as a resource for information technologies, books, and materials to support the ISHCMC - American Academy curriculum. Recognizing the unique nature of international schools and the limited public resources in English in Vietnam, the ISHCMC - American Academy-LMC is the cultural center of the school. We strive to provide a welcoming atmosphere in which all staff and students are encouraged in the development of a lifelong love of reading and learning whether through the use of reference materials and technologies, or through the use of a variety of literature and related media. Encouraging students to become self-directed, lifelong learners takes the combined efforts of administrators, classroom teachers, parents and LMC specialists. The LMC staff provides the link between technology and information while working in cooperation with teachers and administrators to develop meaningful ways to integrate these skills into their existing curriculum.

ENGLISH PHILOSOPHY The English Program is designed to help all students improve and extend their ability to read and write English. Students are encouraged to think deeply about many issues, expand their knowledge of literature, improve their speaking skills, and express themselves clearly, using suitable vocabulary. We strive to foster a lifelong love of literature by introducing students to a variety of genres from different cultures and to create a wide range of learning opportunities. Students are introduced to literature that is age and developmentally appropriate. We see technology as an integral part of the curriculum, which enhances the learning process. It is our aim that students learn in an atmosphere of kindness and acceptance and that each student will enjoy participating in an American curriculum in a unique environment in Vietnam.

ENGLISH DEPARTMENT COURSE DESCRIPTIONS GRADE 6 ENGLISH LANGUAGE ARTS Grade 6 English Language Arts is geared to help students make the transition from primary school to middle school. While a heavy emphasis is placed on basic study and organizational skills, the teacher also guides the students in exploring a variety of genres and types of literature. Students are introduced to Literature Circles and taught to work independently and in groups. A variety of differentiation techniques are used so that students of differing reading levels and abilities can learn at their own pace and be challenged appropriately. Course objectives are skill acquisition in the areas of reading, writing, listening, speaking and technology. Students will learn to identify, evaluate, and respond to literary elements in ﬁction, informative text, creative non-ﬁction, drama and mythology. Areas of study will include writing narratives, expository compositions, and poetry. All middle school students take part in a poetry unit that culminates with students creating portfolios of original, creative work and having the opportunity to share with classmates. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Introductory Course © 2009, Holt McDougal The Little Prince, Antoine de Saint-Exupery Holes, Louis Sachar Reading Poetry in the Middle Grades, Paul B. Janeczko

GRADE 7 ENGLISH LANGUAGE ARTS In Grade 7 English Language Arts, students learn to become more independent readers, writers and thinkers. A strong emphasis is placed on compare and contrast skill as well as visual organization and pre-writing skills. Units of study are based on novels, short story collections, poetry and drama, however; students also spend focused time on the mechanics of language and have regular spelling and vocabulary tests to build their language skills. Grade 7 students read two longer texts: Walk Two

Moons, a Newberry Medal winning novel by Sharon Creech, and an informational text: Phineas Gage: A Gruesome but True Story about Brain Science. Students continue to develop their understanding of the elements of ﬁction and nonﬁction prose as well as mythology, drama and poetry. All middle school students take part in a poetry unit that culminates with students creating portfolios of original, creative work and having the opportunity to share with classmates. CORE INSTRUCTIONAL MATERIALS: Elements of Literature First Course © 2009, Holt McDougal Walk Two Moons, Sharon Creech Phineas Gage: A Gruesome but True Story about Brain Science, John Fleischman Reading Poetry in the Middle Grades, Paul B. Janeczko

GRADE 8 ENGLISH LANGUAGE ARTS Eighth grade English Language Arts is meant to help students transition from middle school to high school. Students are expected to read more independently, and more units are based on novels than short stories; at least four full-length texts will be completed during the academic year. For some of the texts, adapted or alternate versions are available for students with lower reading levels in English. The course focuses on developing students’ ability to speak and write clearly and accurately, while deepening analytical thinking skills and knowledge of various types of writing. Emphasis is placed on organization, creative thinking, and analyzing the use of literary devices. These skills are taught through a variety of texts including short stories, plays, poetry, and novels. All middle school students take part in a poetry unit that culminates with students creating portfolios of original, creative work and having the opportunity to share with classmates. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Second Course © 2009, Holt McDougal A Wrinkle in Time, Madeleine L’Engle The Diary of Anne Frank: Dramatists Edition Zlata’s Diary Call of the Wild Hoot, Carl Hiassen Reading Poetry in the Middle Grades, Paul B. Janeczko

GRADE 9 ENGLISH LANGUAGE ARTS 1 CREDIT In their ﬁrst year of high school English, students will learn the skills and strategies to put literature and nonﬁction text in greater rhetorical context. A large emphasis is placed on understanding what “text” is and what documents or visual can be considered as text for analysis. Many of the grade nine novels share similar themes related to individuality and social justice. Emphasis is placed on strengthening creative and critical thinking skills, and students are encouraged to develop connections between

texts and the outside world. These skills are taught through a variety of texts including short stories, plays, poetry, novels, and ﬁlm. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Third Course © 2009, Holt McDougal The Outsiders, S.E. Hinton Monster, Walter Dean Myers Frankenstein, Mary Shelley Long Way Gone: Memoir of a Boy Soldier, Ishmael Beah House of Scorpion, Nancy Farmer

GRADE 10 ENGLISH LANGUAGE ARTS 1 CREDIT This course extends the range of analytical reading, writing, oral communication and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays and opinion pieces. An important focus will be the thoughtful use of spoken and written language. Students continue to examine texts from different cultural and historical backgrounds, and they are encouraged to view all texts in context. Library research skills are built up to help students prepare for future AP courses. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Fourth Course © 2009, Holt McDougal The Great Gatsby, F. Scott Fitzgerald Of Mice and Men, John Steinbeck The Stranger, Albert Camus American Born Chinese, Gene Luen Lang

GRADE 11 AND 12 ENGLISH LANGUAGE ARTS 1 CREDIT PREREQUISITE: Successful completion of Grade 10 English Language Arts Over four semester-long courses, grade 11 and 12 students will focus on English language arts skills that will prepare them for university education. This two-year program is broken into four semester-long courses, each worth 0.5 credits. The four semester courses are: Public Speaking, Academic Writing, Creative Writing and Contemporary Literature. Throughout the two-year sequence, students will practice analytical and critical thinking skills, become familiar with a variety of literary genres and forms, and produce original creative and academic texts.

CORE INSTRUCTIONAL MATERIALS: YEAR 1: CREATIVE WRITING AND PUBLIC SPEAKING Confessions of a Public Speaker, Scott Berkun. Public Speaking: Concepts and Skills for a Diverse Society, Clella Jaffe. Keep it Real, Lee Gutkind Short Takes: Brief Encounters with Contemporary Nonﬁction, Judith Kitchen ed. Hip-Hop Poetry and Classics, Sitomer & Cirelli The Expeditioner’s Guide to the World, Matt Stabile et. al Writing Movies: The Practical Guide to Creating Stellar Screenplays, Gotham Writers’ Workshop Additional novels, short stories, magazine articles and essays as chosen by the course instructor YEAR 2: COLLEGE WRITING AND CONTEMPORARY LITERATURE The Nuts and Bolts of College Writing, Michael Harvey A Concise Guide to MLA Style and Documentation, Thomas Fasano The Complete Persepolis, Marjane Satrapi Understanding Comics, Scott McCloud Haroun and the Sea of Stories, Salman Rushdie Additional novels, short stories, magazine articles and essays as chosen by the course instructor

AP ENGLISH LANGUAGE & COMPOSITION 1 CREDIT PREREQUISITE: Successful completion of Grade 11 English Language Arts, permission of instructor Advanced Placement students will compose a variety of texts as a process (inventing, drafting, revising, editing) that takes place over time, that requires thinking and rethinking ideas, and that addresses diverse audiences and rhetorical contexts. They will also earn critical techniques of reading through engagement with texts that raise issues of diversity and community and encourage students to make connections across difference. Each of the four grading quarters is based around a different unit of inquiry and speciﬁc composition and analysis skills. Because this course is being taught in Asia, primarily to Vietnamese students, units of inquiry and readings have been chosen with this cultural context in mind. Units of inquiry include: Public and Contested Space, Environmentalism, Technology and Identity Formation, and Visual/Rhetorical Representations of Class and Gender. Utilizing different units of inquiry allows for broad reading across academic disciplines and exposes students to the type of scholarly research they will encounter in university. Emphasis will be placed on rhetorical analysis, both textual and visual, and students will be required to include critical, scholarly research in the composing process. The course goal is that students will develop a working knowledge of strategies and genres of critical analysis and argument. Writing skills

developed include exposition, synthesis, analysis, and argument. In May, AP English students will take the external AP exam. The Fall semester of AP English Language & Composition runs concurrently with SUPA course Writing 105. Students who do not take the AP English Language & Composition exam will receive the course designation of Honors English Language & Composition on their transcripts. CORE INSTRUCTIONAL MATERIALS: Convergences, Robert Atwan, ed. Critical Encounters with Texts, Fitzsimmons & Himely, eds. (7th edition) The DK Handbook (Syracuse University Writing Department) Hip-Hop Poetry and the Classics, Sitomer & Cirelli Introduction to Academic Writing, Oshima & Hogue (3rd edition) Last Train Home, Lixin Fan Living Downstream, Sandra Steingraber MLA: A Concise Guide to MLA Style and Documentation, Thomas Fasano The Nuts and Bolts of College Writing, Michael Harvey Picturing Texts, Lester Faigley et. al Short Takes: Brief Encounters with Contemporary NonďŹ ction, Judith Kitchen Silent Spring, Rachel Carson The Theory Toolbox, Jeffrey Nealon and Susan Searls Giroux (2nd ed.) Writing Analytically, Rosenwasser & Stephen (6th ed.) Additional novels, short stories, magazine articles and essays as chosen by the course instructor.

MATHEMATICS PHILOSOPHY ISHCMC - American Academy presents a rigorous Kâ&#x20AC;&#x201C;12 curriculum which emphasizes understanding of concepts and application of skills. We strive to inspire all students to be successful in mathematics through a differentiated approach to instruction, including inquiry-based learning and hands-on activities, assisted by the latest technology. Students will use mathematical language and representations to solve problems and communicate their understanding. Regular assessment, in a variety of forms, provides opportunities for students to demonstrate mastery and higherlevel thinking. The World Academy is committed to a mathematical approach to learning in which students work as individuals and in collaborative teams to identify, analyse, and solve problems relevant to the real world.

MATH DEPARTMENT COURSE DESCRIPTIONS MATH 6 – PRE-ALGEBRA Students will be introduced to several new concepts of Algebra. The topics include, Algebraic expressions and integers, solving equations and inequalities including some with decimals and fractions, order of operations and exponents, ratios, proportions and percent, linear functions and graphing, geometry, measurement, and data analysis and probability. Time is also devoted to building problem solving and logical thinking skills in order to apply the concepts learnt. CORE INSTRUCTIONAL MATERIALS: Mathematics Course 1 (Pearson Prentice Hall) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra.

MATH 7 – INTRODUCTION TO ALGEBRA PREREQUISITE: Math 6 Pre-Algebra Students further explore working with single and multi-step algebraic equations in addition to continuing to review pre-algebra skills. An emphasis is placed on the understanding of process over memorization of pattern. Students explore the topics of integers and algebraic expressions, rational numbers, proportions, percent, equations and inequalities, geometry, measurement, using graphs to analyze data, functions, polynomials and properties of exponents. Time is also devoted to building problem solving and logical thinking skills in order to apply the concepts learnt. CORE INSTRUCTIONAL MATERIALS: Algebra Readiness (Pearson Prentice Hall) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra.

MATH 8 - ALGEBRA I 1 CREDIT PREREQUISITE: Successful completion of Introduction to Algebra or completion of Math 7 This is a one-year introductory course in Algebra. Topics include variables, patterns, and graphs, real numbers, solving equations and inequalities, graphs and functions, linear equations and their graphs, systems of equations and inequalities, exponents and exponential functions, quadratic equations and functions, radical expressions and equations, rational equations and functions. CORE INSTRUCTIONAL MATERIALS: Algebra 1 (Prentice Hall) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra.

GEOMETRY 9 1 CREDIT PREREQUISITE: Successful completion of Algebra I This is a one year course in axiomatic geometry spread over two alternating semesters during grades 9 & 10. Students will approach geometry both inductively and deductively, through exploration and formal proof. Topics include length, angles, area, volume, and perimeter; theorems involving parallel lines, triangles, quadrilaterals, circles, and coordinate geometry; similar and congruent ﬁgures; constructions involving compass and ruler. CORE INSTRUCTIONAL MATERIALS: Geometry (Prentice Hall) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra.

ALGEBRA II/TRIGONOMETRY 10 1 CREDIT PREREQUISITE: Successful completion of Algebra I Algebra II Trig is a one year course spread over two alternating semesters during grades 9 & 10. The fast paced course is a continuation of Algebra I with greater emphasis on higher order thinking skills. A brief review of Algebra 1 topics of linear equations and inequalities is followed by the solution of linear equations, linear inequalities, and equations and inequalities involving absolute value. The course continues with a study of domains, ranges, graphs, inverses, transformations, operations with functions, matrices, and determinants and their applications. Functions examined will include quadratic, exponential, logarithmic, polynomial, and rational. Finally, trigonometric functions, rightangled trigonometry, and non right-angled trigonometry will be studied. CORE INSTRUCTIONAL MATERIALS: Algebra 2 (Prentice Hall) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra. Optional: TI-83 or TI-84 graphing calculator.

PRE CALCULUS 1 CREDIT PREREQUISITE: Successful completion of Algebra II Pre Calculus is a one year course which serves as an alternative to AP Calculus. It is designed for students who have found Algebra II Trig and Geometry challenging but still need preparation for ﬁrst year university introductory Calculus. The ﬁrst part of the course is basically a revision and consolidation of the Algebra II material, focusing on linear, polynomial, exponential, logarithmic, absolute value, rational, periodic functions and conic sections. The second part of the course,

conducted at a moderate pace involves a wider range of topics and includes an introduction to complex numbers, limits, sequences, binomial expansion, vectors, matrices and non-explicit equations (parametric, polar, implicit). CORE INSTRUCTIONAL MATERIALS: Precalculus, 8th Ed by Larson (Cengage Learning) Required: Scientiﬁc Calculator and the free graphical software Winplot, Wingeom and Geogebra. Optional: TI-83 or TI-84 graphing calculator.

AP CALCULUS AB/BC 1 CREDIT PREREQUISITE: Successful Completion of Algebra II and Geometry and currently an 11th grade student. Students who take the external AP Calculus AB exam at the end of the academic year and pass with a score of 3, 4 or 5 will have “AP Calculus AB” on their high school transcript. Students who receive a score of 2 ore lower, or do not take the exam, will have “Calculus 1” on their high school transcript. The development of scientific calculators with graphics capability has made possible some significant changes in the way this material is taught, and many universities are now incorporating them in their calculus sequence. The mathematical content of this program is typical of most traditional first-year calculus courses in university. The concepts of limit, continuity, derivative, anti-derivative, and definite integral are developed in the usual way, and they are then applied to the traditional collection of functions: polynomial, rational, trigonometric, and exponential, together with their inverses, compositions, and algebraic combinations. The results are then applied to a wide variety of problems from geometry, physics, and other sciences. These include maximum and minimum problems, related rates, areas, volumes and surfaces of revolution, arc length, work, fluid pressure, velocity and acceleration, and exponential growth and decay. Curve sketching is introduced at the very beginning and emphasized throughout, as we believe strongly that this is an important skill for any calculus student to acquire. Graphing calculators are a help here, since they contribute substantially to an understanding of the functions being sketched. They are only a help, however; the calculators are not used as a substitute for the skill itself. During the course, students are introduced to progressively more sophisticated programming techniques for the calculator. They are shown how to write programs first for the evaluation and tabulation of functions and then for numerical evaluation of limits, derivatives, and roots (the last by Newton’s Method). Students then learn to do finite sums, Riemann sums, and finally numerical integration (by Simpson’s Rule). Programs are stored in the calculator as they are written and are used throughout the course.

Course Outline 1. Review of Pre-Calculus: a) trigonometry; b) graphing of functions; c) special functions, including *x*, sgn x, and [x]. 2. Limits (including one-sided and at V): a) definitions (intuitive and formal); b) techniques of evaluation. 3. Continuity: a) definitions (at a point and on an interval); b) the Intermediate Value Theorem; c) use of IVT for numerical approximation of roots. 4. Derivatives: a) definition; b) geometric and physical interpretation; c) formulas for xn, sin x, and cos x; d) product, quotient, and chain rules; e) implicit differentiation; f) higher derivatives; g) Rolle’s Theorem and the Mean Value Theorem for derivatives; h) differentials; i) anti-derivatives. 5. Applications of Derivatives: a) increasing and decreasing functions; b) critical points and extreme values; c) max-min problems; d) related rate problems; e) concavity and inflection points; f) linear approximation; g) error estimates; h) Newton’s Method. 6. Brief Review of Conic Sections. 7. Definite Integral: a) definition (area under a curve, Riemann sum); b) average value of a function; c) Mean Value Theorem for integrals; d) Fundamental Theorem of Calculus (two versions); e) integrals of xn, sin x, and cos x; f) substitution in an integral. 8. Applications of the Definite Integral: a) areas between curves; b) volumes and surface areas of solids of revolution; c) arc lengths of curves; d) work done by a force; e) force due to fluid pressure. 9. Calculator Programs: a) numerical approximation of limits and derivatives; b) Newton’s Method; c) finite sums; d) Riemann sums; e) numerical approximation of integrals by Midpoint Rule; Trapezoid Rule; Simpson’s Rule. CORE INSTRUCTIONAL MATERIALS: Calculus, Early Transcendental Functions, 5th Ed, by Larson (Cengage Learning) Required: Graphics Calculator (Texas Instruments TI-83 Plus or TI-84 Plus).

SCIENCE PHILOSOPHY The ISHCMC - American Academy Science Department seeks to inspire our students to be lifelong learners. In today’s rapidly changing world, scientiﬁc understanding is essential for students to become responsible active global citizens. Therefore, we strive to equip students with scientiﬁc skills, problem-solving strategies. The ISHCMC - American Academy science program uses materials and resources appropriate to each developmental level. The program offers stimulating and enriching experiences, challenging students across a range of learning abilities. Students are given the opportunity to develop skills in the following areas: critical and investigative thinking, practical

experimentations, research and the integration of technology. Students are encouraged to be environmentally aware and responsible, safety conscious and mindful of ethical practices. Teachers, aiming to assist students in achieving academic excellence, will emphasize the importance of the scientiﬁc method by facilitating higher-level thinking, hands on manipulation and report writing.

Earth Science Grade 6 The Sixth grade Earth Science covers a wide variety of topics in Geology, Oceanography, Meteorology, Astronomy and Environmental Science. Emphasis is on concept and skilldevelopment rather than memorization of facts, including the application of concepts to everyday life-situations and the understanding of the interrelationship among science, technology and society. With successful completion of this course, students will bridge the expectations between elementary and junior high expectations in the ﬁeld of science. Textbook: Earth Science, McDougal Littell

Life Science Grade 7 The Seventh grade Life Science course is designed to give students the necessary skills for a smooth transition from elementary life science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science including, but not limited to, diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution. Students will do a number of labs to enhance understanding as well as learn basic lab techniques. Textbook: Life Science, McDougal Littell

Physical Science Grade 8 The Eighth grade Physical Science course is designed to give students the necessary skills for a smooth transition from elementary physical science standards to high school physical science standards. The purpose is to give all students an overview of common strands in physical science including, but not limited to, the nature of matter, laws of energy, matter, motion and forces, and energy transformation. Students will discover how science affects every aspect of their lives. Students will do a number of labs to enhance understanding as well as learn basic lab techniques. With successful completion of this course, students should be ready to enter high school level of expectations within the ﬁeld of science. Textbook: Physical Science, McDougal Littell

Biology (regular and basic) Grade 9 1 CREDIT Biology is devoted to the study of living things and their processes. Throughout this one year course, students are provided the opportunity to develop scientiďŹ c process skills, laboratory techniques, and gain an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, genetics and heredity, evolution and classiďŹ cation and diversity of living. The course comes with a regular level of expectations for a high school science course, but a more basic level of expectations is available for students who have this need. Textbook: Biology, Miller and Levine

Chemistry (regular and basic) Grade 10 1 CREDIT PREREQUISITE: Successful completion of Biology, Algebra 1 This is a one year introductory, but comprehensive Chemistry course including laboratory experiments. Subjects that are covered include: matter, stoichiometry, gases, thermodynamics, atomic structure, the periodic table, chemical bonds, metals, non-metals, solutions, chemical-kinetics, acid base and introductory organic chemistry. This course will not only give an excellent knowledge of chemistry principles, but will also highlight an understanding of the practical applications of chemistry to everyday life. Labs are an important part of the course and will prepare students with the necessary skills to succeed in future science classes. The course comes with a regular level of expectations for a high school science course, but a more basic level of expectations is available for students who have this need. Textbook: Basic Chemistry, Daube and Seese

Physics (regular and basic) Grade 10 or 11 1 CREDIT PREREQUISITE: Successful completion of Biology and Algebra 1 This one year course focuses on concepts and applications of physics, including laboratory investigations, and the use of basic algebra skills. The students will gain a thorough understanding of the laws of physics that surround them in their natural world. Students will develop an understanding of the concepts underlying the phenomena of motion, force, energy, matter, sound, electricity, magnetism, light and the atom. The course comes with a regular level of expectations for a high school science course, but a more basic level of expectations is available for students who have this need. Note: This course is not open to students who have successfully completed Pre-AP or Honors Physics. Textbook: Conceptual Physics 12th edition, Hewitt

Pre-AP (Honors) Physics - Grade 11 1 CREDIT PREREQUISITE: Successful completion of Biology, Chemistry and Algebra 2 This one year course investigates the physical laws of nature we as individuals live within, including laws of motion, forces, energy, electricity, magnetism, waves, light and sound. It is intended for students that will take AP Physics, having a more challenging level of expectations. Students will participate in hands on labs that include the use of data collection and analysis software, motion sensors, temperature probes, as well as optical and sound equipment. This course requires a strong background in Algebra and Geometry, and it is highly recommended that the student have completed or currently be enrolled in a Pre-calculus or Pre-AP calculus course. Pre-AP Physics is designed to be a ﬁrst-year physics course, and students who complete this course will be eligible to take a second year Physics course, AP Physics. Textbook: Physics 6th edition, Giancolli

AP Biology (optional and honors) Grade 11 or 12 1 CREDIT PREREQUISITE: Successful completion of Biology and Chemistry (preferably AP chemistry) The AP Biology course is designed to be the equivalent of a rigorous two-semester university introductory Biology course usually taken by Biology majors during their ﬁrst year. The themes covered include: science as a process, evolution, energy transfer, continuity and change, relationship of structure to function, regulation, interdependence in nature, and science, technology, and society. Students will complete a minimum of 13 level labs and to keep a lab notebook as required by the AP College Board. Students who do not take the AP exam will receive honors credit. By successfully completing this course and AP test, students will gain a university level introduction to a Biology major expectation, as well as AP university credit. Textbook: Biology, Campbell

AP Chemistry (optional and honors) Grade 11 or 12 1 CREDIT PREREQUISITE: Successful completion of Biology, Chemistry, Algebra 2 The AP Chemistry course is designed to be the equivalent of the general Chemistry course usually taken during the ﬁrst university year by Science and Engineering majors. Chemistry is often called the central science as it connects to the other branches of science and engineering. Students learn problem solving techniques using math and concepts to solve problems and also to get a better understanding of chemistry in their everyday lives. Topics covered are similar to regular chemistry but at a more in-depth university level. They will complete a minimum of 18 university level labs and keep a lab notebook as required by the AP College Board. Students who do not take the AP exam

will receive honors credit. By successfully completing this course and AP test, students will gain a university level introduction to a Chemistry major expectation, as well as AP university credit. Textbook: Chemistry The Central Science 12th edition, Brown and LeMay

AP Physics B (optional and honors) Grade 12 1 CREDIT PREREQUISITE: Successful completion of Biology, Chemistry, Pre-AP Physics and Algebra 2 This one year course is a continuation of Pre-AP Physics. The course is the equivalent of a twosemester university introductory physics course usually taken by university Life Science majors during their ﬁrst year .The course covers topics in mechanics, electricity and magnetism, ﬂuid mechanics and thermal physics, waves and optics, and atomic and nuclear physics, and extends to a deeper level of understanding with the Pre-AP Physics course. The curriculum emphasizes the development of conceptual understanding and problem-solving ability using algebra and trigonometry. Students who do not take the AP exam will receive honors credit. By successfully completing this course and AP test, students will gain a university level introduction to a Physics major expectation, as well as AP College credit. Textbook: Physics 6th edition, Giancolli

SOCIAL STUDIES PHILOSOPHY It is our mission to make social studies meaningful by providing connections between the past, present and the future. We aim to instill the ideals UN declaration of Human rights and personal freedom through the teaching and modeling of citizenship, global responsibility and an appreciation of cultural diversity and ultimately inspire students to continue this positive philosophy into their adulthood. Social studies courses at ISHCMC - American Academy are enriched with the unique resources and cultural heritage of Vietnam. Five strands of curriculum content (history, geography, economics, civics/government and culture) are explored by students by using critical and creative thinking skills, research skills, and the use of technology to investigate the past, understand the present and make forecasts of future events. Real life simulations occur throughout the year to reinforce classroom instruction, including Model United Nations simulations, ﬁeld trips/studies and The Young Entrepreneurs exhibition.

SOCIAL STUDIES 6 Social Studies 6 is a core curriculum course covering ancient world history. As with other social studies courses, students will ACQUIRE academic skills that encompass all areas of learning. Course objectives will include effective skill acquisition and improvement in the areas of listening, speaking, reading, writing, research, and technology. Areas of study survey ancient civilizations to the Renaissance, with special focus on the cultures, religions, and rich early history of Greece, Rome,

India, China, Vietnam, and the Americas. Through this study of history and the effects of geography on history, broader questions about the nature of civilization, government, economic systems, culture and conﬂict are examined and connections are drawn to the present day. Related literature, video and on-line materials will be presented. CORE INSTRUCTIONAL MATERIALS: • My World History: The Early Ages, By Karpiel, Krull & Wiggins; Pearson Prentice Hall World Studies • Greek and Roman Civilizations, by Heidi Dierckx; Mark Twain Media Publishing • Mayan, Incan and Aztec Civilizations, by Dr. Michael Kramme; Mark Twain Media Publishing

SOCIAL STUDIES 7 Social Studies 7 is a core curriculum course covering modern world history. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Course objectives will include effective skill acquisition and improvement in the areas of listening, speaking, reading, writing, research, and technology. Areas of study survey modern civilizations to the era of colonization, with special focus on the cultures, religions, and rich history of Japan, China, the Americas, Middle East and feudal Europe. Through this study of history and the effects of geography on history, broader questions about the nature of civilization, government, economic systems, culture and conﬂict are examined and connections are drawn to the present day. Related literature, video and on-line materials will be presented. CORE INSTRUCTIONAL MATERIALS: • My World History: The Early Ages, By Karpiel, Krull & Wiggins; Pearson Prentice Hall World Studies • World Studies: Medieval Times to Today, by Kinsella and Feldman; Prentice Hall

SOCIAL STUDIES 8 This course runs over two semesters with World Cultures, Geography and early US History integrated into the units. As with other social studies courses, students will develop critical thinking skills, problem solving techniques, writing, speaking and research skills. This US History part of this course will cover the early makeup of North America from the Native Americans all the way through to the end of the Civil War. Attention will focus on understanding the key inﬂuences, which shaped and still shape the United States. We will do this by looking at the social, economic, and political structures that have transformed the tiny colony into a world power. We will use a thematic approach to our studies of North America so that our international population may also explore themes that apply to their own countries (i.e. constitution, civil war, civil rights, nation building, etc.). The second semester will focus on Global Studies and the topics revolve around change: Geographic change, Economic change, Social change, and Technological change.

HISTORY 9 1 CREDIT As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, writing skills, speaking skills, and research skills. Students will focus on world history from age of Exploration, through the rise of the Western world, World War I and II and an overview of where the world is today. A large emphasis is placed on current event through the realm of geography. As much as possible, connections are made to aspects of the modern world as they relate to the historical events and ideas we are examining. CORE INSTRUCTIONAL MATERIALS: Modern World History: Patterns of Interaction © 2012 - Holt/McDougal World Cultures and Geography - McDougal Littell

HISTORY 10 1 CREDIT As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, writing skills, speaking skills, and research skills. The ﬁrst semester will focus on the Ancient World; the second semester from the Renaissance through World War II. Units of study include the Ancient Civilizations, Ancient Greece and Rome, Enlightenment, The American and French Revolutions, Industrial Revolution, European Nationalism, and the World Wars. An emphasis will be placed on analysis of primary materials and writing skills in an effort to well prepare students who wish to pursue AP History. As much as possible, readings from the Grade 10 Literature class will be coordinated with the themes in history as we study them. CORE INSTRUCTIONAL MATERIALS: “World History Connections to Today”, Prentice Hall 1999

AP WORLD HISTORY 1 CREDIT PREREQUISITE: History 10 and instructor approval The AP World History course content is structured around the investigation of ﬁve course themes and 19 key concepts in six different chronological periods, from approximately 8000 B.C.E. to the

present. The themes, skills and key concepts are intended to provide foundational knowledge for future university level course work in history. Command of these course themes, skills and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the five themes, four historical thinking skills and nineteen key concepts. The major focus themes include: Interaction Between Humans and the Environment, Development and Interaction of Cultures, State-building, Expansion, and Conflict, Creation, Expansion, and Interaction of Economic Systems and Development and Transformation of Social Structures. This is an AP optional course, meaning successful AP Exam scores may earn students university credit/recognition. Students may also take the AP syllabus course without sitting for the AP exam as an Honors course, or at the high school mainstream standard. CORE INSTRUCTIONAL MATERIALS: “Modern World History” (Walsh 2001) “World Civilizations: The Global Experience” (Stearns 2012)

Economics (Honors and AP Optional) 1 CREDIT PREREQUISITE: Completion of Grade 9 Social Studies Economics is a dynamic social science, helping students to better understand their individual economic role within society. Micro Economics focuses on one major question, from the viewpoint of individual businesses and consumers, how do we balance our unlimited wants with our limited resources? As we work to solve this equation, other connected questions will arise, and the journey we take to ﬁnd these answers will require us to explore many aspects of the social sciences, including Geography, History, Government, Philosophy and even Psychology. This is an AP optional course, meaning successful AP Exam scores may earn students university credit/recognition. Students may also take the AP syllabus course without sitting for the AP exam as an Honors course, or at the high school mainstream standard. This course requires dedication, thoughtful engagement in class activities and discussions as well as an ability to work independently. Although this is a challenging curriculum, students can walk away with the beneﬁt of not only knowing what it takes to be successful at the university level, but also gain the knowledge of how to be an economically responsible global citizen. Course Materials: Economics, McConnel Brue and Flynn, McGraw Hill.

SUPA Principles of Economics (SUPA Optional) PREREQUISITE: Completion of Grade 9 Social Studies The SUPA Principles of Economics course is intended to provide students an introduction to a university style level of expectations, as well as a broad overview in the ﬁeld of economics. Students will learn the basic principles within the ﬁeld of Micro-Economics, including: Free Market nature, Supply and Demand forces, Market Structures, role and behavior of the individual, reaching and

losing market equilibrium and impact of the government on individual businesses. Students will also learn about the ﬁeld of Macro-Economics, including: Aggregate Supply and Demand relationship, International Trade, Monetary Policy, Government Roles and Responsibilities and International Economic Forces. As students proceed, we will often step back and consider the overall nature of economics, and consider how these individual principles add up and align. By the end, students will be able to develop a sound and logical response to questions such as these, elevating their understanding of economic principles, and thus, their economic responsibilities to be a force for harmony in our current economic system. This is an SUPA optional course, meaning successful meeting of SUPA expectations may earn students university credit/recognition. Students may also take the SUPA course without adhering to the SUPA expectations as an Honors course, or at the high school mainstream standard. Course materials: Principles of Economics, 3rd Edition, Evensky, Pearson publishing.

AP PSYCHOLOGY (Honors and AP Optional) 1 CREDIT PREREQUISITE: None The AP Psychology course is designed to introduce students to the systematic and scientiﬁc study of the behavior and mental processes of human beings. Students learn about some of the explorations and discoveries made by psychologists over the past century. Students assess some of the differing approaches adopted by psychologists, including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives. Most important, students come to an appreciation of how psychologists think (or at least an appreciation of the kind of critical analysis that psychologists espouse and hope to model in their words and actions). Attention will also be given to preparing students with skills necessary to engage the AP Psychology examination given in May. These skills include taking good notes, both in class and while reading, and improving their use of English language in their reading, comprehension, and writing. This is an AP optional course, meaning successful AP Exam scores may earn students university credit/recognition. Students may also take the AP syllabus course without sitting for the AP exam as an Honors course, or at the high school mainstream standard. Resources for Teaching AP Psychology • Text: David Myers, Psychology, 10th Edition, (New York: Worth, 2003), with accompanying instructor’s resource manual, study guide, and test bank. • Worth Publishers Instructors’ Center for Meyers’ AP Psychology. • Barron’s AP Psychology, 5th Edition, by Robert McEntarffer. • The AP Released Exams (1999) in Psychology and other support materials provided by the College Board.

• Cracking the AP Psychology Exam, 2012 Edition, by The Princeton Review. • Preparing for the AP Psychology Examination, 2012 Edition, by William James and Michael McLane, Course Technology Cengage Learning. • Quizlet Psychology, Online Guides & Glossaries - Chapters 1 through 9 and 15.

WORLD LANGUAGES PHILOSOPHY The World Language Department provides an enriched language program in Mandarin, Spanish and Vietnamese. Students are taught through a variety of methods incorporating speaking, listening, reading and writing skills. The Department aims to develop and encourage positive attitudes to the learning of other languages and to their speakers and countries. The Department also seeks to introduce the students to the culture of the countries where the language is spoken, while providing enjoyment, intellectual stimulation and a foundation for further study of the target language.

WORLD LANGUAGES DEPARTMENT COURSE DESCRIPTIONS VIETNAMESE LANGUAGE AND CULTURE The aim of the Vietnamese studies program is to build a strong Vietnamese identity and appreciation of the culture and country in students based on the teachings of the Ministry of education’s guidelines. The Vietnamese studies courses will also be transdisciplinary in nature, with celebrations of the culture and language through visual and performing arts.

MANDARIN B (INTERMEDIATE I & II: TWO YEAR COURSE) NO CREDIT TO BE AWARDED Intermediate Mandarin follows one year of beginner Mandarin. This course continues the development of a strong phonetic and grammatical foundation, and increases vocabulary (approximately 600 new words). Students will learn to communicate in more complex social situations describing events, as well as introducing China, its culture and customs. Students will also be introduced to reading texts in various formats and of graded difﬁculty levels, in order to reinforce the learning of vocabulary, grammar and sentence structure. Students will continue to explore the culture and traditions of the Mandarin speaking countries, identifying the historical signiﬁcance of certain events and people. CORE INSTRUCTIONAL MATERIALS: Various resources, including Chinese Made Easy (Book 2 & 3)

PHYSICAL EDUCATION, HEALTH AND LIFE SKILLS PHILOSOPHY At the ISHCMC - American Academy, Physical Education, Health and Life Skills are considered to be an integral part of the total educational program. Through the medium of sport and movement all students will participate in a sequential, differentiated program that fosters each student’s personal health, fitness and skill acquisition. The teacher’s methodology will place enjoyment and fun at the heart of the learning experience, while striving to ensure that each student’s physical development is nurtured and their true potential realized. Specifically we believe a physically educated person will: • Learn the skills necessary to perform a variety of physical activities. • Become physically fit. • Participate regularly in physical activity. • Know the implications and benefits of involvement in physical activities. • Value physical activities and its contribution to a healthy active lifestyle. The Physical Education department is committed to and supports the development of a positive and appropriate value driven curriculum. Socials skills, such as respect, cooperation, communication, teamwork and sportsmanship are taught throughout. We believe that physical education develops, teaches and provides the opportunity for the mastery of various movement skills, concepts and principles needed in everyday life. It provides the opportunity for enjoyment, self-expression, challenge and social interaction. Physical Education enhances cognitive skills such as problem solving, decision-making and critical thinking, by allowing differentiated instruction for all students with varied cognitive and physical abilities. Physical Education establishes the foundation for the pursuit and development of health related fitness and develops an understanding and appreciation of lifetime physical activities. The values, principles and concepts associated with a quality PE/HE/LS program at ISHCMC American Academy, surpass the boundaries of the classroom or playing fields. As a result the PE/HE/LS curriculum acts as catalyst for learning and the development of the whole child. The ISHCMC - American Academy Health curriculum provides a Grade 6 through Grade 12 program including social and emotional health, wellness and personal safety to prepare all students to understand themselves, look after themselves in a healthy way and be able to make responsible and meaningful choices regarding their personal health. Health education will be integrated into core curriculum such as science, physical education and guidance and taught in a secondary health course. Health concepts will be introduced with sensitivity to the cultural diversity of our students at developmentally appropriate levels building on prior knowledge

to expand learning. Within the standard health curriculum, a sex education unit is included. Parental approval is asked and required of all students to complete this unit. An alternate unit is available upon parent request.

PHYSICAL EDUCATION DEPARTMENT COURSE DESCRIPTIONS PE/HEALTH/LIFE SKILLS 6 In this year long course, students will be introduced to basic skills and fundamentals of various team and individual sports. Physical Education strives to provide an enjoyable, satisfying and balanced program, with opportunities for all students to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of experiences to meet the needs of individual students and encourage active involvement by all performers and observers. This course includes Health and life skills units related to wellness, ﬁtness, nutrition, growth, development and safety, in addition to issues dealing with peer pressure, violence, and anger management. Class discussions focus on what good choices are and how to make them even when it is not popular. Using role playing, skits, and group activities, students get a chance to learn many of the skills vital to making the middle school experience as friendly and non-threatening as possible. Units include making good decisions regarding personal wellness; relationships with friends and family and conﬂict and stress. CORE INSTRUCTIONAL MATERIALS: Decisions for Health: Health and Wellness Text Book 2010

PE/HEALTH/LIFE SKILLS 7 During this year long course students are introduced to individual, dual and team activities including basketball, softball, soccer, table tennis, badminton and swimming. Physical Education/Health/Life Skills 7 encourages participation in healthy lifestyle activities and promotes positive self-esteem. Emphasis in physical activities is placed on skill progression. As a result of participating in the class, students will be physically active, understand the need to maintain physical ﬁtness, and possess an understanding of how to assess, develop, and maintain a healthy lifestyle. Students will also focus on study skills and health. The study skills component is designed to help students understand and practice good study habits, time management, note taking and organization. Through this class we explore the different types of learning styles such as: visual, auditory and tactile-kinesthetic learners. This exploration will help each student understand what kind of a learner they are, and give those appropriate strategies that will enhance their study skills. The development of good life skills is critical for success today and for the future. Health units include making good decisions and setting goals regarding: personal wellness; healthy relationships; mental and emotional health and stress management.

CORE INSTRUCTIONAL MATERIALS: Decisions for Health: Health &Wellness Text Book 2010. A court yard with two base size courts, shared facilities at Parklands and Riverside Fields.

PE/HEALTH/LIFE SKILLS 8 In PE/Health 8, students will refine their game skills and continue to develop game strategies and tactics. Physical Education strives to provide an enjoyable, satisfying and balanced program with opportunities for all Students to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of experiences to meet the needs of individual students and encourage active involvement by all. This course includes Health units related to wellness, fitness, nutrition, growth, development and safety. Health units include making good decisions regarding: personal wellness; managing mental and emotional health; building responsible relationships; and managing conflict and stress. CORE INSTRUCTIONAL MATERIALS: Decisions for Health: Health and Wellness Text Book 2010. A court yard with two base size courts, shared facilities at Parklands and Riverside Fields.

PHYSICAL EDUCATION 9 1 CREDIT In PE 9, students will continue to develop and monitor their ﬁtness level with the Fitness program over two semesters. Students will reﬁne their skills and continue to develop ideas about game strategies and tactics using small-sided games, progressing to full-sided games when appropriate. Physical Education strives to provide a safe, enjoyable and balanced program with opportunities for all students to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of physically challenging experiences to meet the needs of individual students and encourage active involvement by all participants. CORE INSTRUCTIONAL MATERIALS: Decisions for Health: Health and Wellness Text Book 2010. A court yard with two base size courts, shared facilities at Parklands Fields

PE/HEALTH 10 1 CREDIT PE/HEALTH 10 is a yearlong course that encourages students to become physically active, fostering a desire to maintain life-long physical ﬁtness. The course gives students the knowledge and practical skills necessary to assess, develop and maintain a healthy lifestyle. The goals of the program are to model and enforce sportsmanlike behavior, encourage participation in healthy lifestyle activities and promote a positive self-concept. The Health component encourages the lifelong understanding of health related issues of adolescence and adulthood. The course will give the skills and knowledge necessary to assess risk, develop understanding of health related issues and to make educated

choices. The encouragement of healthy living habits and the consequences of good/bad decision making in regards to all aspects of health. Within the standard health curriculum, a sex education unit is included. Parental approval is asked and required of all students to complete this unit. An alternate unit is available upon parent request. CORE INSTRUCTIONAL MATERIALS: Decisions for Health: Health and Wellness Text Book 2010. A court yard with two base size courts, shared facilities at Parklands and Riverside Fields.

VISUAL ARTS PHILOSOPHY The ISHCMC - American Academy’s program for the Visual Arts provides students the opportunity to articulate on, apply aesthetic knowledge to as well as acquire and employ technical skill within the Arts. The program emphasizes creativity, but the foundation of this creativity is based on the exploration and investigation into practical art, art theory and art history. The interrelationship between research and art production leads to purposeful art creation. Students are challenged through a process based artistic experience. Teachers act as facilitators to build students’ skill set through modeling behaviors and artistic processes necessary to engender lifelong learning in and out of the classroom. Students will develop a sense of ownership for their work and ideas and realize the responsibility that comes with the decisions they make. Through this experience, students acknowledge their impact on the larger community. Lessons that encompass knowledge, understanding and skill will build connections to lifelong learning without denying avenues of accessibility to any child. Students will learn about the elements of art (line, shape, texture, light, color, and space) and how to analyze, describe, and use them in their art creations. Emphasis will also be stressed on the principles of design (balance, rhythm, proportion, focal points, pattern, and unity/variety). Students will also be exposed to the world of Art History to include: famous artists, their major works, movements or styles they belong to, and signiﬁcant breakthroughs they may have developed. Our goal is to develop creativity in a fun and relaxed art studio atmosphere where students are willing to challenge themselves by trying complex and advanced projects, learning from both triumphs and errors. We hope to instill a life-long interest in the visual arts for all art students.

PERFORMING ARTS PHILOSOPHY ISHCMC - American Academy believes that drama has been an essential component of human life throughout history. Drama has a part to play in the ideal growth and development of the individual. It creates a sense of belonging and involvement in a nurturing and humanizing environment. The drama form stimulates the development of personal expression, self conﬁdence, as well as creative and collaborative thinking. Our goal is to promote a lifelong appreciation of this craft. We encourage students to apply their knowledge to enhance their own lives and the lives and well being of others.

Music is a basic form of human thought, and every child is born with the potential to comprehend, create, and communicate its meanings. To access its richest literature, music must be studied. That study involves expanding and reﬁning distinct skills, contents and contexts, with the goal of guiding each child to achieve in accordance with his or her innate musical potential. To develop the aesthetic understandings and sensitive performances that are the hallmarks of musicianship, all students listen and move, sing and play, create and improvise, and read and write music representing a variety of cultures, genres, and styles. Learning is differentiated by aptitude, and is enhanced throughout by music history, theory, and cross-curricular connections. Thinking musicians—fostered through individualized instruction and diverse subject matter—are empowered to experience and share the emotional meanings music uniquely offers. At the ISHCMC - American Academy, delivering quality musical learning, with its concomitant impact on the quality of the human spirit, is our commitment to every child. “The greatest moments in the history of the human spirit may be deduced from the greatest moments in the history of music.” - Thomas Jefferson

FINE ARTS DEPARTMENT COURSE DESCRIPTIONS MIDDLE SCHOOL ART EXPLORATION This is an introductory course in which the student explores a variety of media in the areas of drawing, painting, printmaking, ceramics, textiles, sculpture, and/or design. The course helps students develop the critical thinking and ﬁne motor skills necessary to use art tools, appreciate, understand, and create art. An understanding of various art styles and techniques is developed through hands-on experiences. Basic gesture, contour, mass, and value drawing styles, art appreciation and discussion of artwork are introduced. Studio emphasis is on creative problem solving, experimentation, and a highly individualized response and expression. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructor’s books, and computers.

ART 1 0.5 CREDIT A wide variety of drawing, print making, and painting materials as well as ceramics, textiles and sculpture are presented in this course to all students interested in exploring both traditional and modern techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture in both two-dimensional and three dimensional forms. Art I is both an academic and practical program. Research involving art movements and artists are integrated to art production.

CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers.

ART 2 0.5 CREDIT PREREQUISITE: Art 1 A wide variety of drawing, print making, and painting materials as well as ceramics, textiles and sculpture are presented in this course to all students interested in exploring both traditional and contemporary techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture in both two-dimensional and three-dimensional forms. Art 2 is both an academic and practical program. Research involving art movements and artists are integrated to art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers.

DRAWING & PAINTING 0.5 CREDIT PREREQUISITE: Art 1, Art 2 A wide variety of drawing and painting materials is presented in this course to any student interested in exploring both traditional and contemporary techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture. Emphasis is on creative thinking, independent judgment and individualized instruction. Among the many materials that are used are pencils, ink, charcoal, pastels, watercolors, gouache and acrylics. Field trips to galleries and museums provide the opportunity to view and experience art in various phases. Drawing and painting is both an academic and practical art program. Research exploring art history, cultural and societal connections are integrated into art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers.

MUSIC 6 This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening

and applying knowledge and understanding. Grade 6 Music students learn to play an instrument with an emphasis on correct technique from the beginning. They learn to explore music in the following ways: exploring musical processes; form and structure (exploring structures); soundscapes (exploring acoustic and electronic sounds using music technology); musical cycles (exploring cyclic patterns); musical clichés (exploring the way music is used). CORE INSTRUCTIONAL MATERIALS: Musical Instruments

MUSIC 7 This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening and applying knowledge and understanding. Grade 7 Music students continue to develop technique on musical instrument and explore music in the following ways: variations (exploring ways to develop musical ideas); music for dance (exploring musical conventions); hooks and riffs (exploring riffs, hooks and grounds and the use of music technology). CORE INSTRUCTIONAL MATERIALS: Musical Instruments

MUSIC 8 This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening and applying knowledge and understanding. Grade 8 Music students continue to develop good technique on musical instrument while exploring music in the following units: overtures (exploring introductions and the development of themes); Vietnamese music (exploring Vietnamese musical genres); music and media (exploring how music is used); the concerto (exploring characteristics of a selected genre); song (exploring song). CORE INSTRUCTIONAL MATERIALS: Musical Instruments

MUSIC 9 In Music 9, individual work is balanced with shared tasks. The shared tasks continue to build on students’ skills and experience, to broaden their musical expertise, as well as to consolidate a special interest. Students are introduced to how to extend chords and use them in jazz idioms. They are asked to identify in speciﬁc pieces as many of the compound chords as possible and to work out aurally how they are formed. Each student works on a musical instrument to try out formations and to sequence them into the accompaniment for a well-known popular music. Students compare differences each of

the versions sounds. Students work in groups to make musical arrangements of student creations and other pieces of their choice, so that the whole group can then play it as an ensemble on their acoustic instruments. CORE INSTRUCTIONAL MATERIALS: Musical Instruments

MUSIC 10 Music 10 builds upon Music 9 skills. Individual work is balanced with shared tasks. The shared tasks continue to build on students’ skills and experience, to broaden their musical expertise, as well as to consolidate a special interest. Students are introduced to how to extend chords and use them in popular and jazz idioms. They are asked to identify in speciﬁc pieces as many of the compound chords as possible and to work out aurally how they are formed. Each student works on a musical instrument to try out formations and to sequence them into the accompaniment for a well-known jazz piece. Students compare differences each of the versions sounds. Students will be asked to make musical arrangements of student creations and other pieces of their choice, so that the whole group can then play it as an ensemble on their acoustic instruments. CORE INSTRUCTIONAL MATERIALS: Musical Instruments

MUSIC 11 AND 12 Music 11 and 12 builds upon Music 10 skills. Individual work is balanced with shared tasks. The shared tasks continue to build on students’ skills and experience, to broaden their musical expertise, as well as to consolidate a special interest. Students learn the complexities of chord progressions, form, piece writing and how to use them in popular and jazz idioms. They are asked to identify in speciﬁc pieces as many of the compound chords as possible and to work out aurally how they are formed. Each student works on a musical instrument to try out formations and to sequence them into the accompaniment well known pieces. Students compare differences each of the versions sounds. Students will be asked to make musical arrangements of student creations and other pieces of their choice, so that the whole group can then play it as an ensemble on their acoustic instruments. CORE INSTRUCTIONAL MATERIALS: Musical Instruments

Computer Technology and Information and Communication Technology Philosophy The ISHCMC - American Academy Computer Technology Department seeks to activate practical problem-solving and creativity within our students. Computer Technology covers a wide range of ﬁelds, from Graphic Design to Programming to Relational Database Design to Game-making and beyond. Students of all abilities have the opportunity to develop skills in a Computer Technology ﬁeld and then further develop and use those skills to solve real-world problems. As ISHCMC - American Academy students continue their education adventure from grade to grade, the Computer Technology department assists in their journey by fostering a desire to explore applications meaningfully. Fostering a fearless approach to exploring technology sets students steadfastly on the road to be lifelong learners, able to work both independently and within a team striving for similar goals.

Middle School Information and Communication Technology Course PREREQUISITE: None The Middle School Information and Communication Technology course is broken into 3 main modules during the academic year: The Information Age – Researching and Presenting Information in the 21st Century; Data – Gather, Analyze and Present; Game Design and Robotics. Middle School students will learn to create readable documents, presentations, animations and graphic designs for a specific purpose. They will also learn how to gather and analyze data and present their findings in meaningful ways for a specific audience. Finally, students will have an opportunity to design 3D games and work with robots. These projects act as an introduction to Computer Science and the High School ICT Computer Programming module. It is the first step towards considering taking AP Computer Science A in High School. All Middle School Information and Communication Technology courses are tiered in such a way that all students have access to a rigorous course of study, regardless of their English ability. Project-based assessments are based on clear rubrics and any examinations are also tiered such as to allow all students a chance to reflect their level of knowledge fairly.

High School Information and Communication Technology Course 1 CREDIT PREREQUISITE: None The High School Information and Communication Technology course is broken into three main components during the academic year: graphic design; video production and animation; Data management; Computer Programming. The students are given an opportunity to further their interest in digital design in the form of Desk Top Publishing, animation, video and web design. Students also learn how to create effective spreadsheet solutions to a variety of real-world problems. They also study Relational Database Design for the purpose of efﬁcient data management. Computer Programming offers high school students an opportunity to get extra lab time if they have already selected AP Computer Science A as a course of study. For students who will be selecting AP Courses in the next

academic year, it offers an opportunity to be introduced to Computer Programming and what AP Computer Science A course is all about. All High School Information and Communication Technology courses are tiered in such a way that all students have access to a rigorous course of study, regardless of their English ability. Project-based assessments are based on clear rubrics and any examinations are also tiered such as to allow all students a chance to reﬂect their level of knowledge fairly.

AP Computer Science A 1 CREDIT PREREQUISITE: Recommendation by Math’s Teacher and Subject Teacher AP Computer Science offers an intense, disciplined study of solving given problems correctly by developing computer programs. Central to this study is the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. Students will study how to design and implement solutions to problems by writing, running, and debugging computer programs. The computer language is Java and students will learn the fundamentals of object-oriented programming. The course does demand that students have a reasonable level of English-comprehension and a good grasp of mathematics. However, any highly-motivated student with a strong desire to study this ﬁrst-year university-level course will be considered. The course also affords high school students an opportunity to study Java programming and other Computer Science related topics for their High School Diploma without having to sit the AP examination.

ENGLISH LANGUAGE LEARNERS PROGRAM In order to expedite language acquisition and ensure equal access to the curriculum, ISHCMC American Academy supports a Sheltered Immersion Model K-8, which includes classroom support as well as pullout. We provide our students with language instruction and content support through both direct instruction in ESL and mainstream classes according to need and through indirect means such as team planning, co-teaching and materials development. We aspire to ensure authentic language development in appropriate learning environments so that all students develop English language proﬁciency and learner autonomy for social and academic success.

ELL Philosophy The ISHCMC - American Academy offers an English as a Second Language (ESL) Support Program for students in Grades 6 - 12. All students enrolling in school are assessed before starting school. This takes the form of a written test and an interview with the student and the parents. A decision in relation to whether the student will be accepted and into which grade is then made by the Dean of Students and ESL teacher(s).

ESL support is available for those students who are thought by staff to need help the most, and places in the program are limited. It is normally offered as an additional course designed to reinforce skills and concepts being learned in core courses and is continually modified to ensure the specific needs of the students are met. ESL teachers and class/subject teachers share responsibility for the English language development of these students, and keep in close touch with each other concerning the individual needs of students in their care. In special cases, a student may be given extra help outside the normal timetable if he/she is thought to be having severe language difficulties. All ESL Support is aimed at helping students to access the relevant curriculum in all subject areas. ESL teachers continually assess students’ progress in English. Student progress is also frequently discussed between ESL and class/subject teachers. All ESL teachers work closely with class/subject teachers to ensure consistency of goals and expectations. ESL progress is reported on in accordance with the policy of the appropriate section of the school.

THE ACHIEVEMENT CENTER The ISHCMC - American Academy Achievement Center believes that all children can learn, and that individual students have distinctive learning differences and styles. Specialists in The Achievement Center deliver a sheltered inclusion model for students with learning differences, including high ability students, low ability students and students with disabilities. Sheltered inclusion, like sheltered immersion for ELL students, includes classroom support as well as pullout where inclusion in the mainstream classroom is possible without compromising the quality of the educational environment required to attend to the needs of all students. ISHCMC - American Academy teachers are continuously trained in differentiated instruction strategies that meet the needs of students with learning differences. High ability students, low ability students and students with learning differences beneﬁt from the use of lessons that are differentiated horizontally and vertically; horizontal differentiation uses Howard Gardner’s multiple intelligences and Benjamin Bloom’s taxonomy of thinking skills to make lessons relevant and engaging to students at all levels; Vertical differentiation compacts and accelerates curriculum for high ability students, and breaks lessons into manageable tasks for ELL and attend to individual students’ needs. There are many practical strategies that are effective in the classroom. It is up to the classroom teacher and The Achievement Center teacher to ensure that appropriate strategies are being used in the classroom to assist individual learning styles and provide access to lessons for students with learning differences. A multi-modal approach is used; visual, auditory, kinesthetic and tactile for optimum success.

Classroom Environment • Provide the use of learning centers in classroom when necessary. • Seat student in area free from distractions.

• Eliminate all unnecessary materials from student desk to reduce distractions. • Use a checklist to help student get organized. • Keep an extra supply of pencils, pens, books and paper in the classroom. • You may have to allow the student frequent breaks. • Have an agreed upon cue for student to leave the classroom. • Reduce visual distractions in the classroom.

Time Management and Transitions • Space short work periods with breaks. • Provide additional time to complete assignment. • Allow extra time for homework completion. • Inform student with several reminders, several minutes apart, before changing from one activity to the next. • Reduce amount of work from usual assignment. • Provide a speciﬁc place for turning in assignments.

Presentation of Materials • Modify expectations based on students needs. • Break assignments into segments of shorter tasks. • Give alternative assignments rather than long written assignments. • Provide a model of end product. • Provide written and verbal direction with visuals if possible. • Break long assignments into small sequential steps, monitoring each step. • Highlight to alert student attention to key points within the written direction of the assignment. • Check that all homework assignments are written correctly in some kind of an agenda/homework book. Sign it and have parents sign it as well. • Number and sequence steps in a task. • Provide outlines, study guides, copies of overhead notes. • Explain learning expectations to the student before beginning a lesson. • Make sure you have the student’s attention before beginning a lesson. • Allow for student to use tape recorders, computers, calculators and dictation to obtain and retain assignment success.

• Allow oral administration of test. • Limit the number of concepts presented at one time. • Provide incentives for beginning and completing material.

Assessment, Grading and Testing • Provide a quiet setting for test-taking, allow tests to be scribed if necessary and allowing for oral responses. • Exempt student from external testing if possible. • Divide test into small sections. • Grade spelling separately from content. • Allow as much time as needed to complete. • Avoid time test. • Change percentage of work required for passing grade. • Permit retaking the test. • Provide monitored breaks from test.

Behavior • Avoid confrontations and power struggles. • Provide an appropriate peer role model. • Modify rules that may discriminate against student with neurological disorder. • Develop a system or code that will let the students know when behavior is not appropriate. • Ignore attention seeking behaviors that are not disruptive to the classroom. • Arrange a designated safe place that student can go to. • Develop a code of conduct for the classroom and visually display it in an appropriate place where all students can see it, review it frequently. • Develop a behavior intervention plan that is realistic and easily applied. • Provide immediate reinforcers and feedback. Delivering an academic program for unique students is certainly a challenge. Implementing the listed strategies provides a comfortable learning place for all students regardless of their academic abilities.

CO-CURRICULAR ACTIVITIES After School Activities (ASA) are a vital part of the ISHCMC - American Academy holistic program, enriching the lives of our students through co-curricular programs in sports, the visual arts, performing arts, technology, community service and experiential learning activities. ASAs are designed to enhance and extend the curriculum in a fun and engaging manner, where students achieve a sense of belonging, the conďŹ dence to take action, leadership skills and trust building skills. Below is a representative list of ASAs for the ISHCMC - American Academy program as examples of what may be offered based upon demand and availability of resources:

Sports:

- Digital Photography

- Basketball

- Digital Animation

- Volleyball

- Yearbook

- Soccer

Visual/Performing Arts:

- Baseball/Softball - Track and Field - Badminton - Swimming - Tennis

The Visual Arts: - Fine Arts Festival Team - New York Film Academy - Mural Painting Team - Yearbook - School Newspaper - 3d Animation - Studio Art

Technology: - Robotics - Media Lab

- The Winter Concert - The Spring Production - Art Exhibition - Film Festival

Experiential Learning: - The United Nations Day Delegation - The Model United Nations Delegation - Young Entrepreneurs Competition - Johns Hopkins Center for Talented Youth - TET Celebration - Read Across America Week

Community Service: - The Green Team - The Student Council - Family Day Team - GIN

THE ISHCMC - AMERICAN ACADEMY TALENTED YOUTH CENTER (TYC) “If I had only one hour to save the world, I would spend 55 minutes defining the problem and only 5 minutes finding the solution.”– Albert Einstein The ISHCMC - American Academy identifies and develops the talents of high ability students across a range academic and co-curricular subject areas. As an integral part of the ISHCMC - American Academy, the TYC helps fulfill the School’s mission of preparing individual students to achieve excellence in highly competitive universities in the United States and worldwide. Through the ISHCMC - American Academy’s Instructional Methods and Assessment policies, ability grouping and acceleration strategies are provided through the school’s academic and co-curricular programs within the TYC. As a partner school of the Johns Hopkins University’s Center for Talented Youth and the Syracuse University Project Advance, the ISHCMC - American Academy puts into practice research that demonstrates that acceleration of high ability students and ability grouping leads to better overall outcomes at university. “For the early entrants, starting university with a large number of Advanced Placement Program credits was the best predictor of outstanding academic achievement. It [is highly advisable] for young university entrants to have SAT scores and content knowledge equal to or greater than that of the typical freshman at the university the student will attend.” Brody; Gifted Children Quarterly, 1990. More recently, Syracuse University research indicates that students who take university credit courses while still in high school not only get a head start on university, they also do significantly better on Advanced Placement exams and other external exam courses (International Baccalaureate Diploma, etc).

COURSE DESCRIPTIONS 1. TYC Academic Programs SYRACUSE UNIVERSITY COURSES OFFERED THROUGH PROJECT ADVANCE PROGRAM DESCRIPTION Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University (SU) and ISHCMC - American Academy that allows high school students to enroll in SU courses. Teachers who are also adjunct SU instructors teach these classes in the high school, following the curriculum and guidelines established by SU. SUPA enables high school students to gauge their ability to do university work prior to full-time university study. Upon successful completion of an SU course, students are awarded SU transcripts that record credits earned. These credits are transferable to hundreds of universities nationwide. Note that there is a per-credit tuition charge associated with SU courses.

SYRACUSE UNIVERSITY—MAT 295 / 296 CALCULUS I AND CALCULUS II CREDIT 1.0 (4 UNIVERSITY CREDITS PER COURSE) PREREQUISITE: Grade 11/12 standing; algebra ii and geometry, pre-calculus completed and instructor approval Adjunct Instructor: Rae Deely MAT 295 and 296 is the first-year calculus sequence required of all science and engineering majors at Syracuse University. SUPA students take MAT295 over a full academic year to earn 4 university credits. Students who continue with MAT296 take the course over one semester to earn 4 university credits. MAT 295 comprises the first four credits of this eight-credit sequence. The development of scientific calculators with graphics capability has made possible some significant changes in the way this material is taught, and many universities are now incorporating them in their calculus sequence. In sections of calculus offered off-campus through Project Advance and in selected campus sections, design changes have been made to integrate graphing calculators into the learning process. The course design allows for some variations in pacing, as determined by site instructors and the supervising faculty. CONTENT: The mathematical content of this program is typical of most traditional first-year calculus courses. The concepts of limit, continuity, derivative, anti-derivative, and definite integral are developed in the usual way, and they are then applied to the traditional collection of functions: polynomial, rational, trigonometric, and exponential, together with their inverses, compositions, and algebraic combinations. The results are then applied to a wide variety of problems from geometry, physics, and other sciences. These include maximum and minimum problems, related rates, areas, volumes and surfaces of revolution, arc length, work, fluid pressure, velocity and acceleration, and exponential growth and decay. Curve sketching is introduced at the very beginning and emphasized throughout, as we believe strongly that this is an important skill for any calculus student to acquire. Graphing calculators are a help here, since they contribute substantially to an understanding of the functions being sketched. They are only a help, however; the calculators are not used as a substitute for the skill itself. During the course, students are introduced to progressively more sophisticated programming techniques for the calculator. They are shown how to write programs first for the evaluation and tabulation of functions and then for numerical evaluation of limits, derivatives, and roots (the last by Newton’s Method). Students then learn to do finite sums, Riemann sums, and finally numerical integration (by Simpson’s Rule). Programs are stored in the calculator as they are written and are used throughout the course.

CORE INSTRUCTIONAL MATERIALS: Single Variable Calculus: Early Transcendentals, 7th Ed. (Stewart, J.) SYRACUSE UNIVERSITY—ECN 203: ECONOMIC IDEAS AND ISSUES CREDIT 0.5 (3 UNIVERSITY CREDITS) PREREQUISITE: Grade 11/12 standing, Instructor approval Adjunct Instructor: Nathan Bryant Bachelor of Arts in Political Science and Philosophy, Fort Lewis College Master of Arts in Diplomacy, Norwich University CONTENT: Economic Ideas and Issues is an introduction to mainstream economic thought designed for students with a liberal arts interest. The goals of this course are to introduce students to the ideas that form the foundation of modern Western (neoclassical) economic thought, to examine the basic framework (the model) that economists have built on this foundation, and to show how this model is applied to current issues facing individuals and society. The course begins with a presentation of the scientific method, which is then used to analyze the question: How do individuals and societies make choices when they are faced with scarcity? Beginning with the individual in the simplest of situations, a one-person society, the course moves step by step to develop a model of a complex society based on division of labor and exchange through markets. The process takes students from the microeconomic to the macroeconomic level, emphasizing the connection between these two perspectives. Students examine the benefits, as well as the problems, inherent in a market-oriented economy. The course prepares students to analyze and understand the ongoing economic policy debate between interventionists and non-interventionists. The course is rigorous but not heavily mathematical. Students should understand basic algebra and geometry. More importantly, they should be able to follow carefully reasoned logical development of a theoretical model and to apply that model to their own experience. ECN 203 provides an excellent opportunity to nurture that skill. The course helps students to understand and to recognize the elements of economic theory, to identify the peculiar roles of these elements, and to understand how they fit together. Although its goal is not to study complexities of theory in great detail, students can expect to develop a strong foundation in neoclassical analysis applicable to study in other fields and to everyday life, as readers of newspapers and other news media, and as citizen participants in a representative government. Furthermore, ECN 203 is designed to help students understand “how the world works.” Of course, along with economic forces there are social, political, ethical, and natural forces at work. Economics is,

however, a very important part of that story. To the extent that students master the material presented in the course, they will have a solid foundation in mainstream economic thought that can be applied to everyday experience and to further study in economics or the social sciences. CORE INSTRUCTIONAL MATERIALS: Economics: The Ideas and the Issues For a Sustainable World, 3rd Ed. (Evensky, J.) BIO 121 & 123/124 GENERAL BIOLOGY I & II BIO 121 - 123/124 (8 CREDITS) PREREQUISITE: Grade 11-12 standing; approval adjunct instructor: Kealy McCleery This is a two-semester, eight-credit college course offered through Syracuse University. The course teaches modern biological concepts, including classification of organisms, ecology, human influences on natural ecosystems, microscopy, cells, organic and inorganic chemistry, animal development, genetics, energy, and plant structure and function. During a session, the student may be asked to carry out an experiment, view a demonstration, interpret experimental results, make a drawing to document observations, and so on. Biology 121 Units include The Microscope and Measurement, The Great Barrier Reef, How to Make Sense Out of the Diversity of Life, Unity of Life and Adaptation, Microscopy and the Electron Microscope, The Architecture of Cells, How Substances Get In and Out of Cells, Chemicals of Life, Proteins and Enzymes, Origin of Life, Cell Reproduction, Animal Development. Biology 123 Units include Genetics, Energy and Life, Plant Structure and Function, Animal Structure and Function Biology 124 This is the laboratory course associated with BIO 123. It includes inquiry-based exploration and practical application of concepts discussed in BIO 123. There is one laboratory session per week. Dissection is required. Required Text Campbell Biology, AP 9th Ed. (Reece, et al.)* PAF 101 INTRO TO THE ANALYSIS OF PUBLIC POLICY PAF 101 (3 CREDITS) PREREQUISITE: Grade 11-12 standing; approval adjunct instructor: Seth Laffin This is a two-semester, 3-credit college course offered through Syracuse University.

Public Affairs 101: Introduction to the Analysis of Public Policy is designed to provide students with basic research, communication, and decision-making skills used in public policy analysis. In addition, students are required to read and analyze articles in The New York Times on local, state, and international public policy issues. The instructor determines which public policy issues are chosen for study throughout the semester. The content coverage of the course, while important, is secondary to the development of a range of applied social science skills that will help the student make more informed choices as a citizen, worker, and consumer. These include the ability to define and identify the components of public policy issues; communicate ideas and findings with respect to public policy issues; collect information on public policy issues; use graphs, tables, and statistics to analyze public policy; examine the use of surveys and informal interviewing procedures; identify a social problem and come up with a proposed public policy to deal with it; list the benefits and costs of a proposed public policy; forecast the impact of the policy on societal conditions; analyze the political factors and develop strategies to implement a proposed public policy; identify essential features of major current public policy issues; apply skills to Syracuse University and outside the university; and work in teams effectively. Required Texts How You Can Help: An Easy Guide to Doing Good Deeds in Your Everyday Life (Coplin, W.D.) Taylor and Francis The Maxwell Manual for Good Citizenship: Public Policy Skills in Action, Coplin, W.D Rowman & Littlefield SYRACUSE UNIVERSITY—WRT 105: PRACTICES OF ACADEMIC WRITING CREDIT 0.5 (3 UNIVERSITY CREDITS) PREREQUISITE: Grade 12 standing, Instructor approval Adjunct Instructor: Heather Carreiro Bachelor of Arts in Linguistics & Middle Eastern Studies, University of Massachusetts Amherst Master of Arts in English, Bridgewater State University CONTENT: Required of all students in one semester of their freshman year, Academic Writing is the first of a series of writing courses that, together with the Writing Center and other program resources, comprise the Writing Program at Syracuse University. Each section of WRT 105 is a community of writers who meet together with the specific purpose of developing as critical readers, writers, and thinkers. Students learn strategies of critical academic writing in various genres, including analysis, argument, and researched writing. Students learn to develop ideas through the choices they make as writers, from invention to making and supporting claims, to sentence-level editing, to designing finished print and digital texts.

The course challenges students to understand that effective communication requires people to be aware of the complex factors that shape every rhetorical context, including issues of power, history, difference, and community. Students explore the histories and knowledges that shape the positions from which they write and that inform the perspectives of various audiences, and they learn to recognize that writing as a true communicative act may potentially change the perspectives of both the writer and audiences. Developing this understanding helps students perceive ways in which their work as writers extends beyond the immediate requirements of the classroom and prepares them for effective engagement with issues in the workplace, local community, and global society. The writing course is a site of active learning where students have responsibility for their own progress and for that of their peers. The course is organized into three units, during which students engage in various activities that culminate in a formal paper for each unit. CORE INSTRUCTIONAL MATERIALS: Critical Encounters with Texts, Fitzsimmons & Himely, eds. (7th edition) The DK Handbook, Syracuse University Writing Department The Nuts and Bolts of College Writing, Michael Harvey Writing Analytically, 6th Ed., Rosenwasser & Stephen

The Ideation Camp Process Imagine

Technology

Ideation

Pitch

Show

Learning: Explore

Learning: Screen new

Learning: Create

Learning: Prototype

Deploy the solution with

user case and identity problem areas (Case Studies and Video)

technologies and learn how they can be applied (Lliving Lab?

CORE INSTRUCTIONAL MATERIALS: www.intelpls.com/ideation

innovative solutions based on technology and user research (Innovation Camp)

and Pitching solutions (E-Basics)

the user group and show impact

NEWSPAPER INTRODUCTION TO NEWSPAPER WRITING AND PRODUCTION CONTENT: This class revolves around a focus of students assessing their own sources of news and producing a student newspaper for our school. Students will examine the question: What is News? to understand and evaluate the elements of news. They will then identify and write news stories within the ISHCMC - American Academy school community. A major goal in the class will be the actual production of a school newspaper for students, faculty, and parents. Students will become familiar with and start to use newspaper vocabulary to identify the parts of the page and features. Students will also look at placement issues on the front page. In assessing the front page, students will use their newspaper vocabulary and apply the elements or factors affecting the value of news. Since this course is an introductory unit, vocabulary and English usage skills will be emphasized and reinforced throughout the study of journalism, news values, design, and newspaper production. Goals for Understanding: • What are sources of news? • What is news? • What are the elements of news? • What is the language of the journalism profession? • Why is it important to use newspaper terminology? • How to write news stories, features, reviews and editorials. • What factors determine how articles are placed on the front page? • Does the placement of a story affect the reader’s response to it? • In addition to news stories, what other information is included on the front page? • What is the signiﬁcance of placement? • How to design front and inside newspaper pages? • How to write headlines that attract readership? • How does a student newspaper serve its readers and school?

CORE INSTRUCTION MATERIAL • 15 handouts prepared for this course by the instructor. • AP Stylebook 2001. • Harrold, John R. and Lois A. Stanciak. Making News: An Introduction to Journalism. Portland, Maine: J. Weston Walch,Publisher,1988. • Hinman, Sheryl Lee and Thomas E. Winski. Journalism: Writing for Publication. Ohio: The Center for Learning, 1994. • TAJE Journalism and Newspaper Curriculum Guides. • www.media-awareness.ca. • www.jteacher.com (For Journalism Teachers Only).

An International School for students aged 11 -18

School campus

Admissions office

16 Vo Truong Toan, An Phu Ward,

26 Vo Truong Toan, An Phu Ward,

District 2, Ho Chi Minh City

Tel: (84 8) 3898 9098

Tel: (84 8) 3898 9100

Email: admissions@aavn.edu.vn

Part of Cognita School Network. Over 60 schools in 6 countries