Course of instruction 2014 2015 0 by King's Academy

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015

TABLE OF CONTENTS INTRODUCTION .............................................................................................................. 3 MISSION STATEMENT ................................................................................................... 4 GUIDING PRINCIPLES .................................................................................................... 4 GRADUATION REQUIREMENTS .................................................................................. 5 TAWJIHI EQUIVALENCY ............................................................................................... 6 FOUR-YEAR CURRICULUM PLAN .............................................................................. 8 ATTENDANCE POLICY .................................................................................................. 9 ACADEMIC HONESTY POLICY .................................................................................. 11 GLOBAL ONLINE ACADEMY (GOA) ......................................................................... 13 Art, Media, and Design ............................................................................................. 13 Intercultural Studies .................................................................................................. 15 Philosophy, Politics, and Economics ........................................................................ 17 Mathematics, Technology, and Computer Science................................................... 18 Health, Medicine, and the Natural World ................................................................. 20 Seminars.................................................................................................................... 22 AP Capstone...................................................................................................................... 23 DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY ARTS (CRLA) ............................................................................................................................. 25 DEPARTMENT OF COMPUTER SCIENCE ................................................................. 31 DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR) ............................. 34 DEPARTMENT OF FINE & PERFORMING ARTS...................................................... 38 DEPARTMENT OF HISTORY & SOCIAL STUDIES .................................................. 46 DEPARTMENT OF MATHEMATICS ........................................................................... 56 DEPARTMENT OF PHYSICAL & LIFE SCIENCES.................................................... 60 DEPARTMENT OF WORLD LANGUAGES ................................................................ 67

King’s Academy Course of Instruction 2014-2015 (March 2014)

INTRODUCTION A lifelong love of learning, an abiding sense of respect and responsibility, a vigorous interest in a well-balanced life and global citizenship – these are the values that distinguish a King’s Academy education. The King’s Academy curriculum is just one way in which the school shapes the lives of its students, but it is perhaps the most critical. This course catalogue bases itself on the philosophical foundations of the school and on the idea that learning is exciting and central to the experience of being a King’s Academy student. King’s Academy students participate in all aspects of life on campus, and their academic endeavors reflect the school’s commitment to overall excellence. The curriculum at King’s Academy encourages the mastery of learning skills and promotes the development of intellectual curiosity and creativity in every discipline. Students achieve clarity of thought, a base of knowledge and confidence in their ability to articulate ideas, formulate questions, solve problems logically and express themselves creatively. The King’s Academy curriculum, both in its breadth and depth, encourages students to take an active role in their own academic development. Under the guidance of faculty, King’s Academy students plan a course of study around their interests and abilities, fulfilling various requirements and readying themselves for the colleges and universities of the world that await them.

King’s Academy Course of Instruction 2014-2015 (March 2014)

MISSION STATEMENT In a setting that is rich in history and tradition, King’s Academy is committed to providing a comprehensive college-preparatory education through a challenging curriculum in the arts and sciences; an integrated co-curricular program of athletics, activities and community service; and a nurturing residential environment. Our students will learn to be independent, creative and responsible thinkers within an ethical community that encourages young men and women of diverse backgrounds and beliefs to excel, to cherish one another and to prepare for leadership.

GUIDING PRINCIPLES Respect Tolerance is a beginning, but it is not sufficient. What we hope to instill in our students is an empathetic understanding of one another and a sense of respect that traverses all student relationships, be it between each other, towards their teachers and families or with regard to the community as a whole. Love of Learning We do not want our students to perceive their education as simply utilitarian – one that is a mere instrument for their future success. Instead, we hope to foster in them a genuine love of learning for its own sake and a desire to acquire knowledge in and for itself. Responsibility Along with the privileges of being part of King’s Academy come responsibilities. Students will learn that they are stewards of what they receive and that it is their responsibility to pass on this stewardship to others, such as younger students and the community as a whole. By extension, students at King’s Academy will have a lifelong responsibility to use their education to help and enhance possibilities for others. A belief in and commitment to social service as well a striving for social justice for others less fortunate will form an essential part of the ethos of the school. An Integrated Life We do not aim to teach students what to think but rather how to think. Students’ belief systems are a personal matter between their families and themselves. Whatever our students’ beliefs, King’s Academy stresses that balance is critical to human well-being. What we at King’s strive to teach our students is how to integrate all aspects of their lives – academic, social, spiritual and physical – in the context of a boarding school environment in which we learn not only about the world but about ourselves. Global Citizenship King’s Academy is first and foremost a Jordanian school. But it is also a regional school, and ultimately a school of the world. The student body will be diverse geographically, economically, ethnically and religiously and we aim to raise in our students an awareness of different peoples. We will impart to them universal values, applicable in all cultures and at the same time encourage their unique sense of belonging to the Middle East.

King’s Academy Course of Instruction 2014-2015 (March 2014)

GRADUATION REQUIREMENTS In order to receive a diploma from King’s Academy, a student must have fulfilled the graduation requirements with at least five equivalent year-long courses every year. Every King’s Academy student who enters as a freshman will take at least:          

 

Four years of CRLA English Four years of CRLA Arabic Four years of mathematics Three years of physical and life sciences (four years recommended), with advanced laboratory courses taught in the 11th and 12th grades A one-year course on world history and geography in the 9th grade A one-year course on Islamic Civilization in a Global Context in the 10th grade At least one additional year-long course or three term-long courses from the Department of History and Social Studies in the 11th or 12th grade A one-term course on world religions A one-term elective course from the Department of Ethics, Philosophy and Religion (EPR) At least two years of a world language (Chinese, French or Spanish) for students entering as freshmen, unless the student is placed upon entry in additional classes of English support (Language and Composition). At least one year – three term-long courses – from the Department of Fine and Performing Arts One term-long course from the Department of Computer Science

As per Jordanian Ministry of Education guidelines, those students wishing to earn Jordanian Tawjihi equivalency are also required to take two years of Islamic theology in the 9th and 10th grades, and one additional two-term course either in the 11th or 12th grades. For students entering King’s Academy in their sophomore, junior, or senior years, the graduation requirements are pro-rated and are listed in the curriculum plan (see page 8).

King’s Academy Course of Instruction 2014-2015 (March 2014)

TAWJIHI EQUIVALENCY Students intending to attend a Jordanian university or gain certain professional licenses in Jordan can obtain a certificate of Tawjihi equivalency in lieu of taking the national Tawjihi examination. To obtain equivalency, students must complete one of the following examination options, in addition to King’s Academy requirements, by the time of their graduation: Option 1: A combined total of seven Advanced Placement (AP) exams and/or SAT II exams with scores of at least 3 on each AP, and at least 450 on each SAT II. Option 2: Five Advanced Placement (AP) exams, with scores of at least 3 on each and one A-level or Tawjihi exam in Arabic. Option 3: Seven SAT II exams, with a score of at least 450 on each exam. To obtain equivalency in the Tawjihi science stream for the first three options, students must pass three SAT II or AP science subjects including Math SAT II level IIC or AP Calculus. Note: To calculate the Tawjihi equivalency GPA for options 1-3, the Ministry of Education will combine the 12th grade GPA and the results on SAT II and/or AP exams. Option 4: Pass four AP exams only To obtain equivalency in the Tawjihi science stream the student should: 1. Pass any two AP Exams from the following list: AP Calculus, AP Physics, AP Chemistry or AP Biology with a minimum score of 3 out of 5 2. Pass any other two AP exams with a minimum score of 3 out of 5 To obtain equivalency in the Tawjihi literary stream the student should: 1. Pass any four literary AP exams with a minimum score of 3 out of 5 Option 5: Pass three AP exams and two SAT II exams To obtain equivalency in the Tawjihi science stream the student should: 1. Pass any two AP Exams from the following list: AP Calculus, AP Physics, AP Chemistry or AP Biology with a minimum score of 3 out of 5 2. Pass any other AP exam with a minimum score of 3 out of 5 3. Pass any two SAT II exams available with a minimum score of 450 To obtain equivalency in the Tawjihi literary stream the student should: 1. Pass any three AP exams with a minimum score of 3 out of 5 2. Pass any two SAT II exams available with a minimum score of 450 King’s Academy Course of Instruction 2014-2015 (March 2014)

Option 6: Pass two AP exams and four SAT II exams To obtain equivalency in the Tawjihi science stream the student should: 1. Pass any two AP Exams from the following list: AP Calculus or AP Statistics, AP Physics, AP Chemistry or AP Biology with a minimum score of 3 out of 5 2. Pass any four SAT II exams available with a minimum score of 450 To obtain equivalency in the Tawjihi literary stream the student should: 1. Pass any two AP exams with a minimum score of 3 out of 5 or Arabic 2. Pass any four SAT II exams available with a minimum score of 450 Note: To calculate the Tawjihi equivalency GPA for those students using options 4-6, the Ministry of Education will count the results on the SAT II and/or AP exams only. Further notes:   

   

A Level Arabic is counted as one of the AP Exams AP Microeconomics and AP Macroeconomics are considered two separate exams An AP Exam and a SAT exam of the same subject are considered two different exams (e.g. AP Chemistry and SAT Chemistry are counted as two different exams) AP Calculus AB, AP Calculus BC and AP Statistics are not considered different exams but as the same exam AP Physics B and AP Physics C are not considered two different exams but as the same exam SAT Math I and SAT Math II are considered two different exams. SAT Biology E and SAT Biology M are not considered two different exams but as the same exam

King’s Academy Course of Instruction 2014-2015 (March 2014)

FOUR-YEAR CURRICULUM PLAN Please refer to the number of years a student will study at Kingâ&#x20AC;&#x2122;s to determine the graduation requirements for that student. Subject

4-Year Program

3-Year Program

2-Year Program

1-Year Program

CRLA-Arabic

Four

Three

Two

One

CRLA-English

Four

Three

Two

One

Mathematics

Four

Three

Two

One

Science

Three

Two

History

Three

Two

One

World Languages

Two (three or more recommended)

Optional (two or Optional (two or Optional more recommended) more recommended) (recommended)

Fine & Performing Arts

Three term-long courses

One term-long course One term-long course

Two term-long courses (to include World Religions)

One term-long course One term-long course

Two term-long Ethics, Philosophy & courses (to include Religion (EPR) World Religions) Computer Science

One

One term-long course One term-long course One term-long course One term-long course

Students intending to meet Tawjihi equivalency requirements must also take the following courses:

Islamic Theology

Two years plus two term-long courses

One year plus two term-long courses

Two term-long courses

Two term-long courses (if not taken as a junior in previous school)

Note: Christian Theology 9 and 10 are offered

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

ATTENDANCE POLICY Regular attendance at school is essential for academic success at King’s Academy. A student’s grade may be affected by excessive absences. Attendance is recorded at the beginning of each class period. According to Jordanian law and the policies of King’s Academy, no more than 21 absences in a year-long course, or seven absences per term, are allowable for completion of a course and for a final grade to be granted for the course. Failure to meet this rate of attendance will result in loss of credit for the term and removal from the course. Students who are removed from a course due to excessive absences will be required to either take the course the following year or in an accredited summer school or correspondence program. All absences whether excused or unexcused, with the exception of school-sponsored activities, count as part of the maximum allowable absences during a term. Excused Absences King’s Academy has defined which situations can be considered excused absences:     

Illness (requires a doctor’s report if the student is absent for more than two days)* Death in the immediate family Observation of a religious holiday not normally observed at school School-sponsored activities Extenuating circumstances beyond the control of the student to be determined by the headmaster

*Students have two days after returning from an absence to present a note. After two days the absence will be unexcused. All notes are brought to the attendance office. If a student needs to leave school early during a school day, the student must first report to the Office of Student Life which will then obtain/confirm parent permission by phone or email. Leaving early during the week requires the permission of the appropriate class dean. Absences from school or class for the following reasons will be considered excused, allowing the student to make up missed work and assignments for credit, the deadlines for submission of which are at the discretion of the classroom teacher:  

Illness Family emergencies  Religious observances  Traditional national observances  College interviews, entrance exams Students attending school-sponsored activities or programs must have prior approval from their class dean to miss class. Students are asked to notify their teachers in advance if they King’s Academy Course of Instruction 2014-2015 (March 2014)

know they will be absent from school; it is the studentâ&#x20AC;&#x2122;s responsibility to obtain and complete all work missed during an absence. The faculty will not be obligated to provide make-up work for students who are absent from class for reasons other than those listed above.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

ACADEMIC HONESTY POLICY King’s Academy has prepared this statement because we want to emphasize to all of you, our students, the importance of academic honesty. We recognize that King’s Academy students are generally committed to achieving success through honest effort. Because trust and honesty are critical to the well-being of any community, we expect King’s Academy students to be truthful at all times. We expect students to do their own work, unless they have explicit permission from their instructors to collaborate with others. Violations of our Academic Honesty Statement 1. Plagiarism: Plagiarism is the unauthorized use of someone else’s work.

Possible examples of plagiarism include using another's work from print, web or other sources without acknowledging the source; quoting from a source without citation; using facts, figures, graphs, charts or information without acknowledgement of the source. If you are unsure of whether something is plagiarism, it is your responsibility to consult your teacher. 2. Cheating: Cheating is using or receiving any aid on a test, assessment or assignment that is not specifically allowed by the teacher. (An assessment is any formal or informal assignment that is given by your teacher, including but not limited to a quiz, test, essay, take-home test, open-book test, exam, worksheet, lab report, question set or project.) Cheating also includes looking for, using, giving or receiving unauthorized assistance or information. Possessing such aids or information, even if it is not used, is still considered cheating. Possible examples of cheating include copying from another student's paper or receiving unauthorized assistance during a quiz, test or exam; using books, notes or other devices (such as calculators, cell phones or computers) or formulas, statements or any information written on the body or clothes when it is not authorized; finding and using without authorization a copy of or information about an exam before the scheduled time; unauthorized collaboration on exams. 3. Unauthorized group work: Unauthorized group work is collaborating with another person or persons without having the explicit permission of the teacher to do so. This includes working with any other student or students when the assessment is meant for an individual. It also includes receiving aid or assistance from outside your activity group from, but not limited to, honors or AP students, alumni, tutors, parents, siblings or online assistance when the work should be completed only by the members of that group. Possible examples of unauthorized group work include working with another person or persons on any activity that is intended to be individual work, when such collaboration has not been specifically allowed by the teacher.

King’s Academy Course of Instruction 2014-2015 (March 2014)

4. Fabrication, falsification and misrepresentation of submitted work: These three terms mean altering or inventing of any information or citation that is used in assessing academic work. This includes multiple submission of work, i.e. handing in the same assignment for more than one class or using a project, presentation or speech for more than one class. Possible examples fabrication, falsification and misrepresentation of submitted work include inventing or counterfeiting data or information; falsely citing the source of information; altering the record of or reporting false information about labs; altering grade reports or other academic records; submitting a false excuse for absence or tardiness for a school day, test or exam; lying to a teacher to increase a grade. 5. Complicity in academic dishonesty: This means intentionally helping another to commit an act of academic dishonesty, being a knowing or willing accomplice to academic dishonesty or purposely failing to report an incident of academic dishonesty. Possible examples of complicity in academic dishonesty include knowingly allowing another student to copy from one's paper during an exam or test; distributing test questions or substantive information about the material to be tested before a scheduled assessment or exam; deliberately furnishing false information. 6. Attempting to commit any offense as outlined above: Trying to cheat or having the intent to cheat is the same as cheating.

Responses/consequences to academic dishonesty If a student violates the Academic Honesty Statement, he or she will sit for an Academic Honor Committee meeting. The Academic Honor Committee is comprised of faculty and students and can make one of the following for recommendations to the headmaster: 1) a formal letter of reprimand, 2) school separation, 3) school suspension (reported to colleges and universities) and 4) a required withdrawal from Kingâ&#x20AC;&#x2122;s Academy. These responses are levied in accordance with the severity of the violation. This means that the responses are not sequential, i.e. the response to your first violation may be a required withdrawal from school. [adapted from Florida State University]

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

GLOBAL ONLINE ACADEMY (GOA) In 2011, King's Academy joined a consortium of leading independent schools across America as the founding members of the Global Online Academy (GOA). Of the 10 institutions to launch the GOA, King's is the only international member. Spanning the United States, the remaining nine schools include Albuquerque Academy in New Mexico, Catlin Gabel School in Oregon, Cranbrook Schools in Michigan, The Dalton School in New York, Germantown Friends School in Pennsylvania, Head-Royce School in California, Lakeside School in Washington, Punahou School in Hawaii and Sidwell Friends School in Washington, DC. You and other students in grades 9-12 from top independent schools around the world can now take online classes with one another. In addition to giving you access to exciting new courses, we also hope to create truly global classrooms in which you will learn alongside peers with diverse backgrounds and experiences. These courses are designed, developed, and taught by teachers from our schools and you will receive credit for the course through your school. About Global Online Academy Courses GOA courses are interactive, instructional, and experiential. There are semester-long and year-long options in subjects ranging from organic chemistry to graphic design. All GOA courses have synchronous components (when students collaborate together, or work with their teacher, at a set time, generally using video conferencing software) and asynchronous components (students choose when to participate). Please note that GOA courses require the same time commitment and have similar workloads as any other course you would take at your school. If you are interested in taking a GOA course, please first consult your academic advisor and discuss the choice with your parents or guardians. Then, fill out the Global Online Academy registration form and turn it in to your designated school administrator. If you have questions about any of the current course offerings or if there’s a course you’d like the academy to offer in the future, email hello@globalonlineacademy.org

Art, Media, and Design Art, Media, and Design courses focus on developing students’ creative and practical skills in fields such as graphic design, architecture, and digital photography. Digital Journalism The Atlas is an online news magazine that is designed, written and published by students from GOA member schools. This collaborative course focuses on learning the fundamentals of journalistic writing, understanding the historical arc of journalism, and becoming comfortable with online tools such as Twitter, Dipity, Storify and Wordpress that are utilized by news sites around the world. Students will gain applied skills such as layout, blogging, vlogging, news tweeting as well as the crafting of budget lines, leads, King’s Academy Course of Instruction 2014-2015 (March 2014)

op-eds, features, photo-essays, and graphics. The staff will work as a team to produce frequent content for the site. While school newspapers write for a school community, stories in The Atlas will be geared toward a broader audience with stories as pertinent to students in Jakarta as they are to students in Minneapolis. Students will have the option of becoming an Editor – layout or writing. Students who take Digital Journalism are eligible to continue writing for The Atlas after their course. Course length: One year Digital Photography Photography can be a powerful and persuasive tool. This course is designed for students to learn how to give an emotional context to social, political, environmental, and global issues through photography. Students will learn how to prepare for and execute specific types of photographs, as well as the technical elements of digital editing. While students work on photo-based projects they will simultaneously engage in discussions about topics such as the appropriate use of Photoshop, or the ethics of digital advertising. Students will be given opportunities to interpret specific global issues through their own photographs. In addition to taking photographs, students will write descriptions and reflections, and give constructive feedback on their peers’ work. Course length: Fall Term Note: Students enrolled in Digital Photography must have access to a digital camera. Graphic Design This course explores the relationship between information and influence from a graphic design perspective. What makes a message persuasive and compelling? What helps audiences and viewers sort and make sense of information? Using an integrated case study and design-based approach, this course aims to deepen students’ design, visual, and information literacies. Students are empowered to design and prototype communication projects they are passionate about. Topics addressed include principles of design & visual communication; infographics; digital search skills; networks and social media; persuasion and storytelling with multimedia; and social activism on the internet. Student work includes individual and collaborative group projects, graphic design, content curation, analytical and creative writing, peer review and critiques, and online presentations. Course length: Fall Term Poetry Writing This poetry-writing workshop explores identity and seeks to answer the question How are you shaped (or not) by the community you live in? Our goal will be to create a supportive online network of writers that use language to discover unique and mutual understandings of what it means to be a global citizen from a local place. Students will draft and revise poems, provide and receive frequent feedback, and read a range of modern and contemporary poets whose work is grounded in place. Sample assignments include audio and video recording, an online journal, study of performance poetry, peer videoconferences, a video interview with a renowned poet, collaborative poetry anthologies, and a class publication. All writers will have the opportunity to send their work to international contests and publications. Course length: Fall Term King’s Academy Course of Instruction 2014-2015 (March 2014)

The Graphic Novel Students in this course will explore the intersection of image and language within the literary genre of the graphic novel. Students will study works including Art Spiegelman's Maus and Marjane Satrapi's Persepolis. In addition to interpreting and contextualizing seminal graphic novels, students will also learn how to craft characters and stories of their own, using both traditional graphic novel formats and emerging, digital modes of storytelling. Course Length: Spring Term Fiction Writing This course connects students who are interested in creative writing (primarily short fiction) and provides a space for supportive and constructive feedback. Students will gain experience in the workshop model, learning how to effectively critique and discuss one another's writing in a digital environment. In addition to developing skills as a reader within a workshop setting, students will work to develop their own writing identities through a variety of exercises. The course will capitalize on the geographic diversity of the student body by eliciting stories that shed light on both the commonalities and differences of life experiences in different locations. Additionally, we will read and discuss the work of authors from around the globe. Studentsâ&#x20AC;&#x2122; essential responsibilities will be twofold: to act as writers and readers. Both will require participation in discussions of various formats within our online community, as well as dedicated time outside of class reading one anotherâ&#x20AC;&#x2122;s work and writing pieces for the workshop. Course Length: Spring Term Music Theory and Digital Composition This course focuses on the building blocks of music (scales, chords, keys, intervals, harmonic relationships, rhythm and meter) with the ultimate goal of helping students create compositions of their own. Students will use a variety of online resources to build their skills and to learn to create and arrange music using various digital media. The intent is for students to craft their own work without resorting to pre-determined, canned, digital samples, but rather to draw from their own intellect the musical tools that can be written down, tweaked, and ultimately performed and recorded. Class members will share their work with others online, offer peer feedback in conjunction with faculty guidance, and begin building a body of their own compositions. Course Length: Spring Term

Intercultural Studies Intercultural Studies courses focus on the study of cultural perspectives, religion, and world languages. Japanese I: Language Through Culture This full-year course is a unique combination of Japanese culture and language, weaving cultural comparison with the study of basic Japanese language and grammar. While examining various cultural topics such as literature, art, lifestyle and economy, students will learn the basics of the Japanese writing system (Hiragana and Katakana), grammar and vocabulary that are typically introduced during the first year of a high school Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Japanese program. Through varied synchronous and asynchronous assignments, including hands-on projects and face-to-face communications, students will develop their speaking, listening, reading and writing skills. The cultural study and discussion will be conducted in English, with topics alternating every two to three weeks. The ultimate goal of this course is to raise awareness and appreciation of different cultures through learning the basics of the Japanese language. The focus of this course will be 60 percent on language and 40 percent on culture. This course is appropriate for beginner-level students. Course length: One year Arabic I: Language Through Culture This full-year course will highlight Modern Standard Arabic, and some of the spoken dialect of the Levant. With an emphasis on Arabic culture, students will learn commonly used expressions and phrases from the Levant area. Students will develop their skills in listening, reading, writing, forming grammatically correct structured sentences, and most importantly, conversation. This will be accomplished through podcasts, videos, culture circles discussions, web conferencing, and collaborations in group projects. In addition, students will have direct conversations with native speakers of Arabic, through a virtual club called â&#x20AC;&#x153;Shu Fe Maa Feâ&#x20AC;?, where students are required to meet online with their assigned partner and learn about a certain cultural topic every week, such as traditional food, greetings, gestures, values, history and more. Since Arabic is becoming one of the most functional languages in the world, especially in the areas of commerce, business, and trade, students participating in this course can avail themselves of the opportunity to learn the language in a highly stimulating and rich cultural context. Course length: One year This We Believe: Comparative Religions A systematic comparison of the world's religions yields a deeper understanding both of the diversity of perspectives in our global population and of the truth that is within all traditions. Students in this course will develop a more sophisticated understanding of human beliefs and practices and be better prepared to engage in effective and productive collaboration. This course will first establish foundational knowledge (historical origin, deity/deities, sacred texts, historical figures, prominent stories, etc.) of Hinduism, Buddhism, Judaism, Christianity, Islam, and Taoism. We will then apply a thematic approach, exploring specific characteristics of religion through the lenses of a few faith traditions. Course length: Fall Term Genocide and Human Rights Students in this course study several of the major genocides of the 20th century (Armenian, the Holocaust, Cambodian, and Rwandan), analyze the role of the international community in responding to and preventing further genocides with particular attention to the Nuremberg Tribunals, and examine current human rights crises around the world. Students will read primary and secondary sources, participate in both synchronous and asynchronous discussions with classmates, write brief papers, read short novels, watch documentaries and develop a human rights report card web site about a Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

nation in the world of their choice. Course length: Fall Term Gender Studies This course uses the concept of gender to examine a range of topics and disciplines which might include: feminism, gay and lesbian studies, women’s studies, popular culture, and politics. Throughout the course students will examine the intersection of gender with other social identifiers: class, race, sexual orientation, culture, and ethnicity. Students will read about, write about, and discuss gender issues as they simultaneously reflect on the ways that gender has manifested in and impacted their lives. Course length: Spring Term

Philosophy, Politics, and Economics Politics, Philosophy, and Economics courses focus on questions of human decisionmaking in today’s global societies. Applying Philosophy to Modern Global Issues This is an applied philosophy course that connects pressing contemporary issues with broad-range philosophical ideas and controversies, drawn from multiple traditions and many centuries. Students will use ideas from influential philosophers to shed light on recent political events such as the global economic downturn and the sweeping revolutions of the Arab Spring, as well as new developments in fields as diverse as biology, cognitive science, and political theory. In addition to introducing students to the work of philosophers as diverse as Confucius and Martin Heidegger, this course also aims to be richly interdisciplinary, incorporating models and methods from diverse fields including history, journalism, literary criticism, and media studies. Course length: Fall Term 9/11 in a Global Context September 11, 2001 was a tragic day that changed the world in profound ways. In this course students will explore the causes of 9/11, the events of the day itself, and its aftermath locally, nationally, and around the world. In place of a standard chronological framework, students instead will view these events through a series of separate lenses. Each lens will represent a different way to view the attacks and will allow students to understand 9/11 as an event with complex and interrelated causes and outcomes. Using a variety of technologies and activities, students will work individually and with peers to evaluate each lens. They will then explore the post-9/11 world and conclude the course by planning their own 9/11 memorial. Course length: Fall Term Microeconomics In this course, students learn fundamental economic concepts, which enable them to develop economic ways of thinking and problem-solving skills that they will be able to use in their lives—as consumers, savers, members of the work force, responsible citizens and effective participants in the global economy. Students deepen their understanding of basic microeconomic theory through class discussion and debate, problem solving, and King’s Academy Course of Instruction 2014-2015 (March 2014)

written reflection. Students also engage in a stock market simulation. As a culminating activity, students develop their own business proposals based on sound economic rationale and theory and "pitch" the idea to their classmates for venture capital funding. Course length: Fall Term International Macroeconomics In this course students will study macroeconomic theory as it relates to domestic and global policies on employment, national income, government spending, and the impact of foreign spending on domestic economies and foreign exchange markets. Students will use real world events and data as case studies in order to develop a better understanding of the driving forces behind domestic and international macroeconomic markets. In the final portion of the course, students will have the opportunity to develop their own solutions to a local/global issue of their choice (such as poverty, environmental pollution, and limited access to education) based on their new understanding of macroeconomic theory. Course length: Spring Term Comparative Politics In 2012, the Economist issued a report entitled â&#x20AC;&#x153;Democracy at a Standstill.â&#x20AC;? This course uses the comparative model to ask students to consider whether democracy is in fact at a standstill, but more importantly, if and why we should care? By looking at current events, reading scholarly research, analyzing data, conducting personal interviews and engaging in a series of debates, students will constantly re-evaluate their own beliefs and understandings about how power should be distributed and utilized. Course length: Spring Term

Mathematics, Technology, and Computer Science MTCS courses are focused on the application of quantitative reasoning, logic and associated skills Computer Programming I: Java This course teaches students how to write programs in the Java programming language. Students will develop problem solving and computational thinking skills framed by the questions: How do computers store information? How do they make intelligent decisions? How can they efficiently process large tasks? Students will learn the major syntactical elements of the Java language though objected oriented design. The emphasis in the course will be on creating intelligent systems though the fundamentals of Computer Science. Students will write working programs through short lab assignments and more extended projects that incorporate graphics and animation. No previous computer programming knowledge is necessary. Course length: One year Multivariable Calculus Multivariable Calculus will extend the principles and techniques of a first course in calculus to higher dimensions. Students will study vector algebra and functions, matrices, curves in space, arc length and curvature, and velocity and acceleration. Students will also learn: partial differentiation, local extrema, exact differentials, chain rule, directional Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

derivative and gradient. This course is meant for students who successfully completed (B+ or better) a first year AP (or equivalent) calculus course. Students must have access to a computerized 3D graphing utility, such as Grapher (standard utility on Mac computers) or Autograph, and must be comfortable using or learning to use new technology. Course length: One year Advanced Statistics and Data Science This course is designed to help students discover the power, diversity, and broad applicability of statistics. Students will learn a variety of data analysis techniques, such as multiple regression, simulation studies, and survival analysis, with an emphasis on showing how these methods have revolutionized the use of statistics in fields such as engineering, environmental studies, economics, and medicine. Within each unit, guided activities assist students in working through the entire process of a real-world case study. The course uses an inquiry-based approach that teaches advanced statistical techniques through group work and hands-on exploration of current research questions. By researching the literature, planning and carrying out experiments, and presenting their results, students in this course will experience data analysis as it is actually practiced. Course length: Fall Term Note: Students should have taken at least one semester or equivalent of an introductory statistics course. Computer Programming II: Analyzing Data with Python In this course, students will utilize the Python programming language to read, manipulate and analyze data. The course emphasizes using real world datasets, which are often large, messy, and inconsistent. The prerequisite for this course is familiarity with and hands-on experience using some high-order programming language, such as Java, C++, VisualBasic, or Python itself. Because of the powerful data structures and clear syntax of Python, it is one of the most widely used programming languages in scientific computing. There are a multitude of practical applications of Python in fields like biology, engineering, and statistics. Course length: Spring Term Game Theory Do you play games? Ever wonder if you’re using “the right” strategy? What makes one strategy better than another? In this course, we’ll explore a branch of mathematics known as game theory, which answers these questions and many more. Game theory is widely applicable in the real world as we face dilemmas and challenges every day, most of which we can mathematically treat as games! We will consider significant global events like the Cuban Missile Crisis, Mandela’s rise in South Africa, or the rise of Nobel Peace Prize winner Sirleaf in Liberia from a math perspective. Specific mathematical ideas we'll discuss include two person zero sum games, utility theory, two person non-zero sum games, multi-player games, game trees, matrix algebra, linear optimization, and applications of game theory techniques to a plethora of real world problems. Course length: Spring Term

King’s Academy Course of Instruction 2014-2015 (March 2014)

iOS App Design Learn how to build apps for the iPod, iPhone, and iPad and publish them in the App Store. Students will work much like a small startup: collaborating as a team, sharing code, and learning to communicate with each other throughout the course. When students finish this course, they will have had the experience of being integrally involved in a project team. Students will understand the fundamentals of object-oriented programming, which is transferable to any modern programming language. Students will learn the valuable skills of creativity, collaboration, and communication in the service of creating something incredibly cool, challenging, and worthwhile. Course length: Spring Term Note: For this course, it is required that students have access to a computer running the most current version of Mac OS X. An iOS device that can run apps (iPod Touch, iPhone, or iPad) is also highly recommended.

Health, Medicine, and the Natural World H+M courses focus on understanding health from both biological and sociological perspectives. Introduction to Psychology In this course, students will study many aspects of psychology and how it relates to them. Students will research learning theories, brain development, cognitive changes, and biological aspects of behavior and complete an in-depth study on the ethics of past psychological research. In the final portion of the class, students will be asked to identify a character from a movie, book, or TV show and conduct a psychoanalysis on that character. Course Length: Fall Term Medical Problem Solving In this course students will collaboratively solve medical mystery cases, similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and treat patients. Students will use problem-solving techniques in order to understand and appreciate relevant medical/biological facts as they confront the principles and practices of medicine. Students will explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning experiences will include studying current issues in health and medicine, building a community-service action plan, interviewing a patient, and creating a new mystery case. Course Length: Fall Term Global Health What makes people sick? What social and political factors lead to the health disparities we see both within our own community and on a global scale? What are the biggest challenges in global health and how might they be met? Using an interdisciplinary approach to address these two questions, this course hopes to improve students' health literacy through an examination of the most significant public-health challenges facing Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

today's global population. Topics addressed will be the biology of infectious disease (specifically HIV and Malaria); the statistics and quantitative measures associated with health issues; the social determinants of health; and the role of organizations (public and private) in shaping the landscape of global health policy. Students will use illness as a lens through which to examine critically such social issues as poverty, gender, and race. Student work will include analytical and creative writing; research, and peer collaboration; reading and discussions of nonfiction; and online presentations. Course Length: Fall Term Neuropsychology This course is an exploration of the neurological basis of behavior. It will cover basic brain anatomy and function as well as cognitive and behavioral disorders from a neurobiological perspective. Examples of illnesses to be covered include: Alzheimer's disease, traumatic brain injury, and stroke. Diagnostic and treatment issues (including behavioral and pharmaceutical management) will be addressed. Additional topics include: professional standards and the code of ethics governing all psychologists; psychometrics; and the history of neuropsychology. This course can be taken as a continuation of Introduction to Psychology, although it is not required. Course Length: Spring Term Abnormal Psychology This course focuses on psychiatric disorders such as schizophrenia, character disorders, anxiety disorders, substance abuse, and depression. As students examine these and other disorders they will learn about their symptoms, diagnoses, and treatments. Students will also deepen their understanding of the social stigmas associated with mental illnesses. This course can be taken as a continuation of Introduction to Psychology, although it is not required. Course Length: Spring Term Organic Chemistry in Modern Life This course is designed with two goals in mind, one pragmatic and one philosophical. Pragmatically it will provide an absolutely invaluable foundation for further studies in the organic chemistry field, giving students a significant advantage at the beginning of any future course. Philosophically it aims to open an infinite world of discovery of complex molecules, their properties and reactions and applications, which hold the keys to confronting and solving the worldÂšs most challenging, future scientific problems. The emphasis of the course is on stimulating interest in organic chemistry through an exploration of the molecules relevant to modern life. Students can use this course as a springboard for further learning, as the beginning of a longer journey. Course Length: Spring Term Bioethics Ethics is the study of what one should do as an individual and as a member of society. In this course students will evaluate ethical issues related to medicine and the life sciences. During the semester, students will explore real-life ethical issues, including vaccination policies, organ transplantation, genetic testing, human experimentation, and animal Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

research. Through reading, writing, and discussion, students will be introduced to basic concepts and skills in the field of bioethics, will deepen their understanding of biological concepts, will strengthen their critical-reasoning skills, and will learn to engage in respectful dialogue with people whose views may differ from their own. In addition to journal articles and position papers, students will be required to read Rebecca Skloot's The Immortal Life of Henrietta Lacks. Course Length: Spring Term

Seminars Seminar courses examine single issues through multiple disciplines and lenses. Advocacy This skills-based course will explore the creativity, effort, and diversity of techniques required to change people's minds and motivate them to act. Students will learn how to craft persuasive arguments in a variety of formats (written, oral, and multimedia) by developing a campaign for change around an issue about which they care deeply. We will explore a number of relevant case studies and examples as we craft our campaigns. Units will include persuasive writing, social media, public speaking, informational graphics, and more. The culminating project will be a multimedia presentation delivered and recorded before a live audience. Course length: Spring Term Energy Students will develop a keen ability to analyze global energy issues. A historical and scientific exploration of fossil fuels gives students the foundation to tackle economic and environmental concerns related to traditional and alternative energy. Students do technical analyses of the rates of depletion of the reserves of major oil-producing countries, and investigate the motivations for an oil-producing nation to become member of OPEC. Students will take sides in major energy debates on topics like â&#x20AC;&#x153;frackingâ&#x20AC;? or the international movement of energy supplies. In their final project, students present to their peers on all key aspects of an alternative energy source, including technical and economic viability and environmental sustainability. Course length: Spring Term

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

AP CAPSTONE In 2013, the College Board invited King’s Academy to be one of only 100 schools worldwide to offer an innovative new diploma program as part of their curriculum for the 2014-2015 academic year: the AP Capstone program. The AP Capstone program is a two-course sequence of AP Seminar and AP Research that allows students to explore real-world issues while developing the analytic, research, problem-solving and communication skills that colleges look for in an applicant. Students typically take AP Seminar in the 10th or 11th grade, followed by AP Research. Students who earn scores of 3 or higher on the AP Seminar and AP Research Exams and on four additional AP Exams of their choosing will receive the AP Capstone Diploma. This signifies their outstanding academic achievement and attainment of college-level academic and research skills. Alternatively, students who earn scores of 3 or higher on the AP Seminar and AP Research Exams only will receive the AP Seminar and Research Certificate signifying their attainment of college-level academic and research skills. In keeping with the flexibility of the AP program, students taking the Capstone sequence are not required to pursue the Capstone Diploma. The 11th grade seminar is open to exceptionally qualified 10th graders, 11th graders, and (in 2014-2015 only) 12th graders. Preference will be given to 11th grade students committed to completing the AP diploma program. Students will be admitted into the AP Capstone Program based on their fulfillment of the following requirements: General:  Demonstrated ability to work independently, responsibly and in collaboration with others  Strong writing skills and/or the promise of success  Willingness to engage in class discussion  Specific:  A strong record of academic achievement and school attendance in sophomore year  Completion of Capstone application, including, o Short statement of interest o Endorsement from two teachers o Two writing samples (preferably timed and in-class)

King’s Academy Course of Instruction 2014-2015 (March 2014)

AP Seminar In the first year, students develop and strengthen their analytic and inquiry skills, exploring deeply two to four relevant issues chosen by themselves and/or their teacher. Students learn to consider an issue from multiple perspectives, evaluate the strength of an argument, and make logical, fact-based decisions. For example, a student might explore the question of whether national security is more important than a citizen’s right to privacy, or whether genetic engineering is beneficial to society. During the course, students complete a team project, an individual paper and presentation, and take a written final exam. Their AP Seminar Exam score will be based on all three components and will be reported on the standard 1-5 AP scoring scale. AP Research In this course, students work on an independent research project on a topic of interest to them. For example, students can:   

Dig deeper into a topic they studied in an AP course Work across academic areas on an interdisciplinary topic Study a new area of interest, perhaps one they would like to study in college.

At the end of the research project, students submit an academic paper of about 5,000 words and defend their work through a presentation. Their AP Research Exam score will be based on their paper, the presentation, and the defense and will be reported on the standard 1-5 AP scoring scale.

King’s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY ARTS (CRLA) It is the aim of the Department of Communication, Rhetoric and the Literary Arts (CRLA) to develop students' ability to use and appreciate the English and Arabic languages, both orally and in written discourse, to cultivate their facility for verbal analysis and persuasive writing and to introduce them to the major forms of literary expression. During their years at King's Academy, students progress systematically towards these goals by writing regularly for their courses and by participating periodically in formal declamations that will help them express themselves confidently in public speaking situations and prepare them for a life of cultural interactions, academic pursuits and political and social engagement. Students extend their knowledge of the grammatical and literary complexities of language as well as of its development, structure and beauty. Students study both English and Arabic in separate year-long courses for four years each. Because Kingâ&#x20AC;&#x2122;s Academy attracts and welcomes students from around the world, for many of whom English is a second or third language, the CRLA department seeks to ensure that all students entering the school have the opportunity to receive any additional support they may need. To this end, the regular four-year English program is supplemented with an additional series of English courses (English Language and Composition) which students may be asked to take before embarking on the study of a third language. Similarly, students with limited exposure to the Arabic language and who need to develop a firmer grounding in the fundamentals of Arabic are required to enroll in Modern Standard Arabic (MSA). This is offered at the six levels of schooling and prepares the students until they are ready to join the regular Arabic class of the grade. CRLA courses emphasize clarity of thought and expression, logical analysis and a close reading of literary texts, including fiction, essays, poetry and drama. Students study a broad array of writings and perspectives from a variety of traditions and historical periods. Class discussions encourage students to develop their own thinking skills, interpretations and voices. Because the student body is diglossic and bilingual, it is imperative that students are well prepared in both languages. Hence, the two departments are housed together and have regular meetings to discuss shared curricular materials and academic concerns.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

CRLA-ENGLISH Language and Composition This course is designed to develop the language skills students need to succeed not only in their English literature classes, but in all the academic work that requires them to be proficient readers, writers, speakers, listeners and thinkers. Language and Composition focuses on the essential skills and understandings that students need to thrive academically: how to gather, develop, organize and express ideas clearly and effectively. An examination given at the end of the school year determines their readiness to leave the course, at which time they will have the opportunity to enroll in the other world language courses offered at the school. Course length: One year Prerequisite: Placement exam and/or teacher recommendation Introduction to Literary Genres This course introduces 9th grade students to a world literature curriculum in which they encounter literary texts from different times and cultures, allowing them to explore narrative, verse and drama in their specific historical contexts. Students review the fundamentals of English grammar and syntax, expand their vocabularies to enhance their facility in reading and sense of diction, and become familiar with different genres of writing and the range of imaginative literature. Course length: One year Arabic Literatures in a Global Context This 10th grade course, which is taught in conjunction with the Department of History and Social Studies 10th grade course and CRLA-Arabic, provides students with the opportunity to study a variety of Arabic literary works that complement the material they explore in related courses. In addition, students participate in a number of language exercises involving debate and rhetoric, both oral and written. Course length: One year World Literature in English In this 11th grade course, students concentrate on literature written in the English language as it emerged in the United Kingdom, the United States and throughout the world. The emphasis is on writing, close readings of texts and the elements of literary analysis. This course prepares students to take the SAT Subject Test in literature. Course length: One year Readings in World Literature This course concentrates on a variety of texts from around the world. In their fourth year of English study, 12th grade students will have become discerning, passionate readers of literature whose facility in English allows them to express themselves lucidly and persuasively in oral and written discourse. Course length: One year

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Honors English Honors English courses in grades 10, 11 and 12 are designed for students who have demonstrated the motivation, self-discipline, ability and academic readiness sufficient to read and explore more difficult texts in greater depth and complexity. Honors courses accommodate the needs of students who have demonstrated that they are ready to read more challenging texts and meet more challenging expectations, particularly in their written work. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an entrance exam intended to demonstrate their readiness to thrive in an honors course. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits. AP Language and Composition This course is designed to prepare students to develop the reading, writing and thinking skills necessary to meet the challenge of the Advanced Placement examination in Language and Composition, which tests studentsâ&#x20AC;&#x2122; abilities to demonstrate a deep understanding of how authors use the principles and elements of rhetoric and language to develop meaning. Students enrolled in this course are challenged to read difficult nonfictional texts from a variety of disciplines, and to write for a variety of audiences and purposes in various genres. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an entrance exam intended to demonstrate their readiness to thrive in an Advanced Placement curriculum. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits. AP Literature and Composition This course is designed to prepare students to develop the reading, writing and thinking skills necessary to meet the challenge of the Advanced Placement examination in Literature and Composition, which tests studentsâ&#x20AC;&#x2122; abilities to demonstrate a deep understanding of how authors use language to convey meaning. Students enrolled in this course are challenged to read difficult works in a variety of genres and to develop the analytical skills necessary to develop a deep understanding of and appreciation for the subtleties and nuances of complex texts. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an exam intended to demonstrate their readiness to thrive in an Advanced Placement curriculum. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

CRLA-ARABIC Introduction to Literary Genres (Arabic 9) This course introduces 9th grade students to the various Arabic literary genres through exposure to a variety of works. Students encounter poetry, fiction, epistles and biographies from different literary periods of Arab history. Specific focus is directed at the pre-Islamic age and its famed Mu’allaqat, as well as the main literary figures and characteristics of that era. Students also read contemporary novels, including Ivy Tree by Mohammad Abdul Halim Abdallah, short stories from Mikhail Nuaymeh’s Kan Ma Kan (“Once Upon a Time”) and the play The Elephant, Oh King of the Times by Sa’adallah Wannous. Finally, students refine their writing skills while working with “Al Khatera” – topical essays developed around an idea or a thought. Language skills, integrated through context, include more complex spelling and grammatical/syntactical applications, as well as some metrical exercises in poetry. Course length: One year Prerequisite: Placement exam Literature and Literary Appreciation (Arabic 10) This course offers 10th grade students exposure to a wide variety of literary texts with the aim of cultivating their abilities in literary analysis, criticism and appreciation. Students experience a variety of readings that cover several genres: the rich heritage of gnomic literature with its proverbs and aphorisms, philosophical essays, selections from Arab narrative poetry and the epistolary tradition. Emphasis is placed on the Ummayad age through the study of the Andalusian Muwashahat and their lyrical stanzas, as well as some outstanding writers from that epoch. Additionally, two contemporary literary works are studied: Ghassan Kanafani’s novella Men in the Sun and Tawfeek Al-Hakeem’s play Pygmalion. Finally, students hone their skills in essay writing, debate and oral communication. Course length: One year Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students Literary Analysis (Arabic 11) Delving deeper into newer, more modern literary forms, this course introduces 11th grade students to autobiographical works, oration, extended critical literary essays, poetry, fiction and epistles. Students learn the basic elements of these genres and refine their analytical writing skills. The course focuses on expanding students’ knowledge of major poets and authors of the Abbasid age, including the Fatimi, Mamluki and Ayyoubi literary periods, with readings of the Maqamat and their comparative and contrastive verse. Students explore Hanna Mina’s End of a Courageous Man, and Heinrik Ibsen’s A Doll’s House in translation, the study of which may culminate in a stage performance. Course length: One year Prerequisite: Faculty recommendation and department consent

King’s Academy Course of Instruction 2014-2015 (March 2014)

Selected Literary Topics (Arabic 12) Senior students in this section study the approaches of authors in modern and contemporary Arabic literature, focusing on literary forms such as free verse, overseas or emigrant literature, poetic drama and literature in translation. They also study texts related to everyday themes and issues. For example, they read Charlotte Brontë’s Jane Eyre in translation and playwright Tawfik al Hakim’s Almalek Oudeeb (“Oedipus the King”) – which offers dramatic enrichment possibilities – as well as some short stories, both in Arabic and in translation. This course content also aims to enhance writing skills by focusing on the analytical essay. Course length: One year Prerequisite: Faculty recommendation and department consent Honors Arabic Honors Arabic courses in grades 9, 10 and 11 are designed for students who are gifted in the Arabic language, and who have demonstrated the necessary motivation, selfdiscipline, ability and academic readiness. Students expand upon the regular grade level curriculum and read literary works of different genres in greater depth and with more profound analysis. Course length: One year Prerequisite: An excellent mark on the placement test prior to grade 9. For grades 10 and 11, a minimum average of A- in previous Honors Arabic courses, or an A in standard grade Arabic, in addition to department consent Advanced Arabic (A-Level) Senior students gifted in Arabic read and write in preparation for the GCE Advanced Level Arabic exam. The course places special emphasis on literary text comprehension, translation from and into Arabic and English, using grammar to supply diacritical marks to texts and the study of issues related to Arab history, culture and art. In addition, students read three novels: The Thief and the Dogs by Naguib Mahfouz, Kalilah Wa Dimna by Ibn Al Muqaffa’ and The Lamp of Um Hashim by Yahya Haqqi. It is the expectation that those enrolled in this course will sit for the A-Level British examination. Course length: One year Prerequisite: Successful completion of 11th Grade Honors Arabic, a minimum average of B+ in the regular 11th Grade Arabic course, or having passed the placement exam Modern Standard Arabic (MSA) The MSA courses (3, 5, 7, 9, 10 and 1) are designed for students who are native speakers of Arabic but are not yet competent enough to join the regular Arabic class for their respective levels. They are also for those students who may enroll without the benefit of sufficient years of Arabic in their previous schools, whether in Jordan or abroad. Levels 3 - 7 expose students to vocabulary and language suited to each level, starting from a simple approach in the 3rd Level and advancing to more difficult standards of reading, writing, vocabulary and expression – both oral and written. This is done through audio visual materials, in-class exchange, research and reading. By Level 7, students’ vocabulary, grammar, language, oral and writing skills are established so that they can move on to the next level. Level 7 concludes with an introduction to literature. King’s Academy Course of Instruction 2014-2015 (March 2014)

Levels 9 - 11 study a simplified and shorter version of the corresponding, regular grade level syllabi, with less focus on the conventions and techniques of writing poetry. In addition, students read a variety of story selections in order to improve their language, sentence structure and modes of expression. Special attention is given to the expansion of each studentâ&#x20AC;&#x2122;s vocabulary and idiomatic skills. Upon the successful completion of this course, students are integrated into the regular Arabic curriculum the following year. Course length for each Level: One year or less Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF COMPUTER SCIENCE Computer science education means far more than learning how to use a computer, building a spreadsheet or even creating a webpage. It’s about problem solving, computational thinking and abstract reasoning across a broad range of subjects. A fundamental understanding of computer science enables students to be not just educated users of technology, but the innovators capable of using computers to improve the quality of life for everyone. The first aim of the Department of Computer Science is to assist students in learning logical reasoning, algorithmic thinking, design and structured problem solving – all concepts and skills that are valuable well beyond the computer science classroom. The second aim of the department is to encourage students to move beyond the fundamentals and hence, all students are required to take one term of computer science, in the 10th, 11th or 12th grade, with the opportunity to pursue further computer science courses in which they learn effective programming methods, design skills and advanced use of various software applications. The Department of Computer Science also supports students in developing the computerbased skills that will allow them to enhance how they learn, how they think and how they articulate their ideas. For many students, this means working in a networked environment with mostly web-based tools and standard applications such as email, word processing and spreadsheets. Therefore, students in the 9th grade may take Introduction to Computer Science (one term-long course), which covers fundamental concepts and skills. More importantly, these courses reflect the school’s belief that as students acquire computer literacy, students should also become fluent in the resources, techniques and ethics of 21st century internet research and usage. Introduction to Computer Science This course meets the need of students to understand and learn how to use the various applications and skills necessary for them to be successful in their studies throughout their high school careers. It is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Rather than focusing the entire course on learning particular software tools or programming languages, the course focuses on the conceptual ideas of computing and helps students understand why certain tools or languages might be utilized to solve particular problems. The goal of this course is to help students develop computational thinking skills and programming within the context of problems that are relevant to their lives. Students will also be introduced to topics such as interface design, limits of computers and societal and ethical issues. Course length: One term Introduction to Programming This one-term course provides students with a general understanding of what computer programming is all about. Students learn essential programming/analysis skills to break a problem down into discrete steps and use various programming constructs to solve the King’s Academy Course of Instruction 2014-2015 (March 2014)

problem by addressing those individual steps. The 3D interactive programming environment, Alice, is used in this course. For the most part, students learn to program not by listening to a teacher or watching the instructor do examples, but by doing programming themselves. This course is very hands on and students are programming in class regularly. Topics include problem solving, programming languages, storyboarding, pseudocode, functions, expressions, control structures and object-oriented design and programming. Upon completing the course, students will have a good basis for further study of computer programming and better general problem-solving skills. Course length: One term Introduction to Flash Game Programming This term-long course introduces core concepts of computer programming in the context of computer games. The course covers concepts and skills in problem solving and programming not limited to game programming, but also applicable to other application context. Students will use Adobe Flash, the ubiquitous Web multimedia and programming platform that serves many different purposes: a drawing program; an animation program; and a full-featured, modern programming language powered by the increasingly sophisticated scripting language known as ActionScript. ActionScript is a great language for beginners to learn to program games as it allows easy incorporation of graphics, animation, and sound. In addition, the syntax of ActionScript 3.0 is very similar to other programming languages. Learning ActionScript 3.0 also lays a foundation for students to learn other programming languages. Course length: One term Prerequisite: Introduction to Programming and approval of department head Website Design and Development This course provides students with a basic introduction to website design and development using HTML, PHP and SQL for data storage and retrieval. Students will learn fundamentals of HTML and commercial web-creation software packages; scanners and digital video cameras; and use of digital resource creation-and-manipulation programs. In addition to basic web design and coding, students will also learn basic database design principles while creating simple interactive websites. Course length: One term Introduction to Java Programming (Pre AP course) This course aims to introduce students to the fundamentals of computer programming like data storage principles and the main control structures of procedural programming languages. Students are expected to develop and improve their skills and problem-solving techniques. The course uses the Java language to help the students be prepared for the more advanced programming courses such as the AP Computer Science course. Course length: One term Prerequisite: Introduction to Programming or its equivalent and department consent AP Computer Science This course is based on AP Computer Science A which is equivalent to the first semester of a college level computer science course. The course involves developing the skills to Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

write programs or part of programs to correctly solve specific problems. AP Computer Science also emphasizes the design issues that make programs understandable, adaptable and when appropriate, reusable. At the same time, the development of useful computer programs and classes is used as a context for introducing other important concepts in computer science, including the development and analysis of algorithms, the development and use of fundamental data structures and the study of standard algorithms and typical applications. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. The course uses Java as a tool to help learn the methodology of object-oriented programming and problem-solving techniques through the development and usage of algorithms. Course length: One year Prerequisite: Introduction to Programming or its equivalent and department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR) At the core of the King’s Academy mission is a commitment to fostering an educational environment in which students from many different cultures can explore, share and thereby enrich one another’s values. At the same time, the school maintains a dedication to cultivating in students a thoughtful and impassioned loyalty to their own traditions, beliefs and personal commitments. In the Department of Ethics, Philosophy and Religion (EPR), Islamic and Christian Theology courses go far beyond the requirements of the Ministry of Education to deal with the entire spectrum of religious education, including theology, law, history, visual culture and contemporary social issues. The gateway course, World Religions, employs the guiding principles of global citizenship, responsibility and respect as it engages in the academic study of varying religious beliefs, practices and traditions throughout the world. The course seeks to instill a sense of compassion and curiosity in the minds of students that allows them to enhance their appreciation for and responsibility towards their own religion and those of others. In all courses, the department takes as a starting point the dictum that education is philosophy in action, and seeks to produce students who are not only well-versed in the theories of prominent ethicists and philosophers, but also fully committed to philosophical and ethical practice. As in all other disciplines, this department aims to foster academic rigor, exactitude and a mastery of materials, but it does not turn to external exams as a means of verifying how much is accomplished in the classroom. One of the central aims of the department is to produce young men and women intent upon discovering, for themselves, what it means to live a good life, and to prepare them for the longest and most exacting external exam: a life of self-reflection. Introduction to World Religions Religion has enriched cultures and civilizations since the beginning of recorded history. It has shaped humanity’s triumphs, its struggles, its deepest concerns, questions and emotions. Often the root of breathtaking human creativity, religion is sometimes misused for horrifying destructive ends. For these reasons and others, the study of world religions acquires greater urgency in our global civilization. This course introduces the five major religions of the world—Hinduism, Buddhism, Judaism, Christianity and Islam—from a historical and anthropological perspective. To that end, the belief systems of these five religions are discussed with maximum openness and with as little judgment as possible. By examining the religious beliefs, practices and images of others in this manner, we hope to understand what religion means to its adherents and how it shapes their lives. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders Introduction to Ethics The course introduces students to the most common positions in moral philosophy, including Ethical Relativism, Utilitarianism, and Kantian Ethics. During the course, students critically examine the contributions of some leading moral philosophers such as Socrates, Kant, Bentham, al-Ghazali and ‘Abd al-Jabbar to the field of ethics. From this King’s Academy Course of Instruction 2014-2015 (March 2014)

theoretical foundation, students are able to generate questions, explanations and possible solutions in response to different moral dilemmas. The course also enables students to formulate, communicate and write ideas clearly with due regard for academic honesty and integrity. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders First Questions in Philosophy Some questions perpetually baffle, excite or antagonize great thinkers and everyday folk alike. The mysteries of good and evil, proper behavior and good government, thought and perception, beauty, time and language—these are issues that philosophers, theologians, politicians and countless others have tried to resolve. This course introduces students to the way philosophers have dealt with these great questions, while encouraging a spirit of philosophical inquiry. As students approach these major topics, they also begin to assemble a philosopher’s toolkit: acquiring familiarity with formal argumentation, critical thinking skills and essay writing, as well as a conversancy with classic logical fallacies. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders Sufism Sufism is a mystical trend in Islam, and mysticism is an integral aspect of every religious tradition. The course investigates the historical origins of Islamic mysticism or Sufism and the nature of the long-standing relationship between certain Sufi traditions and other trends in Islam. It traces the evolution of Sufism from personal spiritual practice and experience to the establishment of Sufi brotherhoods, which spread throughout the Islamic world. Students learn how Sufism influenced various aspects of diverse cultures and traditions, including European and Middle Eastern philosophy, poetry, literature, music and art. Students also examine some essential elements of Sufi thought in the works of mystical authors, including Tagore, Jibran, Ibn al-Farid, Ibn ‘Arabi, Farid alDin al-Attar, al-Yashruti, Kierkegaard and Spinoza. Course length: One term Open to 10th, 11th and 12th graders (taught in Arabic) Declaring our Humanity: A Philosophical Perspective on the UDHR and Contemporary Global Issues This course uses the Universal Declaration of Human Rights (UDHR) to provide a framework for examining today’s world, a world that is markedly different from the one envisioned in that document. The course also ask whether the UDHR should be considered differently, and perhaps more critically, in light of recent political events such as the global economic downturn and the sweeping revolutions of the Arab Spring, as well as developments in fields as diverse as biology, cognitive science and political theory. Declaring Our Humanity attempts to be a course in “applied” philosophy, using the UDHR as a means of making a connection between pressing contemporary issues and a broad range philosophical ideas and controversies, drawn from multiple traditions and King’s Academy Course of Instruction 2014-2015 (March 2014)

many centuries. To achieve this end, it also aims to be a richly interdisciplinary, incorporating models and methods from diverse fields including history, journalism, literary criticism and media studies. The topics explored in this class include the survival of the institution of slavery into the 21st century, the use of torture by the United States and other Western countries in the war on terror, the complex relationship between the internet and free speech, the deepening problem of global poverty, and the hope (and fear) inspired by the emergence of new populist movements around the globe. Course length: One term Prerequisite: Course open to juniors and seniors only; permission of instructor required Islamic Studies This course serves as an introduction to the core principles and practices of the Muslim religion. In the first year, students focus on the following topics: the Qur’an, the Hadith, the doctrine of Islam, lessons from the life of the Prophet Mohammed (peace be upon him), concepts of Islamic jurisprudence, and Islamic morals and principles. Students study and learn to recite a number of designated Qur’anic verses. This course fulfills Jordanian Ministry of Education requirements for Muslim students. Course length: One year Prerequisite: The alternative course, Islamic Studies (in English), is for students with no previous knowledge of the subject or whose Arabic proficiency does not allow them to take it in Arabic. Islamic Studies II The second year of Islamic Studies builds on the foundation laid by the first year of study by expanding the students’ perspective to include early Islamic history, Islamic law and theology and aspects of Islamic civilization. Students study the practice and beliefs of Islam and understand it in the context of contemporary society across the Muslim world. This course fulfills Jordanian Ministry of Education requirements for Muslim students. Course length: One year Prerequisite: Successful completion of Islamic Studies I; the alternative course, Islamic Studies (in English), is for students who have taken the 9th grade course in English Islamic Studies III This course continues to build upon what the students have learned during the first two courses and expands their knowledge of the prophet’s bibliography, the holy Qur’an, the Hadith, Islamic jurisprudence and Islamic civilizations. Course length: Two terms Prerequisite: Successful completion of Islamic Studies II; the alternative course, Islamic Studies (in English), is for students who have taken the 9th grade course in English

King’s Academy Course of Instruction 2014-2015 (March 2014)

Christian Theology I This course provides an introduction to the history and beliefs of the Christian religion, based primarily on the study of the Bible and historical texts. Students read excerpts from the Bible, analyze its structure and become acquainted with various translations that have been made throughout history. Readings from the Bible emphasize attention to author, audience, background, purpose and timeframe of each book. Through study of the dominant figures and events in the Bible, students extrapolate the lessons conveyed and the basis for doctrine and practice. The course uses a variety of biblical resources and maps to convey the historical, cultural and social context. Course length: One year Christian Theology II Based on the foundation set in Christian Theology I, this course surveys major developments in the history of Christian theological thought through a critical examination of key theological concepts as they relate to worship and the evolution of the Christian faith. The course covers the books of the New Testament, the influence of Greek philosophy, the early church councils and the emergence of fundamental Christian doctrines (Trinity, Grace and the Incarnation). The distinctive features of Eastern Orthodoxy are also covered, as is the history of and theological basis for the division between the eastern and western churches. Medieval and Reformation theology is discussed, as well as emergence of Protestantism, the Evangelical movement and the state of Christianity in the modern world. Students gain an informed understanding of the Christian faith through a deeper understanding of its background and history. Course length: One year Prerequisite: Successful completion of Christian Theology I

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF FINE & PERFORMING ARTS Central to the philosophy of the Department of Fine and Performing Arts is the belief that artistic sensibility is a vital part of a well-rounded education. The department's courses are designed to nurture an appreciation for art in all its forms and to provide students with the opportunity to discover the joy that comes with creating and performing. In this department, students explore the study and conscious production of sounds, colors, shapes, forms and movements, engaging human awareness within the specific arts of theater, dance, visual arts and music. While a few courses are devoted to art appreciation, most of the courses in this department focus on artistic creation, performance and exposure to different forms of expression. Special emphasis is placed on local and regional artistic traditions such as mosaics, music and ceramics. Students are introduced to the formal study of the arts at King's Academy through three term-long courses. After attaining familiarity with the forms and techniques of artistic creation, students are able to pursue a variety of different artistic endeavors during their time at King's. In cases where students enter school with an already developed artistic ability, they may qualify for a higher-level course in the arts, or the introductory courses may be amended to meet their interests. These introductory courses recognize that students come to King's Academy with different backgrounds in the arts, and the school's program of instruction is therefore able to accommodate their experience and interests. The schoolâ&#x20AC;&#x2122;s ambitious arts program is not limited to the classroom. Co-curricular opportunities abound, with performance groups, gallery exhibitions, concerts and theatrical presentations. Accordingly, there is co-curricular time set aside in the afternoons for artistic activity. Students interested in private instruction in vocal and instrumental music are also able to arrange lessons through the department. Introduction to Performing Arts (IPA) This course is designed to develop studentsâ&#x20AC;&#x2122; basic technical skills, as well as encourage thoughtful engagement with many types of performance. Essential concepts common to dance, music and theater are taught. These include principles such as balance, observation, memory, breath control, mimicking and negative space. Course goals include the following: building basic skills used in the performing arts, such as attention, listening and collaboration; building skills that can be transferred to other academic and non-academic disciplines; building specific skills within the fields of dance, theater and music, such as pitch differentiation, fluid movement and action, proper breathing, supported speaking and flexibility; investigating the distinction and relationship between what people think of as separate disciplines (theater, dance and music) and the collective understanding that they are all under the umbrella of performing arts; and exploring creativity, expanding thinking, and learning about ourselves and others. Course length: One term Note: All freshmen should take IPA if they want to take Theater courses Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Theater I This course is designed as a further introduction to the discipline of Theater. Students are allowed the opportunity to act in scenes as well as to explore physical and vocal expression through a variety of activities and exercises. The course focuses on introducing basic theater vocabulary, developing an understanding of acting technique, introducing the fundamentals of theatrical production and developing a basic knowledge of the history of the theater. Course length: One term Prerequisite: Successful completion of Introduction to Performing Arts (IPA)/or audition and interview Theater II Theater II is an upper-level course in which students examine drama thoughtfully and in depth. Although the class is practically oriented, allowing students to act every day, it also focuses closely on the history and development of theater in more detail than Theater I. In addition to studying and performing scenes from classic dramatic texts, students read excerpts from works by major writers on theater and acting theory, including but not limited to Artaud, Brecht and Stanislavski. Students are expected to possess a higher level of independence and therefore the structure of the course results in more freedom pertaining to the roles that students take, such as actor or director, and more freedom in style. Course length: One term Prerequisite: Successful completion of Theater I/or audition and interview Advanced Theater Tutorial This is an intensive course for students with considerable acting experience. The structure of the class includes practical exercises, research and assigned readings from plays and theater professionals, and discussions. Students prepare and perform a mixture of scenes, monologues and one-act plays. Potential focus may include Commedia dell’Arte (comedy of the art of improvisation), political theater, improvisation, pantomime, acting for the camera, playwriting, theater of the absurd, or a mixture of the above. Students may repeat this course each term, and are encouraged to do so.  Course length: One term (full year highly recommended) Prerequisite: Successful completion of Theater II/or audition and interview Dance I This course places its primary emphasis on creativity and introduces students to basic concepts of contemporary dance, while also encouraging each individual to develop a unique, individualized movement vocabulary. Through the study of technique and improvisation, students expand their physical range and expressive capabilities and heighten spatial awareness. They also investigate concepts such as momentum, spiraling, breathing, alignment, musicality and timing. Students ultimately learn to apply the various aspects of dance to the composition of original, cohesive and exciting public presentations. Course length: One term

King’s Academy Course of Instruction 2014-2015 (March 2014)

Dance II Dance II continues to nurture each student’s original voice in dance, while examining other movement styles. Rather than mastering one specific dance style such as salsa, hip hop or ballet, students briefly examine elements from these styles, as well as others, to quickly analyze and adapt to each movement style or concept and to then incorporate them into their own technique. Other styles and concepts students may encounter during this course (depending on availability) are break dancing, dabkeh, acrobatics, African dance, Kabuki, swing, Feldenkrais technique, Alexander technique, yoga and Bartenieff fundamentals. Ultimately, the goal of this course is to develop a strong and flexible mind and body that the students can utilize to create innovative and original dance works. Course length: One term Prerequisite: Dance I or department consent Advanced Dance Tutorial Advanced Dance Tutorial is an advanced level course for experienced dance students. Students may repeat this course each term, and are encouraged to do so. The focus changes with each trimester – depending on student interest and guest artist availability. Concepts that may be examined include text and movement, animation and silent movies, dancing for the camera, guerilla dancing, contact improvisation and sight-specific choreography. In the past, students from this class have performed under the direction of such acclaimed choreographers as Elizabeth Johnson, Young Seung Lee, Yuko Mitsuishi and Yoshiko Chuma. They have also performed alongside artists from the USA, Japan and Palestine in the Amman Contemporary Dance Festival, one of the premiere dance festival in the region. Course length: One term (full year highly recommended) Prerequisite: Entry into this course is based on department consent following an interview with the student Afternoon Dance Company This dance company is a non-credit course that meets three afternoons per week during the co-curricular slot. Students spend the first 30 minutes of class warming up and learning various techniques and the second 30 minutes creating new and exciting dances together. This term-long course is open to beginners as well as advanced dancers. Students have an opportunity to perform for the larger community if they so choose. Course length: One term (full year highly recommended) String Ensemble (I, II, III) This course is open to both beginners and to students who have had previous instrumental experience. Each student may choose to specialize in one of the offered stringed instruments. The class aims to allow students to acquire skills to play the string instrument of their choice. In addition, students explore the required levels of music theory, ear training, music appreciation and music history relating to their specialized level. This course may be repeated as many times as the student wishes.  Course length: One term each (full year highly recommended. Prerequisite: Department consent

King’s Academy Course of Instruction 2014-2015 (March 2014)

Evening Orchestra Evening Orchestra is designed for instrumentalists with previous playing experience who aim to play in a larger ensemble and focuses on developing individual playing skills in a group setting. Students learn the techniques of playing together, while focusing on listening skills and musical awareness. This course meets two evenings per week. Course length: Full year Prerequisite: Successful completion of String Ensemble III or department consent Chamber Singers This course introduces students to vocal techniques which include posture, breathing and vocal production, along with ensemble techniques such as listening, voice blend and awareness of balance. These techniques develop students’ skills as ensemble singers and ultimately as soloists. Students are also exposed to different styles and genres of singing such as classical, Arabic, world, jazz and more. Course length: One term (full year highly recommended) Prerequisite: Department consent Chamber Music This course is designed for instrumentalists with previous playing experience. Students are arranged in smaller chamber groups according to their playing level. The chamber curriculum consists of weekly coaching sessions and individual sessions. Each group will be assigned a faculty member. Emphasis is placed on group participation, rehearsal techniques, ensemble issues, intonation work and mastery of staple chamber repertoire. Course length: One term (full year highly recommended) Prerequisite: Department consent Evening Choir Students registered for this course are asked to commit to classes twice a week for the entire year. During the evening class, students are introduced to a variety of musical learning activities such as reading, music appreciation and one-on-one vocal technical training sessions. The evening classes include an introduction to a variety of repertoire and styles of singing. Course length: Full year Music Appreciation: From Folk Tunes to iTunes This course is offered in the winter term of each academic year and focuses on a different topic each class. Topics range from folk tunes, jazz, minimalism, rock ’n’ roll, opera, Broadway, hip hop, electronic dance music, techno, world music and iTunes. Students may repeat this course each year. Course length: One term Music Theory Music Theory introduces the students to the fundamentals of music theory, compositional techniques and simple harmonization. This course is coupled with an ear-training module that compliments the students’ understandings of the theoretical work. Course length: One term King’s Academy Course of Instruction 2014-2015 (March 2014)

Introduction to Studio Art This course is designed to provide students with the means to think, feel, talk about art and understand the world around them in unique ways. Through a variety of drawing and painting lessons, mostly based on perception, students study line, shape and form, focusing on light, tonal drawing and perspective in black and white and color. Students learn to apply the elements and principles theory on 2D and 3D shapes made out of clay, plaster and wood. The purpose of this course is to promote lifelong participation in the arts by developing skilled artists, critics and historians of the arts. In order to do this, students must be immersed in opportunities to learn about the arts, perform and create in one or more of the art forms and learn to analyze and critique the arts. Students build on sequential learning experiences that encompass art history, criticism, drawing, painting, ceramics and production through the curriculum units in the area of drawing and painting, history of art, ceramics and sculpture. Course length: One term Drawing and Painting I In this course, students learn drawing techniques as well as explore a variety of drawing media (ink, pastel, mixed media, etc.). Drawing focuses on black and white or monochromatic rendering from life, pictures, masterworks and imagination. Painting includes wet media with processes such as transparent and opaque painting and focuses on the operations of color, with an introduction of basic water color and acrylic principles and techniques. Students are required to paint eight to 10 paintings covering a wide range of themes and styles. Course length: One term Prerequisite: ISA or permission of instructor Drawing and Painting II This course expands on the painting techniques and principles that were introduced in Painting I. Students are required to have some painting experience and to have a basic understanding of paint handling and color theory. Exercises are designed to challenge students to increase their technical and conceptual repertoire. Course length: One term Prerequisite: Drawing and Painting I or permission of instructor Advanced Drawing and Painting In this course, students work on their own projects within a certain theme. Each student should submit a proposal for the project with sketches explaining materials needed, different phases and a time line for each phase. Students will be expected to exhibit their work in the annual art show. This course provides the opportunity for students to pursue AP Studio Art: 3-D Design in grades 11 and 12 if they wish. Course length: One term Prerequisite: Drawing and Painting II or permission of instructor

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Ceramics I Ceramics develops basic skills in the creation of 3D forms and pottery from clay. This course teaches students the basics of hand building techniques. Pinching, coil building, additive sculpture, slab building and combinations of these may also be introduced. Students use various decorative techniques, in addition to learning how to glaze and how to research ceramics. They will create four to five pieces of ceramics and develop a ceramics vocabulary. Course length: One term Ceramics II This course provides the use of the wheel, and students learn to throw the basic forms that include cylinders, bowls, plates and bottles. Students work with surface treatments including paint, textures, colored slips and glazes, and non-firing stains. Ceramics history and appreciation is included in the course. Course length: One term Sculpture I Sculpture I is an overview of basic skills used to create three-dimensional works of art. With an emphasis on studio production, this course is designed to develop higher-level thinking, art-related technical skill, art criticism, art history and aesthetics. Course length: One term Prerequisite: ISA or permission of instructor Sculpture II This course introduces students to 3-D design principles such as form, structure, volume, visual balance, surface treatment, texture, composition, movement and scale. Students gain exposure to a variety of materials and the techniques – as well as the tools employed – with which to sculpt. A visual vocabulary is developed through an understanding of the creative process, personal aesthetic and conceptual intent. Course length: One term Prerequisite: Sculpture I or permission of instructor Advanced 3-D Art In this course, students continue the study of three-dimensional artwork through an investigation of various materials and the application of techniques. Those who came into this class from sculpture continue developing their expertise in that area while also being introduced to ceramics and other approaches to three-dimensional art. A similar statement can be made about students entering from the ceramics perspective. Students will be expected to exhibit their work in the annual art show. This course provides the opportunity for students to begin AP Studio Art: 3-D Design in their sophomore or junior year if they wish. Course length: One term Prerequisite: Ceramics II, Sculpture II or permission of instructor

King’s Academy Course of Instruction 2014-2015 (March 2014)

Printmaking This course is designed as an introduction to traditional methods of printmaking. Students design and construct basic relief, intaglio and paleographic techniques. The unique quality of the graphic aesthetic is emphasized along with the ability to produce original multiples through hands-on methods in print. Course length: One term Design I This course introduces students to design which is more than just a question of fashion or taste, but rather a way of asking fundamental questions to solve complex problems. Students are challenged to achieve a breadth of stronger design solutions in various media, including Photoshop, Adobe Illustrator and GeoSketch, by exploring projects along the full continuum of design disciplines: branding, advertising, editorial dsign, creative interactive projects, video and motion graphics. Course length: One term Animation This course introduces students to the basic concepts of animation. Using stop motion, pixilation and computer programs such as Flash and Photoshop, students learn how to make a story board and how to use the camera, drawings and the computer to create animation. All students complete one final project: their own animated story to be shown to the class and to a Kingâ&#x20AC;&#x2122;s Academy audience. Course length: One term Prerequisite: ISA or permission of instructor AP Studio Art: Drawing AP Studio Art: Drawing is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio in drawing for AP recognition. This full-year course is designed for students who have advanced talent and interest in visual art. The course helps them improve their technical methods, learn the functions of elements and principles of art, and help them to become creative thinkers who will contribute creatively and critically to their culture through the making of art. The AP process is a two-year commitment: in the first year, students take Advanced Drawing and Painting and in the second year, they work in AP Studio Art building and submitting a portfolio. Course length: One term Prerequisite: Advanced Drawing and Painting and permission of instructor; open to juniors and seniors only AP Studio Art: 2-D Design AP Studio Art: 2-D design is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio for AP recognition. This fullyear course is intended to address two-dimensional (2-D) design issues that involves purposeful decision making. Students are expected to end up with a portfolio that demonstrates mastery of 2-D design through any two-dimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, collage, fabric Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

design, weaving, illustration, painting and printmaking. The AP process is a two-year commitment: in the first year, students take Drawing and Painting and Introduction to Design, and in the second year, they work more independently in AP Studio Art, building and submitting a portfolio. Course length: One year Prerequisite: Completion of advanced level art course and permission of instructor AP Studio Art: 3-D Design AP Studio Art is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio for AP recognition. Students will continue to develop the artistic skills that they have developed in ceramics or sculpture. The AP process is a two-year commitment: in the first year, students take advanced 3-D Art and in the second year, they work in AP Studio Art building and submitting a 3-D portfolio. Course length: One term Prerequisite: Sculpture II, Ceramics II and permission of instructor; open to juniors and seniors only

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF HISTORY & SOCIAL STUDIES History rests on the collective memory of cultures and societies, accounting for their core values while also examining the impact of past decisions on present circumstances. Without history, one cannot undertake any sensible inquiry into the political, social or moral issues of contemporary society. The study of history opens students to opportunities necessary to develop a comprehensive view of the world and an understanding of societies including those whose traditions and values differ from their own. King's Academy believes that an understanding of world history fosters the kind of tolerance, empathy, respect, critical thinking and civic courage required by an increasingly pluralistic society and inter-dependent world. The Department of History and Social Studies at King's Academy uses the methods of the humanities—research, analysis and interpretation—to promote learning and the understanding of a shared historical past. The department's interdisciplinary approach begins with the study of the concepts of present individual and communal cultural identities. It then moves to methods for evaluating the past, and concludes with an examination of positive citizenship in the world. The goal is to recreate the context of an era so that students can identify and understand struggles, debates and accomplishments of that period. Possessing the facts of history, students can then engage with the past, weaving together these facts into interconnected patterns, and emerge with an understanding not only of what happened, but why it happened. Courses foster a sense of how it must have felt to stand in another historical era. In addition, students, especially in advanced courses, discuss issues of historiography—that is not only what happened and why it happened, but the different ways in which history can be narrated and the uses to which these different narratives are put. World History This course helps students recognize the ways in which their own outlook has been shaped by world events. Course curriculum begins with a study of geography as historically conceived, differentially understood and currently realized—in short, how it applies to our lives in the 21st century. Upon this foundation, students build a comprehensive knowledge of the history of the world, using cultural artifacts from ancient times to current day, including personal letters, works of art, architecture, political documents, memoirs and films. Using these historical tools, students analyze the evolution of turning points that have helped to shape civilizations and examine the parallel cultural and social transformations that underlie the modern world. In the second half of the course the emphasis shifts to the Middle East, allowing students to see the world’s history with an emphasis on this region, one of the primary axes of the world. The course concludes with an examination of the life and career of Ibn Khaldun (13321406), the well-traveled North African who became a model for social scientists. Ibn Khaldun was apparently the first scholar anywhere to look for patterns and structures in history. Course length: One year

King’s Academy Course of Instruction 2014-2015 (March 2014)

Big History "Where did everything come from? How did we get to where we are now? Where do humans fit in? Where are things heading? These are questions that origin stories of different cultures have addressed for thousands of years. Big history attempts to answer them by examining the entire past of the Universe using the best available ideas from disciplines such as astronomy, chemistry, biology, and history. Throughout the course, you’ll explore different scales of time and space and view human history from new angles. You’ll learn what we know and what we don’t, consider our place in the Universe, and develop your own ideas for what the future may hold.” -- Big History Project Website Big History is similar to a traditional year-long 9th grade history course in that it focuses on three critical skills (reading, writing and research) within a history-focused curriculum. Students in this hybrid course, however, will spend approximately half of their class time on campus, and the other half of their class time learning in online groups where they will work with students and teachers from other schools. This class serves as an alternative to 9th grade history for students who are interested in learning about human history through a multidisciplinary approach; learning in a highly supported, and nontraditional hybrid environment, providing increased flexibility along with opportunities for autonomous learning; and developing lasting relationships with students and teachers from other schools in a global, online classroom. Upon completing Big History, rising 10th graders will join their school’s standard 10th grade history class. Course Length: One year Prerequisites: Open to 9th graders only. Department consent History of the Middle East in the Context of the World This course discusses Middle Eastern history in the context of the globe, emphasizing the world in which our students live and operate as global citizens. During the year, we return often to the question of how conflict shapes identity and identity shapes conflict. Viewing the Middle East as “the crossroads of civilization,” the course begins with the events of the 2011 “Arab Spring” and uses the historian’s lens to try to make sense of what has transpired in the Middle East in the last few years. We then return to the 12th and 13th centuries, with the Crusades and Mongols as examples of clashes and encounters between peoples that sparked new developments in the Middle East. Moving forward, the course highlights developments in the Arab world, but not by seeing this region in a vacuum. We explore how the region fits in with other currents in the world in terms of the Indian Ocean trade routes, the conquest/fall of Constantinople, the triumphs and challenges with the Americas, Africa and Asia from 1450-1750 and the trade and development of coffee and coffeehouses. We then tackle thematic studies of revolutions, nationalist movements, and colonialism, both in the Middle East and around the world, as we seek to understand how the social transformations of the 18th and 19th centuries shaped the events of the 20th century. By the end of the course, students have a much greater understanding of the historical and modern identities at play in the Middle East and the upcoming challenges of the 21st century. Course length: One year

King’s Academy Course of Instruction 2014-2015 (March 2014)

History of the 20th Century This course is designed to illuminate two significant forces of the 20th century: the intricacies of diplomacy and foreign policy in a world of zealous nationalists and the power and influence the media has had on the shaping of Western history and worldview. The course opens in the late 1890s, an era which propelled America to the forefront of world affairs for the first time. Students move from an understanding of Victorian sensibilities to the paradigm breakers of the early 20th century: Einstein, Freud, Picasso and Emma Goldman. Students study the geopolitics of the age which plunged nations into the Great War, and see how the rise of communism and fascism created a teetering balance of political ideologies in the post-war world. After a study of the Second World War, focus shifts to the post WW II rise of powers beyond the Western tradition. The course ends with a study of the turn of the 21st century. Course length: One year Prerequisite: Department consent; open only to seniors United States History United States History is a year-long offering for 11th and 12th grade students. The overarching goal of the course is to look at a series of themes and issues that have arisen within and come to define the United States of America. The course is built upon an extensive examination and analysis of primary sources in order to gain a better understanding of past events, figures and phenomena. The course is designed to be a critical look at the United States from the outside – a study not only of the country’s founding principles, but also of the ways in which those principles have affected the United States’ sense of itself, and informed its actions on the world stage. Course Length: One Year The United States and the Middle East This course examines the history of contact between the United States and the Middle East since 1900. In keeping with King’s Academy’s guiding principle of global citizenship, students gain a better understanding of the interconnected histories of the Middle East and the United States, particularly the effects of US involvement in the area. The course follows the chronology of US-Mideast relations, focusing on key events such as the 1956 Suez War, the 1974 oil embargo and 9/11. Current events are also analyzed. Among the sources used are news articles, excerpts from books and political cartoons. Assessment is technology based. Students are expected to keep a journal about the course in the form of a blog. They are also asked to build a website on US-Mideast relations. The final assessment involves creating a 10-minute documentary about one key event in the history of US-Mideast relations, which requires using video editing software. Videos are podcasted and shown to the school community. The course is open to juniors and seniors. Course length: One term The Modern Middle East One: The Rise of Arab Nationalism (MME1) The first in a series of three classes, The Rise of Arab Nationalism is perhaps the most intense for some of our young students. From the very first day, students endeavor to align their own historical perspectives with those of the leading Middle East scholars of our day by adopting the mantra of “Here, we don’t just aspire to learn history. Here we King’s Academy Course of Instruction 2014-2015 (March 2014)

aspire to deal with history.” Thus begins a unique and interesting journey throughout the historical complexities of the Middle East in the 20th century. We begin with an overview of the sociopolitical and geographic realities of the region and its people. Beginning with an overview of the cultural and anthropological nature of Middle Eastern Society, students explore the concepts of Assabiyah (tribalism) and the wide variety of ethnic and sectarian manifestations across the region. From there, students will explore the socioeconomic realities of the region by having a deep look how oil and water have dominated the historical epoch of the contemporary Middle East. This involves an in-depth analysis of complex concepts such as Petro Politics, Peak Oil Theory and Petrodollars. From there we move on to the politics of water in the Middle East and their relation to political conflict. This involves working back from the modern day into the very beginning of history as we discuss Iran and the Strait of Hormuz, Somali Piracy in Bab Al Mandeb, the Suez Crisis of 1956 and finally the Battle of Gallipoli in the Turkish Strait. It is here, at the height of WWI that we begin our long march forward throughout the 20th century. Beginning at the climax of WWI, students use primary and secondary source documents in order to develop their understanding of nationalism as it pertains to the Middle East. We discuss the Armenian Genocide, the roots of the Kurdish issue, the rise of the House of Saud and the beginning of Arab Nationalist movements in the backrooms and cafes of Damascus and Cairo. From there, students do a critical analysis of the Great Arab Revolt, its aspirations and its controversies. This involves a detailed analysis of primary sources such as the Sykes Picot Treaty, the McMahon-Hussein Correspondence and the Balfour Declaration. The unit is capped off by a mock trial simulation called the Supreme Court of History in order to have a structured and well-researched courtroom style debate to define the legacy of controversial historical figures. The term ends with the concepts of Zionism and the Nakba, two of the more complex and emotional issues to deal with in a class such as this. However, this section of the course is often the most rewarding part of the material as students are free to develop and apply their own notions of empathy to material that for so long has been the source of conflict and controversy in the region. Taking a balanced approach, students use primary source material from both sides as well as a healthy amount of discussion in order to glean a more well-rounded and analytical view of the roots of the Israeli/Palestinian conflict and its implications for the region. Course length: Fall term The Modern Middle East Two: The Rise of Arabism (MME2) The second in the series, The Rise of Arabism is a course which deals with material that is applicable to the lives of our students in the modern day. We begin by a critical look at the Arab Spring from a historical and global context. We take a brief, yet hard look at the still unfolding change in the region and the intellectual ideals behind it. We begin in modern day Syria by analyzing sectarianism and the writings of Michel Aflaq. Then it’s on to Iran, with the 2009 elections and the role theocratic regimes play in the development of Middle Eastern history. From there, we move to Egypt, and the analysis King’s Academy Course of Instruction 2014-2015 (March 2014)

of the overthrow of the Mubarak regime and its roots in the idealism of Gammal Abdel Nasser. Finally, we end in Tunisia, where the actions of a single man sparked a wave of protests which would eventually engulf the entire region and change the course of Arab political thinking forever. It is in Tunisia that students begin their study of the historical complexities that have shaped modern realities. Beginning with the French colonization of North Africa, students look at how Orientalism, a concept coined by noted Palestinian intellectual Edward Said, found its roots in the cultural and artistic movements resulting from the French colonization of Algeria. This involves heated debate between our international and Arab students about how Arabs are portrayed in the West and the implication of these perceptions on political realities on the ground. From there, we move to Egypt where students explore the effects of colonialism on Egyptian society and their influence on the formation of Arab nationalist sentiment. This also involves the development of Muslim feminism (by looking at the writings of Huda Shaarawi), the rise of the Muslim brotherhood and the rise of Gammal Abdel Nasser and the Free Officers movement. We then return to Algeria with an in-depth look at the anti-colonial actions of organizations such as the Front de LibĂŠration Nationale (FLN) and their struggle for Algerian independence. This requires that students explore the tactics of such resistance groups and the reaction by occupying powers seeking to quell these movements. Therefore, students begin discussing terrorism and torture by watching the 1965 film La Bataille d'Alger in order to better understand the moral implications of such tactics. Finally, students take on the 1967 war in Egypt and its implications on Arabism. We look at the rise of the late King Hussein of Jordan and his continued struggle to further develop Arab Nationalism in Jordan and across the Arab world. Finally, we conclude the term with a hard yet interesting look at Black September in Jordan, the rise of the Baathist regime in Syria and the Lebanese Civil War. Crucial as they are, all of these require a deep understanding which is fostered by guest speakers, primary sources and debate among the students so as to better cope with the difficult historical realities that have shaped Middle Eastern history in the 20th century. Course length: Winter term The Modern Middle East Three: US Policy and the Middle East (MME3) The final class in a series of three, US Policy in the Middle East is perhaps the most complex area that we begin to explore. Beginning as an International Relations survey course, the class studies foreign relations concepts such as Realpolitik and Rational Actor Theory as well as myriad other diplomatic and political material which has been central to understanding the rationale behind US decision-making process in the region. The course then moves into a brief overview of the history of US Foreign Policy as a whole. Introducing such topics as Isolationism, Wilsonianism, Global Meliorism and Balance of Power Theory, the course analyzes historical and contemporary primary source

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

documents in order to better develop an understanding of how US foreign policy has been shaped across history. The course then begins a deep analysis of the United Statesâ&#x20AC;&#x2122; relationship with the Middle East be examining crucial elements of US foreign policy such as its complex relationship with Israel, the history of US involvement in Lebanon and the ever-present conflict with the nations of Iraq and Iran. Finally, we once again convene the Supreme Court of History in order to have a structured and well-researched courtroom style debate to define the legacy of controversial historical figures. As a whole, the US Policy in the Middle East class represents a unique capstone to a long journey in which students secure for themselves a firmer footing from which to discuss the history of the modern Middle East as they continue their future journey of learning. Course length: Spring term History of Freedom This course examines the history of this abstract concept from the birth of liberty in classical Greece to how it has influenced the events of Arab Spring. This course rests on the premise that ideas change history. Arguably, no idea in the history of the world has been more influential than freedom. The course enables students to penetrate definitions of freedom, and deal with the political, economic, social, cultural and moral dimensions of this concept. Students spend the year tackling difficult questions such as: What is freedom? Where did the idea come from? Is it a right, or something that must be earned? Is freedom the same as equality? How do we decide who takes part in a free society and who does not? What responsibilities come with freedom? What risks? Students discover that people have struggled with these questions for thousands of years and that the abstract concept of freedom offers few definitive answers to these difficult questions. The course examines 10 seedtimes of freedom, along with the people and events that helped shape the character of each. A great deal of time is spent discussing how the key thinkers of these periods affect the world today, and what it means to be a citizen of a free country. The seedtimes studied are: Ancient Greece, Rome, Islamic Golden Age, Age of Enlightenment and the US Declaration of Independence, US Civil War, Holocaust, India, South Africa, Palestine and Arab Spring. Course length: One term Power of the People The Arab Spring and the energy of youth is a constant reminder that we live in a world where understanding the social science of civic participation is essential. The political and social arena of the Middle East is changing drastically and the demand for reform has grown stronger. Entire populations have brought about tidal changes. It is more important than ever that students understand what their civic responsibilities are, how governance works and how reform can be a positive process in any given society. This course is a survey of the different forms of political systems, rules of law and governance of different states through time and within the Middle East and the world. It also examines the rights and duties of citizens within each political system. It takes a closer look at the

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

legislative and judicial processes of Jordan and how reform can be brought about in a constructive manner. Course length: One term The Peace to End All Peace This course explores the legacies of the various peace treaties that concluded World War I as to how they resonated throughout the 20th century and continue today. This is not a course on the war itself, but rather, on the crises and decisions made by the Allies after the conclusion of the war. How is the world today shaped by these crises and decisions? The course focuses on the creation of the modern Middle East, but also explores the quagmire that became modern Yugoslavia, the work of economists such as John Maynard Keynes who grappled with the problems of the war, the concept of mandates and colonies, the power and rivalries of the British and the French, the retreat of Russia from the world stage and the emergence of the United States as the world’s leading creditor nation. The course also offers an unusual feature in exploring the history of this political legacy in terms of music, exploring the preponderance of requiem music and how various folk music is “discovered” by western musicologists. Course length: One term AP World History This course surveys the history of the world, but rather than simply covering prehistoric times to contemporary history through conventional classroom methods, students explore history as historians do; by engaging in the extensive examination and analysis of primary sources to gain a better understanding of past events, figures and phenomena. Students should expect regular reading and writing assignments throughout the year, as the course aims to help improve their critical reading and composition skills. Students enrolled in this course are expected to sit for the AP World History exam in May. Course length: One year Prerequisite: Department consent AP United States History This course surveys the history of the United States from the earliest European colonial impulses to the beginning of the 21st century. The course is interdisciplinary in its scope, and multicultural in its exploration of the formation and evolution of the United States. Students engage in the extensive examination and analysis of primary sources in order to gain a better understanding of past events, figures and phenomena. As with the other AP history courses, students should expect regular reading and writing assignments throughout the year, as the course aims to help them improve their critical reading and composition skills. Students enrolled in this course are expected to sit for the AP United States History exam in May. Course length: One year Prerequisite: Department consent AP Art History In this course students study world history through the artistic images created by humankind – its scope spanning from prehistoric cave paintings to artistic works of the King’s Academy Course of Instruction 2014-2015 (March 2014)

year 2000. Students see the history of the world unfold within its intellectual, social, religious, economic and cultural context, deepening their understanding of art, architecture, painting and sculpture, as well as the civilizations from which these forms of expression were born. As this is an AP course, it emphasizes the sharpening of writing skills and the habits of effective thinking, speaking, reading and writing. Students enrolled in this course are expected to sit for the AP Art History exam in May. Course length: One year Prerequisite: Department consent AP Human Geography AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of the Earthâ&#x20AC;&#x2122;s surface. Students employ spatial concepts and landscape analysis to analyze human social organization and its environmental consequences. They also learn the methods and tools geographers use in their science and practice. Over the course of the year, students work to develop skills aligned with five college-level goals based on the National Geography Standards. These topics include: nature and perspectives, population, cultural patterns and processes, political organization of space, agricultural and rural land use, industrialization and economic development, and cities and urban land use. The course includes in-depth reading, case studies, projects and assessments. Students enrolled in this course are expected to sit for the AP Human Geography exam in May. Course length: One year Prerequisite: Department consent AP Psychology This course introduces students to the study of the human mind. Students learn about the biological basis for human emotions, personality traits, behavior, thought and learning processes. Special emphasis is placed on the study of human relationships (e.g. love and family relationships). In addition, students explore the role of psychology in phenomena such as racism, prejudice and various phobias. They have an opportunity to discuss and debate ethical dilemmas in psychology for instance: should mood-based illnesses like depression be considered actual illnesses? To supplement this course of study, students engage in the works of influential psychologists such as Freud and Jung, with emphasis on their contributions to the contemporary understanding of human behavior. Students enrolled in this course are expected to sit for the AP Psychology exam in May. Course length: One year Prerequisite: Department consent AP Economics In this course, which covers both microeconomics and macroeconomics, students gain an understanding of how scarcity and rational economic decision-making can shape individual decisions within a nationâ&#x20AC;&#x2122;s economic system and various market systems. In the microeconomics portion, individual households, firms and industries become the focal point for understanding laws, principles and models that give meaning to economic systems. The course also explores the vagaries of international trade, labor intensive goods, land intensive goods, capital intensive goods, gains from trade, trading Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

possibilities line, free trade, supply and demand, exports and imports, and production. The macroeconomics portion focuses on National Accounting, and on how nations face and solve their economic problems of recession or inflation. Lastly, the concepts of why nations trade will be explored by looking at exchange rates and specialization of countries. Students enrolled in this course are expected to sit for the AP Macro and AP Micro Economics exams in May. Course length: One year Prerequisite: Department consent AP Microeconomics This year-long AP Microeconomics course is designed for students who are not interested in the fast pace of the combination micro/macro course. Unlike AP Economics, which ends in writing two separate AP exams (one Micro and one Macro-economics), AP Microeconomics ends in one AP Exam. The course looks at the individual person, firm and industry to better understand how people manage scarce resources like land labor and capital. Students learn about market systems and supply and demand to help them grasp how and why economic choices are made, and how scarce resources are distributed. By understanding the cost data of a business, students will gain understanding of how a firms decides how much to produce and how many laborers should be hired to work. An understanding of how to solve basic formulas and work out percentages suffices. Students enrolled in this course are expected to sit for the AP Microeconomics Exam in May. Course length: One year Prerequisite: Department consent AP Macroeconomics Macroeconomics takes us into a deeper understanding of a nationâ&#x20AC;&#x2122;s economy. Nations seek to measure the health of their economies through a number of statistics. Students gain an understanding of unemployment and inflation, two of the major problems an economic system faces. They see how these two statistics change the economy by looking at the concept of aggregate demand and supply. Government plays a role in the economy by its spending and taxes (fiscal policy) to help solve economic problems. Understanding how a central banking system uses the money supply to correct problems is also a key component in the course. Finally, students will be introduced to international trade and exchange rates. Students enrolled in this course are expected to sit for the AP Macroeconomics Exam in May. Course length: One year (Not Offered 2014-2015) Prerequisite: Department Consent AP Modern European History This course surveys the history of Europe from the late Middle Ages to contemporary history. The course emphasizes the evolution of political, economic, social, philosophical, artistic and scientific trends. As in other AP history courses, students engage in the extensive examination and analysis of primary sources in order to understand the complexity and multiple perspectives of past events, figures and phenomena. There is intensive reading and writing throughout the year as the course Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

strives to hone the studentsâ&#x20AC;&#x2122; critical reading and composition skills. Students enrolled in the course are expected to sit for the AP Modern European History Exam in May. Course length: One year AP Comparative Government and Politics The AP course in Comparative Government and Politics is based on college-level introductory comparative government courses that focus on the comparative study of political institutions and processes in different regions of the world. This course provides an introduction to the essential questions and concepts used by political scientists to examine various state systems and investigates the functions of a state, relationships between citizens and the government, separation of powers, democracy and electoral systems, government-parliament relations, and fundamental questions of social and political rights. Throughout the course, students examine the political and constitutional systems of Great Britain, China, Nigeria, Mexico, Russia and Iran and use these examples to draw conclusions about global trends in government and politics. Students enrolled in the course are expected to sit for the AP Comparative Government and Politics Exam in May. Course length: One year Prerequisites: Department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF MATHEMATICS At King’s Academy, there is an appreciation for the intrinsic value of the study of mathematics: its power lies not with the mere manipulation of numbers, but in developing a mental discipline for approaching the solution of problems with a methodical, rational approach that is readily applicable to other disciplines. So, for example, when the processes used in proving geometric theorems are taught, what is stressed is the approach’s application to demonstrating theses in English or historical research. Starting with a set of given information, how do you systematically support a conclusions with data that is known? Leveraging a solid basis of mathematical knowledge and expertise in fundamental skills, the focus of the curriculum is the development of critical thinking by incorporating an ever increasing number of word problems of greater complexity as students transition from introductory to advanced courses in mathematics. King’s Academy has adopted a well-tested and proven course program that moves from Algebra I to Geometry and Algebra II to establish the basic mathematical thought processes and skills in both computation and visualization. Having completed those, students have a variety of higher level math courses from which to choose, including precalculus, calculus and AP Calculus AB or BC. Mathematics is one of the tools at the school’s disposal to prepare students to meet challenging problems in their future lives. Algebra I This is a course in first-year algebra with a focus on numerical, algebraic, graphing and verbal methods of problem-solving. The algebra topics of study include equations, proportions, and inequalities in one variable, writing, solving and graphing linear equations and inequalities, solving and graphing systems of linear equations, operations involving polynomials and factoring, solving quadratic equations, fractions, exponents and data analysis. Following Algebra I, students take either Integrated Math or Geometry. Course length: One year Prerequisites: Department consent Integrated Mathematics Covering all major topics of algebra and geometry, Integrated Mathematics is the foundation for all higher-level math courses. It enables students from a range of math backgrounds to tackle challenging problems with a variety of approaches and to improve their critical thinking skills. The algebra topics of study include writing, solving and graphing linear equations and inequalities, solving and graphing systems of linear equations, operations involving polynomials and factoring, solving quadratic equations, and exponents and radicals, while the geometry topics of study include the properties of lines in a plane, triangles, polygons, similar polygons and right triangles including trigonometric ratios, circles, area and volume. Course length: One year Prerequisites: Department consent

King’s Academy Course of Instruction 2014-2015 (March 2014)

Geometry The Geometry course is designed to provide a solid foundation of basic and fundamental algebraic and geometric concepts. Upon completion of the course, students should have a firm and confident grasp of Euclidean geometry and be well prepared for further study in mathematics, namely Algebra II and beyond. Constructions, investigations, proofs and projects are used to explore the various facets of geometry. The topics include both inductive and deductive reasoning, and plane, spatial, coordinate, and transformational geometry. Course length: One year Prerequisites: Department consent Algebra II Fundamental to the study of advanced Algebra is the thorough development of the concept of functions. Course material includes an emphasis on slope as an average rate of change, introduction of inverse functions, exponential and logarithmic functions, polynomial functions, rational expressions and functions, radical expressions and functions, the introduction of imaginary numbers, right triangle trigonometry and matrices, and an overview of statistics and probability. A graphing calculator is required. Course length: One year Prerequisites: Completion of Algebra I and Geometry or Integrated Mathematics Pre-Calculus Pre-Calculus is not a specific, discrete study in mathematics, but rather a course that focuses upon establishing the student's knowledge and skills in preparation for undertaking more advanced math studies. While many of the topics introduced in Algebra II are revisited, they are covered in greater depth and breadth. Included are more challenging studies in functions, analysis of their domains and ranges, recognition of families of curves and their transformations, the study of conic sections, advanced trigonometry, arithmetic and geometric series, and statistics and probability. A graphing calculator is required and integral to the course as methods of solution include algebraic, numeric and graphical approaches. Course length: One year Prerequisites: Algebra II, Algebra II Honors or FST, and department consent Algebra II Honors Algebra II Honors includes all of the material studied in the regular Algebra II course (linear functions and systems, matrices, quadratic and polynomial functions, exponential and logarithmic functions, radical and rational functions, trigonometry and probability and statistics) with particular emphasis on challenging word problems and applications of the concepts. This course is an excellent choice for students who want to enhance and develop furthermore their critical thinking and problem-solving skills and prepare well for the Pre-Calculus Honors course the year after. A graphing calculator is required. Course length: One year Prerequisites: Completion of Algebra I and Geometry or Integrated Mathematics and department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Pre-Calculus Honors Pre-Calculus Honors consolidates algebra and geometry skills, and emphasizes application and synthesis of those topics as a preparation for AP Calculus. The topics include solving algebraic equations and inequalities, function operations, polynomial and rational function analysis, exponential and logarithmic functions, trigonometric functions and applications, sequences and series, and conic sections. Problems are solved numerically, graphically and algebraically, and a graphing calculator is used extensively for modeling and analyzing functions. Course length: One year Prerequisites: Algebra II or Algebra II Honors and department consent Functions, Statistics and Trigonometry (FST) Designed to supplement the material presented in Algebra II, FST completes the study of the elementary functions; linear, quadratic, exponential, logarithmic and trigonometric. Additionally, the course develops some material from finite mathematics including an introduction to probability and statistics, additional applications of trigonometry, and sequences and series. The topics cover a wide range of mathematics and are designed to significantly enhance students' ability to undertake the study of advanced statistical applications. Throughout the entire course, modeling of real phenomena is emphasized. A graphing calculator is required. Course length: One year Prerequisites: Algebra II and department consent Calculus This course covers all of the first semester as well as some of the second semester topics of a college-level calculus survey course. Included are studies in limits and continuity, derivatives and integrals and selected applications of them and an introduction to differential equations. Pre-calculus topics are reviewed when appropriate to ensure contextual presentation of new material. A graphing calculator is required. Course length: One year Prerequisites: Pre-Calculus or Pre-Calculus Honors and department consent Linear Algebra Widely used in both abstract algebra and functional analysis, linear algebra is the branch of mathematics concerned with the study of matrices, vectors and vector spaces, systems of linear equations and linear transformations. Linear algebra has extensive applications in engineering and technology, biology and life sciences, business and economics, physical sciences, and statistics and probability. Course length: One year Prerequisites: AP Calculus BC AP Calculus AB A rigorous and challenging course comparable to courses in colleges and universities, AP Calculus AB is designed for students with excellent mathematical skills who seek college credit, college placement or both from institutions of higher learning. Based on the College Board Advanced Placement AB syllabus, the course approaches the calculus Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

concepts (limits and continuity, derivatives and integrals and their applications) from multiple perspectives – graphically, analytically, numerically and verbally. A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: Pre-Calculus or Pre-Calculus Honors and department consent AP Calculus BC Designed as an extension of Calculus AB rather than an enhancement, AP Calculus BC includes, along with all Calculus AB topics, additional topics such as: integration by parts and by tables, improper integrals, Euler’s Method and L’Hôpital’s Rule, infinite series, parametric equations, and polar coordinates and polar graphs. A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: AP Calculus AB and department consent AP Statistics This course follows the College Board Advanced Placement syllabus and is designed to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad-conceptual themes: exploring data (describing patterns and departures from patterns), sampling and experimentation (planning and conducting a study), anticipating patterns (exploring random phenomena using probability and simulation) and statistical inference (estimating population parameters and testing hypotheses). A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: Pre-Calculus, Pre-Calculus Honors, or Functions, Statistics and Trigonometry and department consent

King’s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF PHYSICAL & LIFE SCIENCES The study of science at King's Academy instructs students in the fundamentals of investigating phenomena in the world through systematic observation, the gathering of empirical evidence and the quantitative analysis of data. Students learn how to amass a body of objective knowledge about the world through the formulation of scientific hypotheses and their validation through experimentation, thereby creating an understanding of the laws and mechanisms that govern specific fields of inquiry from human biology to solid-state physics. King’s Academy offers a comprehensive range of science courses. Ninth graders start their journey by taking a one-year introductory course in biology. In the 10th grade students experience the joy of chemistry in an introductory course. Upon completion of these two introductory courses, in addition to courses offered by the Department of Mathematics, students would be prepared to take more rigorous courses in the 11th and 12th grade, such as advanced placement courses in biology, chemistry and environmental sciences. Students are also required to take one year of introductory physics, which prepares them for taking an advanced physics course. In their upper class years, King's Academy students are expected to sit for AP and SAT tests in the sciences; upon graduation, they will possess a scientific literacy that enables them to think critically not only about the material questions of science, but also about current issues in the various fields some of which include bioethics, genetic testing, global warming and nuclear power—which attest to the potential of science and technology as well as their limitations. Introduction to Biology This course familiarizes students with the major concepts of biology. After successful completion of this course, students will be prepared not only to study more advanced biological concepts but also to begin study in other scientific fields. Students explore the nature of science and inquiry, interpreting data and drawing conclusions. Some of the course topics covered include ecology, evolutionary theory and organismal biology, as well as cell biology. Course length: One year Conceptual Physics This course is intended to familiarize 9th grade students with the major skills needed to explore and investigate the classical laws of physics and its applications. Students are exposed to the following topics: mechanics, thermodynamics, waves and optics, electricity and magnetism. This course focuses on the qualitative understanding of the laws governing the physical universe rather than a quantitative approach. Successful completion of this course with a final grade of A-+ or higher allows students to pursue their interest in physics by joining the AP Physics 1 and/or AP Physics 2 course in 11th or 12th grade. Course length: One year Prerequisite: Department consent King’s Academy Course of Instruction 2014-2015 (March 2014)

Introduction to Chemistry In this introductory course for 10th graders, students become familiar with principles of chemistry through experimentation. The study of the fundamental properties of matter allows for the development of quantitative models of chemical systems. Students investigate atomic theory, chemical bonding, periodicity, kinetics, equilibrium, acid-base behavior and oxidation reduction reactions by direct lab experience. This course is designed for students enrolled in math courses lower than Algebra II. Course length: One year Prerequisites: Consent from both the Department of Physical and Life Sciences and the Department of Mathematics Chemistry In this course, students become familiar with the principles of chemistry and scientific inquiry through experimentation. The course traces the developments that led to our modern understanding of atomic theory and its application to diverse topics from kinetics and thermodynamics to acid-base and electrochemical reactions. Students learn to design and conduct their own scientific investigations and present and debate their findings as a scientific community. They develop proportional reasoning skills through repeated application to a variety of topics. Students may take the SAT Chemistry test upon completing the course. Course length: One year Prerequisites: Successful completion of or parallel enrollment in Algebra II Honors Chemistry In this course, students become familiar with the principles of chemistry and scientific inquiry through experimentation. The course traces the developments that led to our modern understanding of atomic theory and its application to diverse topics from kinetics and thermodynamics to acid-base and electrochemical reactions. Students design and conduct their own scientific investigations and present and debate their findings as a scientific community. Students who have a strong foundation in proportional reasoning are exposed to a fast-paced and rigorously mathematical curriculum that will prepare them for the level of mathematics required in AP Chemistry and/or in preparation for the SAT Chemistry test. Course length: One year Prerequisite: An minimum average of A- in the first two terms of the 9th grade science course and successful completion of or parallel enrollment in Algebra II Biology This course builds upon the concepts studied in Introduction to Biology in order to prepare 11th and 12th grade students for college. Major topics covered include vertebrates, animal behavior, plant diversity, photosynthesis, cellular respiration, heredity and genetics, evolution and human organ systems. Concepts are reinforced with laboratory investigations and activities, as well as term projects which provide students with the opportunity to go beyond what the course requires them to learn and to apply what they have learned. Students in this course may take the SAT Biology test if they so choose. Course length: One year Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Honors Biology This course is an accelerated version of the Biology course, and as such, students explore the same concepts as the regular course but progress through topics at a faster pace and in greater depth. Students enrolled in this course are expected to take the SAT Biology test upon completion of the course. Course length: One year Prerequisite: Students are eligible for Honors Biology only if they have earned an average of A- or higher in the first two terms of their 9th grade science course Physics The purpose of this course is to explore and investigate the classical laws governing the physical universe. Students examine and seek to explain various physical phenomena based on these fundamental laws. The course exposes students to the following topics: kinematics, thermodynamics, waves and optics, electricity, magnetism, and atomic and nuclear physics. Students enrolled in this course are expected to take the SAT Physics test upon completion of the course. Course length: One year Prerequisite: Successful completion of Algebra II Honors Physics This course is an accelerated version of the regular physics course, and as such, is intended to replace the regular course, not as the next course in a sequence. Students who have taken Physics will not be admitted into Honors Physics at a later point. Students enrolled in this course are expected to take the SAT Physics test upon its completion. Course length: One year Prerequisite: Students are eligible for Honors Physics only if they have earned an average of A- or higher in the first two terms of chemistry or biology. They must also have earned an average of A- or higher in Algebra II Marine Biology Marine biology is a term-long elective course for students who have demonstrated interest and proficiency in the study of biology. The course covers an introduction to the study of life in the seas with special emphasis on life in the Red Sea, the Gulf of Aqaba, physical oceanography and the impact of humans on the oceans (specific to the Gulf of Aqaba and globally). Science communication via reading, writing, field technologies, labs, oral presentations and illustrations is required in addition to field trips to Aqaba and an individual project that allows students to address individual interests. Students taking the course are expected to be self-motivated and interested in oceans and the life “downstairs”! The course explores the creatures of the Gulf of Aqaba, learning about their habitats, their physical and behavioral characteristics, and the marine environment in which they live. Many great activities are planned for this class to ensure that it is both fun and educational. Course length: One term Prerequisites: One year each of Chemistry and Biology.

King’s Academy Course of Instruction 2014-2015 (March 2014)

Astronomy This course serves as a comprehensive survey of the universe as we know and understand it. Students conduct observations of the night sky using on-campus and remote telescopes. Topics covered in this course include the formation and development of stars, solar systems and planets, the nature of light, optics and historical astronomy. Course length: One term Microbiology The microbiology course covers the study of microorganisms and their relationship to health, ecology and related fields. This course includes both a laboratory and lecture component with the lab component being an integral part of the course and reinforcing what the students have learned in class. Course length: One term Prerequisites: One year each of biology and chemistry; this course is open only to 11th and 12th graders Introduction to Biotechnology Introduction to Biotechnology integrates the fundamental concepts of life and physical sciences together with the basic laboratory skills necessary in the biological sciences. This course may serve as either the second course in the Biotechnology Research and Development pathway or as an independent science elective. The course introduces students to the fundamentals of biotechnology, current trends and careers in biotechnology, and the business, regulatory and ethical aspects of biotechnology. The knowledge and skills gained in this course will provide students with a broad understanding of biotechnology and its impact on society. Introduction to Biotechnology is intended to meet the needs of a diverse body of learners. The target audience includes all students who choose postsecondary education, providing them with foundational concepts and established laboratory protocols in a broad spectrum of disciplines such as biology, chemistry, biochemistry, biotechnology, microbiology, molecular and cell biology, genetics and immunology. In addition, the course has the potential to foster scientific literacy and to provide entry into the biotechnology career field. Course length: One term Prerequisite: Successful completion of Introduction to Biology; only 11th and12th graders can take this course Projects in Environmental Engineering and Design Students design and build functional, full-size projects using alternative energy technologies. Specifically, students explore environmental engineering procedures and practices through hands-on application of solar and wind power technologies. Projects may include solar-powered laptop computer charging stations to be placed around campus, underwater submersible robots (AUVs) designed for water quality monitoring, a solar-powered water purification system, a mid- to large-scale wind generator prototype, designing and building a full-sized solar/hydrogen hybrid car, and/or student-generated project ideas approved by the instructor. Students interact and learn from professionals through guest lectures, mentorships and internships in a unique curriculum that utilizes the latest technology and equipment. Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Course length: One year Prerequisite: Successful completion of one-year biology and chemistry courses and parallel enrollment in a physics year-long course; only 11th and 12th graders can take this course YClass (Project-Based Learning) This course is designed to enhance the entrepreneurial skills of 11th and 12th grade students through a project-based interdisciplinary approach to problem solving, collaboration and creativity. The Socratic instruction focuses on 21st century skills, guiding students to become autonomous in their problem-solving abilities. Students are asked to take part in numerous projects that require them to pose the question â&#x20AC;&#x153;Why?â&#x20AC;? Answers are derived through their own cultivation of ideas, both qualitative and quantitative assessment of data and applications to the real world. The course asks students to plan, collaborate, discuss, think critically, formulate hypotheses, set expectations and present in a variety of mediums. Additional learning experiences include studying current issues and involving community organizations. Course length: Spring term Prerequisites: Department consent AP Biology The AP Biology course focuses on enduring, conceptual understanding and the content that supports it. This approach enables students to spend less time on factual recall and more time on inquiry-based learning of essential concepts. It enables them to develop the reasoning skills necessary to engage in the science practices used throughout their study of this course. To foster this deeper level of learning, the breadth of content coverage in AP Biology is defined in a way that distinguishes content essential to support the enduring understandings from the many examples or applications that can overburden the course. Students who take an AP Biology course will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The material covers diverse topics, ranging from the inner workings of a cell in biochemistry and heredity to how organisms have evolved and learned to interact with one another. Lab work is an integral component of the course where students are exposed to simple experiments such as diffusion and osmosis to more complex experiments that deal with molecular biology. Course length: One year Prerequisite: Successful completion of Introduction to Biology, basic knowledge of chemistry and department consent AP Chemistry AP chemistry is a course modeled around a comparable college course that aligns with college level standards. The AP curriculum has been developed to promote enduring, conceptual understanding by implementing inquiry-based learning. This approach helps students to develop advanced inquiry and reasoning skills necessary to engage in the Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

science practices used throughout the AP course and in real life. The course explores major topics in modern inorganic chemistry at the first-year college level. Through extensive lab work, independent reading and class discussion, students investigate topics in atomic structure, nuclear chemistry, bonding, equilibrium, kinetics and electrochemistry. Students enrolled in this course are expected to take the AP Chemistry exam in May. Course length: One year Prerequisite: Successful completion of Chemistry, Algebra II and department consent AP Physics 1: Algebra-Based AP Physics 1 is the equivalent to a first-semester college course in algebra-based physics. It is designed to enable AP students to develop a deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course covers Newtonian mechanics (including rotational dynamics and angular momentum; work, energy, and power; and mechanical waves and sound. It will also introduce electric circuits. Students enrolled in this course are expected to take the AP Physics 1 Exam in May. Course length: One year Prerequisite: Algebra II and department consent AP Physics 2: Algebra-Based AP Physics 2 is the equivalent to a second-semester college course in algebra-based physics. It is designed to enable AP students to develop a deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. Students enrolled in this course are expected to take the AP Physics 2 Exam in May. Course length: One year Prerequisite: Successful completion of AP Physics 1, Algebra II and department consent AP Physics B The AP Physics B course includes topics in both classical and modern physics. A solid understanding of algebra and basic trigonometry is required for the course. Curriculum seeks to cover similar college courses. Accordingly, AP Physics B covers five general areas of study: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. Students enrolled in this course are expected to take the AP Physics B exam in May. Course length: One year Prerequisite: Successful completion of Physics, Algebra II and department consent AP Physics C This course is designed to simulate college-level study for those students who show particular strength in mathematics. Half of its curriculum is devoted to mechanics. Use of calculus in problem solving and in derivations is expected to increase as the course progresses. In the second half of the course, the primary emphasis is on classical electricity and magnetism. Calculus is used freely in formulating principles and in Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

solving problems. Students enrolled in this course are expected to take the AP Physics C exam in May. Course length: One year Prerequisite: Successful completion of Physics, completion or parallel enrollment in AP Calculus and department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

DEPARTMENT OF WORLD LANGUAGES In the Department of World Languages, students pursue a rigorous and practical study of one of three major world languages â&#x20AC;&#x201C; Chinese, French or Spanish. Keeping in mind the objectives of an AP curriculum and following the recommendations of the Common European Framework of Reference (CEFR) for foreign language teaching and learning, the department has established a pedagogical structure based on three main levels of communicative competency: basic user, independent user and proficient user. In accordance with an action-oriented approach that considers languages preeminently as tools for social interaction and communication, instruction and assessment are proficiency-based, centered on the integrated performance of the four traditional language skills of listening, speaking, reading and writing. In addition, these courses underscore the role of culture and the tacit aspects of non-verbal aspects of communication within a linguistic system. Advanced coursework includes the study of literary texts and literary analysis in the vernacular. In order to provide students with as much exposure to the language as possible, classes are taught in the target language from the most basic level onwards. Finally, each year, selected students may participate in a summer study-abroad program, affording them the opportunity to immerse themselves fully in the culture of their chosen language. Elementary French I-101, Elementary French I-102 Elementary Spanish I-101, Elementary Spanish I-102 Course length: One year for complete and false beginners Elementary French II Elementary Spanish II Course length: One year for breakthrough-level students These courses aim to enable beginners and breakthrough-level students, respectively, to become basic users of these foreign languages. For this purpose, these courses look to develop studentsâ&#x20AC;&#x2122; abilities from the very beginning in three dimensions: as social agents; students progressively acquire the knowledge and skills that allow them to carry out basic tasks relating to immediate needs and to participate in simple social interactions exchanging information on everyday activities and personal issues, as intercultural speakers; students start familiarizing themselves with basic elements of the new cultural system conveyed by the target language and begin to build their intercultural awareness, and as autonomous learners; students are taught how to use strategies and techniques that allow them to plan and control their learning process. Methodologically, both course levels aim to familiarize students from the very first stages with a task-based approach to foreign language teaching and learning. The main focus of coursework is on bringing authentic communicative contexts into the classroom and using the foreign language as a tool for completing real tasks and for real communicative purposes. Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

Note: Elementary French and Spanish I-101 are for total beginners who have not taken any French or Spanish previously, while Elementary French and Spanish I-102 are for students who have either taken the languages before but for a short period of time, or students who have been unable to pass the placement test to the level above. Elementary French and Spanish I-102 help such students review and strengthen their knowledge and basis of the languages and give structure to their fragmentary and dispersed knowledge, while also building on their communicative competency through the integration of the four skills (listening, speaking, reading and writing). Intermediate French I Course length: One year Prerequisite: Successful completion of Elementary French II Intermediate Spanish I Course length: One year Prerequisite: Successful completion of Elementary Spanish II Intermediate French II Course length: One year Prerequisite: Successful completion of Intermediate French I Intermediate Spanish II Course length: One year Prerequisite: Successful completion of Intermediate Spanish I These courses lead to the achievement of the threshold level—the lowest level of general foreign language ability that is academically recognized. Students who reach this level in French or Spanish dispose of the minimal means needed to transact the business of everyday life and to make social contact with those they meet, for example, while traveling in a country where French or Spanish is the native language. These courses aim to broaden students’ linguistic, cultural and strategic knowledge and skills in order to enable them to carry out less simple tasks relating to needs that go beyond basic survival and that embrace a larger array of communicative settings. Students are also taught how to deal with basic intercultural situations and how to identify their language learning needs as well as those resources and strategies that may help them in the process of “learning to learn.” Task-based learning activities (e.g. establishing classroom rules, relating anecdotes about a trip, inventing a gadget to solve an everyday-life problem, editing a newspaper, participating in a debate on the future of the environment, etc.), which require the actual use of the target language, reflect the communicative expansion that the T-Level represents and strengthen students’ motivation by providing them with an immediate sense of accomplishment and utility. For basic users, these intermediate courses represent two successive stages leading to the completion of the next level of communicative competency.

King’s Academy Course of Instruction 2014-2015 (March 2014)

AP French AP French focuses on developing student proficiency in the language and aims at preparing students for the different components of the AP French Exam which they are expected to take in May upon completion of the course. The objectives of the course are:  The development of student fluency in oral description of a picture or a scene, and opinion making and giving in a limited timeframe. The aim is to have students gather and utilize all their oral communication skills in a short time, obliging them to use their full potential in speaking.  The ability to complete a text with missing words or logical links, which can only be reached through extensive reading in the target language in addition to the observation of the language structures in authentic documents and texts (literary extracts, press articles, etc.).  The improvement of student writing skills as this is a major part of the AP Exam. In order to give students a comprehensive understanding of what is expected from them in the AP Exam, the course stresses self-assessment regarding students’ own production and according to precise criteria that help them know where they stand in the grading scale for the exam. Course length: One year Prerequisite: Successful completion of Intermediate French II Intermediate Spanish III/AP Spanish The course aims to enable students to become fully independent users of the Spanish language. They have at their disposal an expanded range of grammar and vocabulary as well as greater control of discourse, conversational strategies and wider socio-cultural awareness. This allows them to be more flexible in dealing with the unexpected and with the normal complexities of daily living. Therefore, an important part of coursework focuses on exposing learners to various kinds of oral and written texts (articles, reports, interviews, TV debates, documentaries, movies, literary extracts etc.) on contemporary topics, which involve argumentation and expression of opinion. Accordingly, the syllabus is flexible and open to negotiation to accommodate the specific interests of students. Listening and reading comprehension activities are integrated into task-based projects that stress writing skills (e.g. elaborating the electoral program of a new political party, preparing the presentation of a product). Students gradually realize a more nuanced vision of Hispanic cultural references. This course is a combined level and prepares students for the AP Spanish Language Exam. Course length: One year Prerequisite: Successful completion of Intermediate Spanish II Elementary Chinese I This course is designed for students who have no prior knowledge of the Chinese language, and is intended to train students in using basic Mandarin Chinese both orally written. Students are initially introduced to pinyin—a more simplified Romanization of the written language—and basic strokes as guides for pronunciation and writing. Pinyin is gradually replaced as students become familiar with Chinese characters and vocabulary. Chinese culture is an integral part of this course. Course length: One year King’s Academy Course of Instruction 2014-2015 (March 2014)

Elementary Chinese II This course aims to expand conversational skills, reading practice and grammatical constructions. The course develops studentsâ&#x20AC;&#x2122; reading and writing skills and emphasizes effective spoken communication. Pinyin is gradually omitted. Chinese culture is continually taught as an integral element of the course program. Course length: One year Prerequisite: Successful completion of Elementary Chinese I or an equivalent proficiency Intermediate Chinese I This course continues to focus on the expansion of conversational skills, reading and writing practice and grammatical constructions. The use of Chinese characters takes over the use of pinyin. Cultural components represent a significant part of the course content. Course length: One year Prerequisite: Successful completion of Elementary Chinese II or an equivalent proficiency Intermediate Chinese II This course builds on skills learned in Intermediate Chinese I and works to build confidence in speaking and writing. Students learn how to use complex sentence constructions to describe a variety of situations about the world around them. Pinyin is used only for learning how to pronounce new vocabulary, otherwise all reading and writing is in simplified characters. Cultural norms and Chinese history are also investigated. Course length: One year Prerequisite: Successful completion of Intermediate Chinese I or an equivalent proficiency AP Chinese AP Chinese is a new course at King's Academy, breaking new ground in raising students' proficiency and fluency in the language. The course culminates with the students sitting for the AP Chinese Exam in May. As preparation for this examination, students engage in intensive work targeting all four critical areas of learning a language: speaking, reading, writing and listening. In addition, in keeping with the goals of the AP course, there is a heavy emphasis on understanding and appreciating culture from Chinese-speaking parts of the world. Students utilize a variety of textbook materials to continue to develop their understanding of grammar and vocabulary. In addition, they engage with the language in a variety of real-life settings, from conversations, notes, interpreting scenarios to excerpts from movies and television shows. The emphasis is on interpreting and summarizing main points and details, while also being able to infer contextualized information according to each situation. Students also work on expressing themselves in more realistic and comprehensive ways, both orally and in written form. Capitalizing on the presence of native Chinese speakers on campus, students also explore themes and topics that shape

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)

contemporary Chinese society, from the lingering influences of Confucianism to the ethnic and regional diversities found in foods and holidays. Course length: One year Prerequisite: Completion of/placement out of Intermediate Chinese

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2014-2015 (March 2014)