Read AISC_Course_Description_Guide_2011-2012.pdf text version

Welcome to the AISC Course Description Guide for Students in Grades 6-12

The purpose of this guide is to give a brief overview of the course offerings at AISC for the 2011-2012 academic year. Please note that by September 15 of each year, teachers publish a course syllabi and outline in more detail. Included in these syllabi are their units of study for the academic year and their methods and breakdown of assessment. Units of study are created in line with the objectives in this Course Description Guide, and in alignment with the Virginia State Standards and IB curriculum. Course syllabi are published on the students and parents portal page for easy access and download. This Course Description Guide provides basic information about our IB Program. To understand, in detail all the facets of how the IB is delivered at AISC we ask you to consult and review our IB Program Guide found on our website or by requesting an electronic version from our IB Coordinator, Principal or School Administrative Assistants.

Welcome to AISC.

AISC | Course Description Guide 2011 - 2012 1

Table of Contents

AISC Mission Statement......................................................................... 3 AISC Beliefs Statements......................................................................... 3 AISC Graduate Profile............................................................................ 4 Graduation Requirements...................................................................... 5 Middle School Program of Study.......................................................... 6 High School Program of Study............................................................. 7 International Baccalaureate Program................................................... 9 Student Services (Learning Support Center and English Language Learners)....... 13 All Grades 6-12 Courses Art.............................................................................................................. 15 Drama....................................................................................................... 16 English...................................................................................................... 17 Library....................................................................................................... 21 Science...................................................................................................... 22 Social Studies............................................................................................ 25 Mathematics............................................................................................. 27 Modern Languages.................................................................................. 31 French............................................................................................ 31 Greek............................................................................................. 32 Spanish.......................................................................................... 34 Music......................................................................................................... 36 Physical and Health Education............................................................. 37 Research Writing Skills........................................................................... 39 Information Technology........................................................................ 40 Senior Writing Project............................................................................ 42 Our Middle School Advisory Program................................................ 43 Our High School Guidance Seminar................................................... 43

AISC | Course Description Guide 2011 - 2012 2

Our Mission

The American International School in Cyprus inspires students to become enthusiastic life-long learners who value integrity, cultural diversity, and the pursuit of excellence. Using an American and international curriculum, our qualified professionals work with the school community to prepare students to be creative, critical thinkers, and socially responsible world citizens.

Our Beliefs

Everyone must be valued as a unique individual. Everyone deserves an education which respects his or her differences. Understanding and appreciation of diversity are critical to peace and harmony. The development of all aspects of the individual is essential. Critical thinking and problem solving are vital in a changing world. Participation in activities and service learning fosters a sense of self worth, community, and school ethos. Technology must be an integral part of the education process. Learning must be a life-long process for everyone. Everyone is entitled to have his/her opinion heard and considered. At AISC, everyone has a right to safety, love and learning.

At AISC, everyone has a right to safety, love and learning.

AISC | Course Description Guide 2011 - 2012 3

Our Graduate Profile

Life Long Learner

AISC graduates are inquisitive, reflective and have a desire to be lifelong learners. They communicate effectively for a variety of purposes and are technologically literate for the 21st century. They are open to a variety of esthetic experiences and continue to develop an appreciation for the arts.

Pursuit of Excellence

AISC graduates are self-directed learners who prioritize in order to meet high academic standards. They demonstrate skills in both collaboration and leadership, and are willing to take risks and seek new experiences. They are confident and responsible in making appropriate life choices.

Critical/Creative Thinker

AISC graduates are critical thinkers who evaluate information and use conclusions to guide their behavior for a common good. As creative thinkers they are innovative and focused on exploring ideas and generating possibilities when problem solving.

Cultural Diversity

AISC graduates demonstrate an appreciation for cultural differences and understand the need for flexibility, sensitivity and adaptability. They have acquired a high level of competency in at least one foreign language.

Integrity

AISC graduates understand the importance of integrity and accountability, and are positive thinkers. They use their knowledge ethically, advocating universal values such as honesty, integrity, reciprocity, and compassion.

Socially Responsible World Citizens

AISC graduates are aware of the global nature of many current social, economic and environmental issues and make positive contributions to society.

AISC graduates are lifelong learners.

AISC | Course Description Guide 2011 - 2012 4

American High School Diploma Graduation Requirements

American High School College Preparatory Diploma Class English Math Science Social Studies Modern Language PE Fine Arts Information Technology Guidance Senior Project Electives Total

Note:

Units 4 3 3 3 2 2 1 ½ 1 1 4 24.5 units required for graduation

Students are enrolled in Guidance each year and receive a 0.25 credit at each grade level.

IB Diploma candidates have special requirements ­ successful IB graduates qualify for the College Preparatory Diploma.

American High School General Diploma Class English Math Science Social Studies PE Fine Arts Information Technology Guidance Senior Project Electives Total

Note:

Units 4 2 2 2 2 1 ½ 1 1 9 24.5 units required for graduation

0.5 credit is granted for each Semester completed successfully.

AISC | Course Description Guide 2011 - 2012 5

Our Middle School Program

Grade 6

English Mathematics General Science Social Studies French, Spanish, or Greek for Native Speakers** Physical Education/Health *Exploratory (Music, Art, IT, Drama) Advisory

Grade 7

English Pre-algebra Science Social Studies French, Spanish or Greek for Native Speakers** Physical Education/Health *Exploratory (Music, Art, IT, Drama) Research Writing Skills Speech and Debate Advisory

Grade 8

English Algebra 1 Science Social Studies French, Spanish or Greek for Native Speakers** Physical Education/Health *Exploratory (Music, Art, IT, Drama) Research Writing Skills Advisory

*Exploratory includes a nine week period of Art, Music, IT and Drama. **Requires native or near native competence in speaking, reading and writing in the Greek Language.

AISC | Course Description Guide 2011 - 2012 6

Our High School Program

Grade 9

(2011-2012 Course Offerings) English Literature Geometry, or Honors Geometry Biology Modern World History French, Spanish, or Greek for Native Speakers Physical Education Computer Applications Electives: Art, Music or Drama Guidance Seminar

Grade 10

(2011-2012 Course Offerings) English Algebra 2 or Honors Algebra 2 Physical Science Modern World History French, Spanish, or Greek for Native Speakers Physical Education Elective: Art, Music, or Web Design Guidance Seminar

Grade 11

(2011-2012 Course Offerings ­ scheduling may create choice limitations) English European History or Economics Physics, Biology, Chemistry, Environmental Systems, Sports Science Statistics and Probability, Math Studies, Standard Level Math, Higher Level Math Art, Music Beginning Spanish or French, Spanish B, French B, or Greek A Information Technology for a Global Society Research Writing Guidance Seminar

AISC | Course Description Guide 2011 - 2012 7

Grade 12

(2011-2012 Course Offerings ­ scheduling may create choice limitations) English European History or Economics Physics, Biology, Chemistry, Environmental Systems, Sports Science Statistics and Probability, Math Studies, Standard Level Math, Higher Level Math Art, Music Beginning Spanish or French, Spanish B, French B, or Greek A Information Technology for a Global Society Research Writing Senior Writing Project

NOTE: FULL IB Candidates will take TOK, CAS and do their Extended Essay instead of Senior Writing Project and Research Writing classes.

AISC | Course Description Guide 2011 - 2012 8

International Baccalaureate (IB)

The International Baccalaureate program respects each students own culture, provides a holistic and globalized view of the world, and allows the acquisition of knowledge and skills based on reflection, dialogue, critical analysis and creativity in an academically rigorous context. It is a high school diploma taken during the last two years, recognized by the best universities around the world. IB Courses

The IB Diploma curriculum consists of six subjects groups as well as a Theory of Knowledge class and a 4000 word extended essay. Candidates not electing the full diploma program receive certificates for each class they take. Not all IB courses are offered each year. Courses started in Grade 11 continue in Grade 12. IB courses in Grade 11 will be offered depending upon sufficient demand.

IB Course Offerings for 2011-2012

Group 1 ­ Language A

Language A ­ English HL/SL

Group 2 ­ Language A or B

Language A and B ­ Greek HL/SL, French HL/SL, Spanish HL/SL, AB Initio French and Spanish (schedule dictates availability)

Group 3: Individuals and Societies

European History HL/SL, Information Technology in a Global Society HL /SL, Economics HL/SL

Group 4: Experimental Sciences Group 5: Mathematics Group 6: The Arts

Biology HL/SL, Chemistry HL/SL, Physics HL/SL, Environmental Systems SL Math HL, Math SL, Math Studies Music HL/SL, Visual Art HL/SL

HL = Higher Level / SL = Standard Level

AISC | Course Description Guide 2011 - 2012 9

Group 1: Language A Objectives

Develop students powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations. Encourage a personal appreciation of literature and develop an understanding of the techniques involved in literacy study and criticism Introduce students not only to major classic works, but also a range of contemporary writing and different literary genres, styles and contexts, through the study of works from both their own culture and other cultures in a comparative framework. Introduce students both to a number of important and contrasting ways of approaching and studying literature, and to develop an understanding and appreciation of the relationships between different works of literature Develop the ability to engage in a detailed and critical examination of written works Provide students with the necessary tools for reading literature, and promote in them both a confidence with, and lifelong interest in, literature.

Group 2: Language B Objectives

Develop students powers of expression in a second language Provide students with an efficient tool for the study of other subjects Bring them into contact with ways of thought and cultures which differ from their own Expose students to the literature and culture of the country where the language is spoken. The language B program provides a foreign language course for students with previous experience of learning the language and is a communicative program.

Group 3: Individuals and Societies Objectives

Study critically and systematically human experience and behavior, the varieties of physical and social environments in which we live, and the history and development of the social and cultural institutions which we have created Develop in the student the capacity to identify, to analyze critically and to evaluate major theories concerning the nature and understanding of the individual and society as well as concepts, arguments and research findings in the field of social studies. Study the various methods of description and analysis employed in social studies disciplines and the ways in which hypotheses are tested and complex data may be interpreted Appreciate the ways in which what has been learned is relevant to both the culture in which the student lives and those of other societies. An essential characteristic of the disciplines in this Group is that their subject matter is contestable and their study requires learning to tolerate some uncertainty. AISC | Course Description Guide 2011 - 2012 10

Group 4: Experimental Sciences Objectives

Develop an understanding of the knowledge of science, comprising the facts, principles and concepts. Acquire conceptual and practical skills as a result of involvement in scientific activity. Develop the ability to analyze scientific information critically and to recognize the limitations of scientific knowledge Develop the ability to apply knowledge and skills in order to generate new knowledge Improve the ability to communicate scientific ideas Encourage an awareness of the impact of science on society, preparing for life in a technological age Develop an appreciation of the responsibilities facing the scien

Group 5: Mathematics Objectives

Develop students understanding of mathematics as a discipline Develop in students an attitude to mathematics favorable to subsequent learning and use of the subject Develop students ability to learn mathematics on their own

Group 6: The Fine Arts Objectives

Enable diploma candidates to increase the breadth and depth of their individual programs. Express creatively and support student interest Allow opportunities for students with unique talents Extend music skills Extend art skills

Diploma candidates may also choose a second subject from Groups. Choices offered depend upon student interest and school scheduling. Please consult the IB Parent/Student Handbook for more information about the IB Program, and/or contact our IB Coordinator at the school.

AISC | Course Description Guide 2011 - 2012 11

Extended Essay

The extended essay is a 4,000 words experimental or research-based thesis. Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities. The IB recommends that a student devote a total of about 40 hours of private study and writing time to the essay. The essay permits students to deepen their programs of study, for example by selecting a topic in one of their higher level (HL) courses, or they might add breadth to their academic experience by electing to write a subject not included in their program choices.

Theory of Knowledge

The aims of the Theory of Knowledge program are to lead students to: Engage in reflection on and the questioning of the basis of knowledge and experience Be aware of subjective and ideological biases Develop a personal mode of thought based on critical examination of evidence expressed in rational arguments

Theory of Knowledge is a fundamental part of the IB Diploma offering an allembracing base from which specific studies follow. The program challenges students to reflect critically on their learning experiences through the rest of their Diploma Program of studies. The Theory of Knowledge program provides IB Diploma candidates with an opportunity to develop a coherent approach to learning, which crosses subject specific boundaries and encourages internationalism.

CAS ­ Creativity, Action and Service

Unique to the IB program, students are enriched by participating in the Community, Action and Service (CAS) program: 140 hours given to the local or global community and reflected on in a process monitored by the CAS Coordinator. Students are required to take this course as part of the IB Diploma requirements.

AISC | Course Description Guide 2011 - 2012 12

Student Support Services

Learning Support Center

The AISC Learning Support Center was established in 1993 to provide students with mild learning difficulties an opportunity to receive the additional assistance necessary for academic success. AISC offers services to students with mild learning disabilities, students with mild attention deficit disorders (ADD/ADHD), and students who are continuing to learn English as a second language. Our services include: Support in a separate classroom (Resource) Support in the regular classroom (Inclusion) Learning Strategies class (for middle/high school) Assistance in the development of behavior modification programs

In order for a student to receive learning support services at AISC, the school requires documented evidence that indicates a learning disability. The standard documentation is a psychological educational evaluation. It must be noted that even in the presence of a learning disability, all students must be able to function academically in the regular education classroom. All students must meet the standards and objectives for their grade level without any modifications, or changes to the curriculum. We work closely with teachers on strategies and accommodations for student success.

English Language Learners (ELL) Program

The services provided at AISC for students learning English as a second language, vary according to student needs. Our delivery models include:

Sheltered classes (separate class)

The emphasis is placed on communicative skills with daily instruction in vocabulary and oral language acquisition as well as listening, reading, and writing skills. Sheltered classes follow the identical curriculum of regular classes, but instruction moves at a slower pace to assure student comprehension of the material. Student accommodations may include extra time for assignments and tests, reduced reading and writing assignments, and instruction in study skills.

Resource classes (separate class)

The emphasis in a resource class is placed on advanced language skills including increased and more complex reading and writing assignments. In coordination with regular classroom teachers, the ESL course materials complement what is taught in the content areas of science, social studies, and math. We work closely with all classroom teachers to ensure that all curriculum objectives are addressed. AISC | Course Description Guide 2011 - 2012 13

Inclusion (in regular class)

The emphasis of the inclusion delivery model is to support students, as they become independent learners. We continue to work with the regular classroom teachers to provide necessary accommodations and strategies. Students are individually assessed upon arrival and are scheduled for the ESL services that will meet their needs. During the school year, assessments are ongoing to assure appropriate services for student growth and success. Please see the ELL Language Policy on our website and portal for admissions information for English language learners.

AISC | Course Description Guide 2011 - 2012 14

Art

Exploratory Art

Grades 6-8

The middle school art curriculum is based on the Virginia State Standards. Courses for middle school are designed to give the students experience in using a variety of media in two and three dimensions. These courses enable students to express themselves more easily in visual terms, in other aspects of their schoolwork and for their own interest. The course includes drawing, two dimensional design, painting and clay modeling and ceramics. In conjunction with high school art classes, field trips to nearby art and archaeological sites will take place. The emphasis in Middle School Exploratory Art will be on understanding specific art theories, such as color mixing and perspective. Student will acquire a basic understanding of the four aspects of art: studio, art criticism, art history and aesthetics.

Drawing from life will form the backbone of the studio component, as students return to familiar media as a means of developing greater technical ability. Three dimensional media will include both additive and subtractive approaches, as well as constructive ones. In art history, we will examine architecture as a discrete form of art.

High School Advanced Art

Grade 10

Students enrolled in art at this level should be considering a post-secondary education. The emphasis will be on students developing an individual approach while increasing their technical skills. The students will develop their personal style with hands on studio work. Portfolios will be created that will allow students a competitive chance in art college or university placement.

IB Visual Arts

Grade 11, 12

High School General Art

Grade 9

This course offers a variety of art experiences based upon the application of the elements of art, the use of materials, and art appreciation. The course provides opportunity for active participation involving line and tonal drawing from observation, painting skills, creation of design, use of a variety of media and clay modeling. Drawing on the skill and terms required in the previous courses, students at this level will develop a richer understanding of the principles of art and their application in a broad range of media.

IB Standard Level, Higher Level, American Diploma This two-year program will provide students with opportunities to make persona, socio-cultural and aesthetic experiences meaningful through the production and understanding of art. Students are encouraged to integrate the various historical and contemporary forms of visual art. Some components of the course are production oriented, and others pursue the academic and intellectual aspects of visual art. The IB Art course culminates in a professional, student led, art exhibit in May of each year.

AISC | Course Description Guide 2011 - 2012 15

Drama

Exploratory Drama

Grades 6-8

School wide drama curriculum is based on the Virginia State Standards. This course introduces students to the basic elements in theater and performance, with an emphasis on improvisation. Students develop a sense of themselves on stage, as well as an understanding of stage set-up and design. They participate in exercises involving various aspects of performance, for example pantomime and dance, to enhance voice projection and expression, poise, gesture and body awareness. They may also read and memorize extracts from plays, or write their own and perform before their classmates and other audiences. Finally, once a week, students are shown films, which may either represent texts studied in class, or belong to entirely different genres, to help them form a wellrounded image of the art of performance.

are introduced to various types of world Drama, techniques of characterization, text and vocal work as well as stagecraft on both a practical and theoretical level. They are encouraged to explore and utilize their own physical, imaginative, intellectual, playful, emotional and psychological qualities. The second aim is to stage a performance, where students are given the opportunity to learn about the different functions of a production team. These roles, sometimes assigned on an individual basis, vary from lighting design, to backdrops, to acting, to directing and even creating promotional items for the event.

Advanced Drama

Grade 10

High School Drama

Grade 9

This course has two aims. The first aim is to familiarize students with the foundations of speech, drama, dance and movement. Class activities build self-confidence and discipline as well as develop communication skills. Students

** not offered in 2011-2012 This is an advanced course intended for these who must wish to explore theatre beyond the basics at the introductory course. Students mount productions and may assume specialized roles within a co-operative theatre company. Just as other classes have homework, students in this course should be aware that out of school hours will be required for rehearsals prior to major events and this forms part of the course requirements.

AISC | Course Description Guide 2011 - 2012 16

English

School wide English curriculum is based on the Virginia State Standards. The English programs are designed to produce confident, accurate and creative writers, listeners, readers and speakers. Students are progressively introduced to more demanding writing, reading and speaking tasks to develop their skills at age-appropriate levels. Students are encouraged to develop a genuine appreciation of literature and to gain confidence in using language in many different contexts and for many different purposes. Reading assumes a central role in all the English programs and students continue having regular library visits in the Middle School. Class libraries, Drop Everything and Read sessions, formal library database induction and class reading activities all help introduce our students to the centrality of reading as an enjoyable in-school and at-home activity. As students progress through the program, individual reading assignments and wide reading of literature become essential elements of student performance. Oral work in English focuses on developing students confidence and ability to express themselves creatively and effectively in many formal and informal contexts. Individual and group work is important in building students versatility and skill in oral expression. Students receive positive feedback and opportunities to explore particular talents such as debating, performance, role-play and ,,public text reading. Student writing is a major element of English competency in Grades 6-12. All students are introduced to a comprehensive range of writing skills and text types from elementary school through to senior study. The use of IT and computers in developing editing skills is taught. Students are taught to see writing as a process and not a production line.

English

Grade 6

Sixth grade English introduces the student to the early stages of analysis of novels and extended texts. The writing process is emphasized and accompanied with prolonged in class reading. Oral skills are developed and polished through discussions of the issues addressed in the text read. Grammar, vocabulary development and spelling are integral parts of the sixth grade English program. Sixth grade reading will include various books of the students interest as well as the text.

English

Grade 7

Seventh grade English concentrates on developing the skills introduced in sixth grade English: extended text reading and analysis, grammar, spelling and vocabulary building, and process writing. The writing process is developed through reading and writing workshops in which students concentrate on their own voice, style and interests in literature. Reading will be from the texts as well as from a variety of class reading sets. Texts are discussed and students deliver oral presentations of fellow classmates periodically about the text and the craft of writing.

AISC | Course Description Guide 2011 - 2012 17

English

Grade 8

Eighth grade English emphasizes writing through a literature-based program and through journals. The writing process begun in earlier grades in continued. Clear, logical thinking is developed through writing and discussion. Reading focuses on the short story, several short novels, plays, and poetry and mythology from various traditions. Grammar, usage, spelling vocabulary and speaking effectively are highlighted throughout the year.

Our AISC Grade 10 Writing Project

The AISC writing project is designed to prepare Grade 10 students for the scholarly writing and high level research of the Extended Essay of the IB Diploma program or the AISC Senior Project. This project teaches: 1. How to conduct research and analyze the findings 2. How to manage ones time for a sustained period 3. How to write in a formal essay format (MLA) 4. How to write an abstract 5. How to reflect on written work 6. How to present skills and abilities in an extended piece of written work 7. How to engage in personal inquiry, action and reflection 8. How to share knowledge and opinions 9. Skills similar to those required for the IB Extended Essay and Senior Project What are the specific aims of the project?

English

Grade 9

Students will study selected novels, plays, short stories, poetry, nonfiction and film, and will respond to the ideas presented in the literature in a variety of assignments, essays, oral presentations, poems, creative writing and research projects. Emphasis is placed on the process of writing and speaking clearly, effectively and accurately. Students will be required to use library resources effectively and to keep a reading journal and a writing portfolio.

English

Grade 10

Students in 10th grade are prepared for either High School or IB study by studying Shakespeare, 20th century American novels, poetry, short stories and a film text. An emphasis is placed on analysis of narrative techniques and the social and historical background of text production and interpretation. Students are assessed using IB style-like criteria, rubrics, and consistent feedback is regularly provided with assessment guidelines for written and oral activities. ALL students in Grade 10 undergo a major research project in preparation for their first year in the IB/Grade 11, called the AISC Grade 10 Writing Project.

Planning

1. Identifies a clear and achievable goal 2. Describes steps taken to achieve the specified goal and adhere to that goal

Research 3. Selects and use a variety of

appropriate resources 4. Uses relevant information critically and acknowledge sources correctly

Techniques 5. Selects, justifies and applies writing

techniques relevant to the projects

AISC | Course Description Guide 2011 - 2012 18

Information Analysis

6. Analyzes information in terms of the goal set 7. Expresses personal thoughts and support arguments with evidence 8. Identifies the strengths and weaknesses of the project 9. States ways the project could have been improved

bibliographic information, using the schools electronic databases, and classifying and organizing information.

English

Grade 11, 12

IB Standard Level, Higher Level, American Diploma In the American Diploma course, students study texts in detail with a focus on how genre influences writing style, content and interpretation. Students read a range of 19th and 20th century texts from Europe (in translation) including short plays, novellas, poetry, films and novels. They will produce their own texts in response to the literature using the original texts as models. Students will be required to research the historical background and biographical details of writers as a formal part of their study. Students will also work on tasks suitable for their Senior Project and SAT preparation. In the second year, students continue their study of texts in detail with a focus on how language and literary devices create meaning in texts. Students read a range of 19th and 20th century texts from America, Europe and other English-speaking countries. Students will study Shakespeare in detail. Students will be required to research the historical context and biographical details of writers as a formal part of their study. Students will also work on diverse writing and speaking tasks suitable for Senior Project, college applications, SATs and interview preparation. The two-year IB English programs are taught at either Standard or Higher levels. They focus exclusively on literature and are academically based pre-University courses designed to develop students analytical skills and to increase their formal writing and speaking skills in relation to literary analysis. Students must read extensively

Essay Format

10. Presents written work in a logical manner, following the required structure 11. Presents information clearly 12. Self-corrects grammar mistakes with editing 13. Presents bibliography and references in the correct format

Reflection on Process and Product

14. Orally articulates the writing process 15. Evaluates the end product 16. Reflects on what could have been done differently

Abstract

17. Creates a summarized statement about the goals and analysis of the investigation 18. Uses clear, condensed and concise language

Personal Commitment

19. Meets deadlines 20. Demonstrates initiative, enthusiasm and commitment to the project The AISC ROCK at RESEARCH booklet is used extensively in this class. Students are taught how to write using the MLA writing format expected throughout the project. All students are issued a booklet, and must attend one class per week on research writing with the Librarian in the 1st Semester before beginning their projects 2nd Semester. The research writing class with the Librarian will review the Academic Honesty Policy, evaluating sources of information, guidelines for recording

AISC | Course Description Guide 2011 - 2012 19

and prepare individual assignments (externally-assessed) on World Literature, Shakespeare and other texts, which are studied in detail. Students produce a lengthy individual oral presentation on a text (internally-

assessed) in the first year of study. Two formal examination papers are conducted under IB regulations at the end of the second year.

AISC | Course Description Guide 2011 - 2012 20

Library

The library encourages and supports learning by providing appropriate skills, services and technology that allows ready access to varied information sources. skills are refined as the students pass through the different grade levels. Digital databases complement standard reference work. Senior Project and the IB extended essay are supported by the Librarian and library services.

Skills

The library program of studies provides a program of progressive library skill development for the grades K-12. These skills are taught and practiced within the context of each grades curriculum. The policy of flexible access to the library promotes a school facility that accommodates students of different age levels and grades simultaneously for independent or group work. In this environment, information skills lessons are determined by curriculum need where teachers view the library as an extension of their own classroom and where students learn to use the facility independently. During secondary school, library use by students at the classroom level focuses on both reading and research. Students visit the library to select a continuous supply of reading materials for class assignments and for pleasure. Research

Library Services

Our secondary students use the library before, after, and during school both as an entire class and individually. The library hours are 7:45 a.m. to 4:00 p.m. daily excluding Wednesday. AISC annually purchases fiction and nonfiction books and visual materials to maintain a large and up-to-date catalogued collection. A trained librarian provides readers advisory and MLA reference services to the AISC community.

Technology

AISC subscribes to News bank, and Encyclopedia Britannica online databases providing access for the student body to online newspapers, journals and encyclopedic information that can be accessed both at school and home. The library has a set of computers for student use.

AISC | Course Description Guide 2011 - 2012 21

Science

School wide science curriculum is based on the Virginia Standards. Different content areas have been split into the grade levels. In all grade levels, an emphasis will be placed on student inquiry. Students will lead discussions and experiments and truly understand the scientific method of asking a question and trying to find an answer. Middle school science are designed to cover fundamental aspects of earth physical and life sciences, while developing inquiry skills that cross the subjects areas such as communicating scientific ideas effectively, selecting and using tools and instruments, and understanding the scientific method and how it is used. Students participate in many hands on laboratory experiments and are given many opportunities to design their own labs to investigate and solve problems. During the first two years of high school, students take Science 9 and Science 10, which provide a background in biology, chemistry, physics and environmental science. This allows the student to make suitable choices for their last two years of high school. For the last two years of high school, students may choose to take the following classes in any order: 1. 2. 3. 4. Biology (IB Standard and Higher Level, or American Diploma) Chemistry (IB Standard and Higher Level, or American Diploma) Physics (IB Standard and Higher Level, or American Diploma) Environmental Systems (IB Standard Level, or American Diploma)

Science

Grade 6

Science

Sixth grade science covers electricity and magnetism, formation of the earths surface and environmental science. Students will understand how society uses energy, how magnetic forces work, how organisms are dependent upon one another and their environments and how energy flows through systems of living things.

Grade 7

Seventh grade science covers topics in human biology and health, astronomy and motion, forces and energy. Students will be able to describe our solar system and the significance of energy in studying matter and the universe. They will also understand the relationship between force, mass and motion of objects and be familiar with the wave nature of sound and electromagnetic radiation. Human embryonic development and the basic processes of the human body will also be studied.

AISC | Course Description Guide 2011 - 2012 22

Science

Chemistry

Grade 8

Topics covered in eighth grade science include: cells and heredity, weather and climate and chemical building blocks. Students will understand how biological traits and passes on to successive generations, how cells function and how they divide, and the structure of atoms. Features of the earth that influence climate, weather and the water cycle will also be studied.

Grade 11 & 12

Science

Grade 9

Ninth grade science is a combination of biology and environmental science. During the biology unit, students will build on the concepts learned in middle school and study more advanced topics such as cell movement, organic molecules, evolution and human genetics. In environmental science, students will understand population changes; nutrient and energy flow through ecosystems, environmental issues and how to monitor environmental factors to determine the health of the environment. Laboratory exercises emphasize the use of biological tools and techniques of observation and measurement and experimental planning.

IB Higher Level or Standard Level, American Diploma This course aims to develop an understanding of chemical principles and concepts. It provides an overview of the major topics in inorganic and organic chemistry. The topics covered range from atomic theory and the periodic system to bonding, energetic and organic chemistry. Major emphasis is placed on laboratory work and students are expected to keep a detailed laboratory notebook. The program is reinforced by laboratory experience 24% of the teaching time, which also includes an interdisciplinary group project.

Biology

Grade 11 & 12

Science

Grade 10

Tenth grade science provides students with a foundation in chemistry and physics to allow them to continue into IB classes. Topics in chemistry include: atomic, structure, the periodic table, chemical reactions, stoichiometry and radioactivity. In physics the students will understand the law of conservation of matter and energy, inertia, gravitational forces. Newtons laws of motion and electricity.

IB Higher Level or Standard Level, American Diploma IB Biology is a specialized, comprehensive look at the subject over a two-year period. This course covers general biology including basic chemistry of life, cells, genetics, human physiology, ecology, classification and plant science. Laboratory work is important at it forms the element of continuous assessment by the teacher. Students will be graded on planning skills, data collection, analysis and evaluation and personal and manipulative skills in the laboratory. In the first year, students will spend two to three days at the Environmental Center in Kritou Terra, Paphos to study a variety of terrestrial, freshwater or marine environments to supplement the ecology section.

Physics

Grade 11 & 12

IB Higher Level or Standard Level, American Diploma IB Physics SL is a rigorous physics course. This course is appropriate for students with a strong background in

AISC | Course Description Guide 2011 - 2012 23

mathematics and sciences. It is ideal for students who will be pursuing Applied Science or Engineering at a postsecondary institution. Laboratory skills are emphasized and the students are expected to keep a detailed file of all practice work. Students will be graded on planning skills, data collection, data analysis and evaluation, and personal and manipulative skills in the laboratory. Also included in the practical work is the Group 4 project. This is a collaborative effort between all science subjects in which the students carry out a project on a common theme. The syllabus content for the IB Physics standard level program is divided into two parts: the subject specific core (SSC) and the options. Standard level candidates are required to study all SSC topics, and two options. The SSC topics are Physics and Physical Measurement, Mechanics, Thermal Physics, Waves, Electricity and Magnetism, Atomic and Nuclear Physics. The two options studied are chosen based on student interest, availability of support materials, and teacher preference. These are:

Mechanics Extension, Quantum Physics and Nuclear Physics, Energy Extension, Biomedical Physics, The History and Development of Physics, Astrophysics, Relativity, and Optics.

IB Environmental Systems

IB Standard Level, American Diploma Environmental Systems is a unique transdisciplinary course which combines the scientific techniques and skills of group 4 subjects with the evaluative and human aspects of Group 3 subjects. Students will study and evaluate a variety of environmental issues and the interrelationships between the environment and society. Furthermore, students will be tasked with examining these issues personally and within their local and global community; placing significant emphasis on person choices and decisions that shape their lives and the lives of others. As typical of most science classes, laboratory work is of equal importance and is assessed continually throughout the course.

AISC | Course Description Guide 2011 - 2012 24

Social Studies

The three-year Middle School Social Studies program introduces the student to world history and encourages the development of critical thinking skills. Students practice analyzing, comparing and contrasting different historical civilizations, events and geographic regions. Emphasis is placed on researching and learning the writing process. Cultural Geography, Ancient Civilizations and World History make up the Middle School Social Studies content areas. The four years of High School Social Studies courses continue to develop the students ability to critically analyze historical issues. Emphasis is placed on reading primary documents, critical thinking, research methods and the writing process. American History and Modern World History are studied in the first two years. Economics and European History are offered as two year programs in Grades 11 and 12.

AISC is undergoing a course revision process. 2011-2012 is a transition year during this undertaking. The following courses are offered over the next two years.

2011-2012 Grade 6: Grade 7: Grade 8: Grade 9: Grade 10: Cultural Geography Cultural Geography World History Modern World History Modern World History Grade 6: Grade 7: Grade 8: Grade 9: Grade 10: 2012-2013 Cultural Geography Ancient Civilizations World History Modern World History US History

Cultural Geography

World History

Grade 6 & 7

(** For 2011-2012 only) Cultural Geography is designed to teach students the influence of cultures in regions of the world. Political and physical geography, the environment, people and societies are taught through case studies. The course defines culture and covers issues including, political and intercultural tensions and their causes. An emphasis is placed on debate, point of view, public speaking, reading comprehension skills, building vocabulary, current events, writing skills, research methods and essay writing.

Grade 8

The course covers the development of world civilization from the fall of the Roman Empire to 1500. The approach of the class is topical and selective, emphasizing the Byzantine, Islamic, Mongol, Ottoman and Indian Empires, Chinese dynasties and Medieval Japan and Europe. The course covers political, economic and cultural events from 800 B.C to the Scientific Revolution. Through the course content, students will develop the ability to understand and describe historical tendencies and analyze, compare and contrast various historical events, figures and concepts.

AISC | Course Description Guide 2011 - 2012 25

Modern World History

Grade 9 & 10

(** For 2011-2012 only) This course is designed to examine the major themes and events of the late nineteenth and twentieth century. Modern world history from industrialization to the present are covered in a survey research course. Areas of concentration include industrialization, imperialism, revolution, the two world wars and the cold war. Research and discussion about the major historical events, figures and concepts of the last century will allow students to enhance the skills to express valid opinions both verbally and on paper.

Peace Process in Paris and the Interwar Period, and Russia in Revolt from Alexander I through Nicholas II and the Fall of Tsarism. In the second year the course continues in history as an extension of the skills and time period from 11th grade. In 12th grade, students will begin by studying the Causes, Practices, and effects of World War Two. They will then examine the Cold War and its many Limited Wars and Conflicts (such as The Korean Conflict and Vietnam Wars). The course will conclude with an in depth examination of the ideologies of Communism and Fascism by examining the rise of these two types of singleparty state structures during the Twentieth Century.

European History

IB Standard Level, Higher Level, American Diploma History is particularly important in the world today, where different cultures and traditions have to understand one another. IB European History is a comprehensive two-year course that not only challenges students to acquire historical knowledge but also be able to analyze and evaluate the past. The course also encourages students to develop an understanding of history and a discipline, including use of sources, methods and interpretation. As the final exam is essay based and includes a section on document analysis, emphasis is placed on these skills. First year students begin with an introduction of political ideology and terminology, as well as a survey of European history as it builds into World War One. From there, the following subjects will be studied in depth to include historiography and perspective of the events in question: Causes, Practices and Effects of World War One, the Successes and Failures of the

Economics I

IB Higher Level, Standard Level, American Diploma A course in economics is extremely valuable for university bound students and provides a unique view of the world and its interconnectivity. Throughout this course, we will concentrate on both microeconomic and macroeconomic concepts to understand the foundations of economics. In addition, this course focuses on International Economics as well as Development Economics, two areas of vital importance for international students in the 21st century. Students will assess and personally evaluate concepts such as labor, competition, consumerism, cost analysis, Free trade, the World Bank, and economic disparity, among others. Concepts are both philosophical and practical in nature, and students are challenged with the task of applying abstract concepts to concrete situations.

AISC | Course Description Guide 2011 - 2012 26

Mathematics

The AISC math curriculum is based on the Virginia State Standards. The three years of middle school mathematics is designed to prepare the students for rigorous course work in high school. In the 6th grade students will study general mathematical concepts such as whole numbers, fractions, decimal operations, and measurements, some basic ideas of geometry as well as statistics and probability. In the 7th grade, students cover pre-algebra concepts. AISC offers Algebra 1 in Grade 8, Geometry in Grade 9 and Algebra 2 in Grade 10. In Grade 11 and 12 students can take Math Studies as an IB SL course or for the American Diploma, or choose from Standard Level Mathematics or Higher Level Mathematics (courses can be taken as IB or as American Diploma). Our 6-10 math courses are accelerated - courses are intended to give the student a sound mathematical background that will prepare students for the IB program, university examinations application to real life and real projects such as those requiring statistical analysis.

General Math

Grade 6

Sixth grade students focus on the following content strands, skills and concepts: 1. Number and Numeration 2. Operations and computation 3. Data and chance 4. Measurement and reference frames 5. Geometry 6. Patterns, functions and Algebra Emphasis is placed on a realistic approach to problem solving and critical thinking skills in everyday situations, applications and everyday math context. Students are exposed to frequent and distributed practice of basic skill through ongoing program routines and mathematical games. An instructional approach that revisits topics regularly is used to ensure full concept development and long term retention of learning.

proportional reasoning, geometry, probability, and data, with a focus on the development of algebraic thinking. The course provides a variety of projects for students, and often uses applications to help develop a particular mathematical concept or place it in context.

Algebra I Grade 8

This course concentrates on fundamental algebraic concepts ­ functions and graphs, radicals, powers, symbols and equations. Problem solving skills are developed. Topics include: 1. Polynomials 2. Fractions 3. Decimals 4. Inequalities 5. Functions 6. Rational and irrational numbers 7. Quadratic and linear equations 8. Absolute values 9. Factoring expressions 10. Ratio and proportion 11. Percent problems 12. Scientific notation

Pre-Algebra

Grade 7

The pre-algebra seventh grade math curriculum is a comprehensive program including number and operations,

AISC | Course Description Guide 2011 - 2012 27

13. Mixture problems 14. System of equations 15. Slopes of lines, equations of lines

Honors Algebra 2

Grade 10

Geometry

Grade 9

This course offers the students all the Euclidean Geometry concepts. Concepts and skills are brought to life with useful, real world applications. The emphasis is on manipulative targets tactile kinesthetic learners. Topics include: 1. Geometric Reasoning 2. Lines, Angles and Coordinates 3. Congruent Inequalities 4. Right Triangles and Trigonometry 5. Quadrilaterals 6. Proportions and Similarity 7. Circles 8. Polygons and Area 9. Surface Area and Volume (time permitting)

This course is designed to prepare students for advanced classes in mathematics. They will extend their understanding of algebra and trigonometry, while making connections with other areas of mathematics and other subjects, and applying knowledge in real life applications. In the second semester the focus is on introductory calculus. A graphic display calculator is used regularly to graph functions and perform complex calculations. Topics studied include: 1. Equations and Inequalities 2. Linear Relations and Functions 3. Systems of Linear Equations and Inequalities 4. Polynomial and Radical Expressions 5. Polynomial Functions 6. Quadratic Functions and Inequalities 7. Rational Expressions 8. Trigonometric Ratios, Graphs and Identities 9. Trigonometric Functions Review, Identities and Equations 10. Vectors and Parametric Equations 11. Polar Coordinates 12. Exponential and Logarithmic Functions 13. Sequences and Series (time permitting) 14. Introduction to Calculus including the fundamentals of differentiation and integration

Honors Geometry

Grade 9

This course is designed to provide students with an in depth understanding of Euclidean Geometry while making connections with other areas of mathematics and other subjects, and applying the knowledge in real life applications. This course also focuses on rigorous proof. Topics include: 1. Points, Lines, Planes and Angles 2. Connecting Reasoning and Proof 3. Perpendicular and Parallel Lines 4. Congruent Triangles 5. Quadrilaterals 6. Right Triangles and Trigonometry 7. Circles 8. Polygons and Area 9. Surface Area and Volume (time permitting) 10. Coordinate Geometry (time permitting)

Algebra 2

Grade 10

The Algebra 2 course provides a systematic way to represent mathematical relationships and analyze change. Students need to understand the concepts and symbols of algebra, the structures that govern the manipulation of the symbols, and ways that the symbols can be used to record ideas and events. Students should explore patterns that are exponential and logarithmic and

AISC | Course Description Guide 2011 - 2012 28

continue to develop the notion of families of functions. Each topic in the Algebra II curriculum is developed around the Virginia Standards of Learning. Each Standard of Learning is expanded in the Essential Knowledge and Skills column. The Essential Understandings column includes concepts, mathematical relationships, and ideas that are important to understanding and teaching the Standard of Learning effectively. Teachers help students make connections and build relationships among algebra, arithmetic, geometry, discrete mathematics, and probability and statistics. Connections should be made to other subject areas and fields of endeavor through applications. Using manipulatives, graphing calculators, and computer applications to develop concepts students develop and attach meaning to abstract ideas. Throughout the study of mathematics, students are encouraged to talk about mathematics, use the language and symbols of mathematics, communicate, discuss problems and problem solving, and develop their competence and their confidence in themselves as mathematics students.

statistical techniques to analyze the data, and develop and evaluate inferences based on the data.

Math Studies

IB Standard Level Only, American Diploma Mathematical Studies is designed for the average math student who does not anticipate a need for mathematics in future tertiary or career studies. This course focuses on math that can be applied to contexts related as far as possible to other subjects being studied, to real world occurrences, and to topics that relate to home, work, and leisure situations. This course includes a project, which will involve the collection of information or the generation of measurements, and the analysis and evaluation of the data. This project is worth 20% of the final grade. The Mathematical Studies syllabus consists of eight compulsory topics. These are: 1. Introduction to the graph display calculator 2. Number and Algebra 3. Sets, Logic and Probability 4. Functions 5. Geometry and Trigonometry 6. Statistics 7. Introductory Differential Calculus 8. Financial Mathematics

Statistics and Probability

Grade 11/12

(American Diploma*** only for 20112012) The high school probability and statistics course presents basic concepts and techniques for collecting and analyzing data, drawing conclusions, and making predictions. Applications may be drawn from a wide variety of disciplines ranging from the social sciences of psychology and sociology to education, allied health fields, business, economics, engineering, the humanities, the physical sciences, journalism, communications, and liberal arts. Students should be able to design an experiment, collect appropriate data, select and use

Mathematics Standard Level

IB Standard Level, American Diploma Mathematics SL is designed for the student who possesses knowledge of basic mathematical concepts and has the skill to apply mathematical techniques correctly. The students taking this course will develop a sound mathematical background as they prepare for future studies in areas such as chemistry, economics, psychology, and business administration. This course includes a portfolio of mathematical investigations and modeling, based on

AISC | Course Description Guide 2011 - 2012 29

different areas of the syllabus. The portfolio is worth 20% of the final grade. The Mathematical SL syllabus consists of seven compulsory topics. These are: 1. Algebra 2. Functions and Equations 3. Circular Functions and Trigonometry 4. Matrices 5. Vectors 6. Statistics and Probability 7. Calculus

and modeling, based on different areas of the syllabus. The portfolio is worth 20% of the final grade. The Mathematics HL syllabus consists of the study of seven compulsory core topics, and one option topic. The core topics are: 1. Algebra 2. Function and Equations 3. Circular Functions and Trigonometry 4. Matrices 5. Vectors 6. Statistics and Probability 7. Calculus The option topics are: 1. Statistics and Probability 2. Sets, Relations and Groups 3. Series and Differential Equations 4. Discrete Mathematics

Mathematics Higher Level

IB Higher Level, American Diploma Mathematics HL is designed for the students with a strong background in mathematics who is competent in a range of analytical and technical skills. Students taking this course will be expecting to studying mathematics in their future studies (either as a major, or within the context of another course such as physics, engineering, or technology). This course includes a portfolio of mathematical investigations

AISC | Course Description Guide 2011 - 2012 30

Modern Languages

FRENCH French as a Foreign Language

Grade 6

The Grade 6 French course focuses on the development of listening, reading, speaking and writing skills on a variety of topics that mainly emphasize the students personal life and immediate environment. They study vocabulary and grammar that will allow them to begin understanding and communicating with native French speakers. They also explore aspects of the countries where French is spoken, such as their geography, background, famous personalities and culture. Group activities and participation in class are an essential part of this course.

in Grades 6 and 7 even further. Students will study a variety of topics relevant to their personal life as well as youth issues, education, work experience, tourism, literature and celebrities. They will produce target language of varying lengths using a variety of tenses. In addition, students will express opinions and read texts or simplified short stories where they will have to guess meanings through context. Furthermore, students will continue to explore aspects of the culture of French-speaking countries through a variety of print and technological resources.

French as a Foreign Language

Grade 9

French as a Foreign Language

Grade 7

The Grade 7 French course is designed to enhance listening, reading, speaking and writing skills acquired in Grade 6. Students will study a variety of topics relevant to their immediate environment and personal life as well as issues such as health, education and traveling. They will continue to develop and apply their knowledge of language through communicative activities. Students will also further study aspects of French culture including film, tourist sites and food.

The Grade 9 French course emphasizes the further development of oral communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends, and careers. Study of a literary book, thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping-stones to oral and written activities. Students will enhance their ability to understand and speak French through conversations, discussions, and presentations.

French as a Foreign Language

Grade 10

French as a Foreign Language

Grade 8

The Grade 8 French course is designed to enhance all language skills (listening, reading, speaking and writing) acquired

The Grade 10 French course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world.

AISC | Course Description Guide 2011 - 2012 31

Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts and films, and in their own writing. It also emphasizes the further development of oral communication. Students will expand their knowledge of French by studying a series of theme-related topics, such as students rights and responsibilities and relationships with peers and adults.

essays about contemporary and literary topics.

GREEK for Native Speakers Greek

Grade 6

AB Initio French

Grade 11 & 12

IB SL, American Diploma The AB Initio French course is designed for students with no experience in French. Students are taught the basic communication competencies of the language over two years.

French B

Grade 11 & 12

IB SL/HL, American Diploma This course is designed for students with 5 years of previous experience of second-language learning in French. The course focuses on communication and prepares the students to use the language appropriately in a range of situations and contexts in speech and writing. The skills of listening, speaking, reading and writing are taught through the study of a wide range of oral and written texts (literary, informative and journalistic). The students are expected to fulfill social, academic and cultural objectives through the three course areas: Language, Cultural Awareness, and Message. Through the exploitation of the variety of texts the students develop the skills of "text-handling", "written and oral production". The course offers insights into the country culture thought the texts, the reading of newspapers and Internet data allowing the students to develop personal opinions. Students also acquire the skills they need to write

The basic goal of Grade 6 is to develop their ability to communicate effectively (orally and in writing), by understanding and producing different kinds of speech and texts. Students start to work independently. Students will consolidate their existing knowledge in Grammar; new more complicated aspects of the language will be introduced. They are required to read a literary book: , which will be discussed and analyzed in class, and they will be asked to write a summary for each chapter as well a book review at the end. The books that will be used are: ' , ..... . ..., K ' , A , , and any other recourse that will be useful to the best outcome of the subject.

Greek

Grade 7

n Greek 7, students study and develop more complex aspects of Modern Greek Grammar. They will read a variety of texts of different subjects and different techniques and they will be asked to answer questions as well to do written assignments or projects. Students are expected to be able to work independently. They are required to read a literary book: O , which will be discussed and analyzed in class, and write a book review about it. The books that will be used are: K , ' , (book and exercise book), ,

AISC | Course Description Guide 2011 - 2012 32

, and any other recourses that will be useful to the best outcome of the subject.

Greek

Grade 10

Greek

Grade 8

In Greek 8, students develop their expression by studying more complex aspects of Modern Greek Grammar and discussing, reading and writing descriptive, narrative and topical texts about themes linked to their personal experience. In the study of literary texts, they will be exposed to a variety of texts from different centuries. Text selection is made with respect to the difficulty of the literary language and includes adopted versions in Demotiki of texts originally written in Katharevousa. At this level, the students are expected to work more independently: they are required to read a literary book individually and write a book report about it.

This course aims to facilitate the transition from the American Curriculum to the International Baccalaureate for those students who should opt to proceed to the IB, to Modern Greek A2 in particular. In the direction of that goal we have designed a program which incorporates all the necessary skills and knowledge, which an IB student requires, that is, excellent reading comprehension skills (especially as regards previously unseen texts); ability to comment on and produce texts in a wide variety of genres and modes; development of oral expression, both impromptu and prepared; and a high level of critical and analytical thinking.

Greek for the International Baccalaureate (IB) Greek

Greek

Grade 9

Grade 11

In Greek 9, students build on the skills acquired previously by studying even more complex aspects of Modern Greek grammar and syntax and discussing, reading and writing longer, more structured and complex descriptive, narrative and topical texts about themes linked to their personal experience. Special attention will be given to hypotactic syntax. In the study of literary texts, they will again be exposed to a variety of texts from different centuries. Texts written in Katharevousa will now be studied with accompanying vocabularies and commentary whenever needed. At this level, the students are expected to work independently: they are required to read a literary book individually and write a book report about it.

IB SL/HL Greek The development and refinement of the four primary language skills of listening, speaking, reading and writing are integral to the language A2 course. Central to this development and refinement is the acquisition of a wide range of vocabulary and idiom. Students are introduced to a wide range of texts. They are taught to recognize and analyze aspects of style and register, and to incorporate these aspects into their own writing. The study of texts includes an exploration of the culture(s) related to the language studied. In this study students are encouraged to examine how cultural contexts influence language use. Language, texts and culture are explored through the framework of cultural and literary options. At higher-level students study four options: at least one must be literary, and at least one cultural. One of the cultural options chosen must be

AISC | Course Description Guide 2011 - 2012 33

either language and culture, or media and culture.

Spanish as a Foreign Language

Grade 6

Greek

Grade 12

IB SL/HL Greek The development and refinement of the four primary language skills of listening, speaking, reading and writing are integral to the language A2 course. Central to this development and refinement is the acquisition of a wide range of vocabulary and idiom. Students are introduced to a wide range of texts. They are taught to recognize and analyze aspects of style and register, and to incorporate these aspects into their own writing. The study of texts includes an exploration of the culture(s) related to the language studied. In this study students are encouraged to examine how cultural contexts influence language use. Language, texts and culture are explored through the framework of cultural and literary options. At standard level students study three options: at least one must be literary, and at least one cultural. One of the cultural options chosen must be either language and culture, or media and culture.

This is a beginners course in Spanish. The course focuses on the development of listening, reading, speaking and writing language skills on a variety of topics that mainly emphasize their personal life and immediate environment. Students study vocabulary and grammar that will allow them to understand and produce language at a basic level. Additionally, they acquire knowledge on Spanish speaking countries, their geography, background, famous personalities and culture.

Spanish as a Foreign Language

Grade 7

SPANISH as a Foreign Language

The Spanish program is designed to provide students with the necessary language skills that will allow them to communicate with native speakers, to acquire knowledge about Spanishspeaking countries and to develop cultural awareness, tolerance and appreciation of diversity. Additionally, the Middle and High School program aims to prepare students for their Standard or Higher Level IB examinations in Grades 11 and 12.

The Grade 7 Spanish course is designed to enhance listening, reading, speaking and writing language skills acquired in Grade 6. The students will study a variety of topics relevant to their immediate environment and personal life as well as issues that involve the environment, employment, education, traveling and cultural differences between the Spanish speaking countries and their own. Furthermore, a wider range of vocabulary and grammar is studied which allows students to understand and produce more complex language.

Spanish as a Foreign Language

Grade 8

The Grade 8 Spanish course is designed to enhance all language skills (listening, reading, speaking and writing) acquired in Grades 6 and 7 even further. The students will study a variety of topics relevant to their personal life as well as youth issues, education, tourism, literature, celebrities, problems and complaints etc. They will produce language of varying lengths using a variety of tenses. They will express opinions and read texts or simplified short stories where they will have to guess meanings through context.

AISC | Course Description Guide 2011 - 2012 34

Spanish as a Foreign Language

Grade 9

competencies of the language over two years.

This is the first of the two High School courses. The course is designed to enhance all language skills acquired in the Middle School. The students study a variety of topics relevant to young peoples life and issues and apply vocabulary, grammar and language patterns in order to express themselves in more complex communicational situations.

Spanish B

Grade 11 & Grade 12

Spanish as a Foreign Language

Grade 10

This is a pre-IB course, which prepares students for their studies in Grades 11 and 12. During this year the students study topics, which promote their language skills, grammar and fluency and develop their analytical ability. By the end of the course the students are able to describe and express opinions with fluency, read books containing advanced language and understand language spoken in real situations.

IB SL/HL, American Diploma This course is designed for students with 5 years of previous experience of second-language learning in Spanish. The course focuses on communication and prepares the students to use the language appropriately in a range of situations and contexts in speech and writing. The skills of listening, speaking, reading and writing are taught through the study of a wide range of oral and written texts (literary, informative and journalistic). The students are expected to fulfill social, academic and cultural objectives through the three course areas: Language, Cultural Awareness, and Message. Through the exploration of the variety of texts the students develop the skills of "text-handling", "written and oral production". The course offers insights into the country culture thought the texts, the reading of newspapers and Internet data allowing the students to develop personal opinions. Students also acquire the skills they need to write essays about contemporary and literary topics.

Abinitio Spanish

Grade 11 & Grade 12

IB SL, American Diploma The AB Initio Spanish course is designed for students with no experience in Spanish. Students are taught the basic communication

AISC | Course Description Guide 2011 - 2012 35

Music

Exploratory Music

Grade 6-8

Middle School Exploratory Music is a course lasting one quarter, developing the skills and topics covered in elementary music and leading to more advanced study in high school and IB. This survey course includes music listening and analyzing, history and appreciation, instrument workshops, theory and composition, and performance.

students are encouraged to continue developing their skills on the instrument of their choice.

Music

Grade 11 & 12

Music

Grade 9 & 10

This course follows on from Middle School Exploratory Music and prepares students for the two year IB music course. It explores topics in greater depth, including music theory and composition, history, musical appreciation, ethics and styles. All

Standard Level, Higher Level, American Diploma This two-year program examines basic musicianship in great detail. Students are challenged to acquire knowledge of music history and recognize various forms of music from multiple time periods and diverse regions of the world. There is also an emphasis on composition and performance. Various requirements, such as completing 2 years of prior credit, need to be fulfilled to enter this high level, theoretical, music class.

AISC | Course Description Guide 2011 - 2012 36

Physical Education and Health

School wide Physical and Health Education (PE) curriculum is based on the Virginia State Standards. The PE curriculum identifies the concepts, processes, and skills for physical education from kindergarten through to grade ten. The PE curriculum enables the AISC students to develop their competence and confidence by taking part in different physical activities, performing, analyzing situations and making decisions. The physical education standards are grouped into five domains: Motor skills and Movement, Movement Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards in each domain are sequenced to progress in complexity from grade level to grade level. The standards are intended to provide students with the necessary knowledge, processes, and skills to become physically educated, fit, and responsible.

PE

Grade 6

Students in grade six combine fundamental skills into more complex movement forms, in modified game and recreational activities. Cooperative and competitive small-group games are appropriate, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Assessment is used for students to identify and set reasonable and appropriate goals for development, maintenance, and improvement. Individual performance is increasingly influenced by peer pressure, problems are solved and responsible decisions are made through group work. Students identify and seek opportunities to participate in regular physical activity at and outside the school environment.

changing game situations. The ability to analyze skill performance through observing and understanding critical elements (small, isolated parts of the whole skill or movement) is increasingly apparent; as is the application of basic scientific principles of movement. They create plans for improving personal fitness. Students continue to develop responsible personal and social behaviors by demonstrating decisionmaking skills, conflict-resolution skills, appropriate etiquette, and respect for others. Students achieve and maintain personal fitness standards and set reasonable and appropriate goals for improvement or maintenance their personal fitness.

PE

Grade 8

PE

Grade 7

In grade seven, students continue to develop competence in various games, sports and recreational activities. They vary movement during dynamic and

Students in grade eight demonstrate competence in skillful movement in dynamic game/sport situations and in a variety of recreational activities. Students demonstrate the ability to assume responsibility for guiding their own learning as they apply their knowledge and abilities to create a practice plan to improve performance in a selected

AISC | Course Description Guide 2011 - 2012 37

game/sport or recreational pursuit. They demonstrate mature responsibility as they show respect for others, make reasoned and appropriate choices, resist negative peer pressure, and exhibit fair play. Students are able to set goals, track progress, and participate in physical activities to improve health-related fitness. They have a repertoire of abilities across a variety of game/sport, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities.

plan, implement, self-assess, and modify a personal fitness plan. Students are prepared to lead a physically active lifestyle.

Sports Science

Grades 11/12

PE

Grade 9

In grade nine deal with complex applications across all types of physical activities. They demonstrate the ability to use basic skills, strategies, and tactics. Students demonstrate more specialized knowledge in identifying and applying key movement concepts and principles. They assess their skill performance and develop a personal physical activity program aimed at improving it. Students demonstrate independence of others in making choices, respect all others, avoid conflict but are able to resolve it appropriately, and use elements of fair play and ethical behavior in physical activity settings.

American Diploma The Sports Science course focuses on the study of human movement and of systems, factors, and principles involved in human movement. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individuals participation in physical activity. This course is designed to stimulate intellectual curiosity and to apply analytical and critical thought to concepts related to human movement and well-being. In addition, the course aims to foster enthusiasm for an active and healthy lifestyle and to emphasize the importance of effective lifestyle practices. Within the course the students will learn how to apply the knowledge acquired so as to effectively teach/coach groups of students. To do this, students will learn how to prepare lesson plans, implement them, and also reflect on their performance.

*Sports Science can count as a Science credit as well as a PE credit for both the American College Preparatory Program and the American General Level Diploma.

PE

Grade 10

Students in grade ten are proficient in all fundamental movement skills and skill combinations and are competent in selfselected physical activities that they are likely to participate in throughout life. They understand and apply key movement and fitness principles and concepts for all activities in which they demonstrate competence. They develop the ability to understand and anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency in at least three lifelong physical activities and

Health

Middle School Health (Grades 6/7/8) course is taught within the PE course. The goal is to help the students understand themselves and others, and to use this knowledge to make responsible decisions and choices about their bodies and lives. Topics include physical and mental health issues including nutrition, stress management, positive relationships, use/abuse of tobacco, alcohol and other drugs, and sex education.

AISC | Course Description Guide 2011 - 2012 38

Research Skills

Research Writing Skills

Grade 7 & 8

Lessons covered include: 1. What is research? What is plagiarism? 2. Selecting a topic and making a plan 3. Locating and finding the best sources 4. Reading for information, taking notes & making a bibliography (MLA Guidelines for recording bibliographic information (including electronic sources; example: wiki, podcasts, weblog, website, electronic databases) 5. Organizing, revising and presenting information 6. Evaluating the process and the final product

The Research Writing course is taught by the AISC Librarian who is dedicated to teaching the research process. Each year in the middle school, students will participate in this research block to refine their research skills and prepare them for research writing projects that they will encounter in middle school, high school, the IB program and their future higher education. During the sixweek block, students will actively participate in the elements of the research process. They will conduct research that will culminate in a written research paper.

The AISC Rock at Research writing booklet is the main text for the course. All students will receive a copy.

This course will also teach the AISC Academic Honesty Policy, and create learning activities around the concepts in the Policy.

AISC | Course Description Guide 2011 - 2012 39

Technology

Information Technology

Computer courses at AISC are designed to develop an appreciation for information technology and its applications. As part of having access to the internet email and world wide web, all middle school and high school students sign an AISC net/policy agreement which outlines the facilities available and the associated rules The students will also experience culminating activities in the form of designing their own website to display their developed skills. In the second half of the course, the teacher will discuss how multimedia is everywhere. During this course the students will develop beginning skills in the several multimedia tools, such as Photoshop, Movie Creating Software, Sound editing software and Flash. The students will have culminating projects associated with each of the multimedia software listed above to demonstrate their skills. The Web Design and Multi-media Production course will prepare students for the Information Technology for a Global Society course in Grade 11.

Exploratory Computer

Grades 6-8

Middle School Exploratory Computer class covers word application software, as well as, web-based programs. There is no prescribed text for this class students work with hands on approach to the course. The IT teacher works closely with the core subject teaches to integrate IT skills into the regular core curriculum.

Computer Applications

IB Information Technology in a Global Society (ITGS)

Grade 9

Grades 11 & 12

Required Computer Applications is a 1semester course covering all areas of common applications available. Applications and skills covered will include all Office applications including excel spreadsheets and tools to enhance media presentations.

Multi-media Production and Website Design

With the World Wide Web and ECommerce changing our lives, the basic understanding of how it works is becoming more and more important. During the first half of this course students will develop skills in web tools HTML and Dreamweaver.

Standard & Higher Level, American Diploma The information technology in a global society (ITGS) course is the study and evaluation of the impact of information technology (IT) on individuals and society. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. ITGS

AISC | Course Description Guide 2011 - 2012 40

offers an opportunity for a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline. Information technology is the acquisition, processing, storage, manipulation and dissemination of digital information by computing or telecommunications or a combination of both. Concerning Assessment, Standard Level Students are required to complete

a project for their internal assessment that is worth 70% of their total grade. The remaining 30% of their final grade comes from the external examination. Higher Levels students must complete three portfolios and one extension worth 20% of their final grade. The remaining 80% comes from their external final exam.

AISC | Course Description Guide 2011 - 2012 41

Senior Writing Project

The AISC Grade 12 Senior Writing Project is taught in one semester and is a graduation requirement. Student work with a teacher-advisor, select their own research topic and write a research paper of 2500-3500 words. After students submit the paper they create a professional multi-media presentation. Students are assessed using six criteria: Plan of investigation, summary of evidence, evaluation of sources, analysis, conclusion and list of sources. A rubric outlines how AISC assesses the Senior Project and all students are given the rubric at the beginning of the course so students are aware of what is expected of them and how to receive full marks. Students choose their own topics. As a result, Senior Projects are as diverse as the students interests. For example, some topics chosen in the past include: growth of political extremism in sport, Internet violence, gaming habits, reasons for childhood obesity, effective solutions related to the homeless. The presentation is an overview of their research and findings. Students will deliver their findings to an audience. During the class, the students will learn the essential skills required for public speaking and will be taught how to put together a professional presentation. Students must demonstrate knowledge of their chosen subject, competent speaking skills, articulation of their findings, the ability to integrate technology in their presentation. A booklet covering the essential skills and how the Senior Project is assessed is sent home with students at the beginning of the class.

AISC | Course Description Guide 2011 - 2012 42

Middle School Advisory

AISC has created a unique advisory program for middle school students. Each middle school student has an adult advocate who serves as an advisor in helping them to monitor their academic progress, set personal learner goals, assist in organizational and study skills and explore university and career possibilities. In advisory close knit relationships are fostered between and among students and their advisor. This supportive environment promotes personal and academic growth during this transition.

High School Guidance Seminar

Guidance Seminar

Grade 9

Students will explore topics relating to better understanding themselves, relating to others, and future planning. Topics include a study skills unit, which helps students with self-discipline. Students will learn a variety studying techniques, time management and test making strategies. The health unit focuses on building students selfconfidence by discussing a variety of current health related information in order for them to make wise choices. The self-exploration unit focuses on careers, PSAT and university information.

noting how abilities, attitudes and personality develop and the problems faced at different stages of life, perception/illusion, mental illness/disorders, physical handicaps, death and dying, alcoholism, stress and emotional problems.

Guidance Seminar

Grade 11

Students will explore topics beneficial to them in future planning. Topics include PSAT and SAT preparation, creating/updating their high school resume, career exploration and choosing universities. Throughout the year, there will be presentations by visiting university representatives.

Guidance Seminar

Grade 10

Guidance Seminar

Students will work on preparing for the PSAT, creating a high school resume, career exploration and university research. Throughout the year, students will also be introduced to Psychology. The course aims to provide students with a better understanding of why people think and act as they do. The main topics covered include an overview of the individuals psychological development from infancy to adulthood

Grade 12

Students will work on preparing their university application packets and the transition of college. Topics covered include completing the university application forms, compiling and writing a professional resume, SAT/TOEFL and other university test information, letters of recommendation, essays and personal statements.

AISC | Course Description Guide 2011 - 2012 43

AISC Accreditation and Memberships

Accredited by the Middle States Association of Colleges and School, Philadelphia, USA Accredited by the International Baccalaureate Organization, Geneva, Switzerland Recognized by the Ministry of Education and Culture in Cyprus Member of the European Council of International Schools Member of Council of International Schools Member of MAIS and NESA Member of NHS

Thank you.

AISC | Course Description Guide 2011 - 2012 44

Information

45 pages

Find more like this

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

908763


You might also be interested in

BETA
Mathematics, Grade 7 - Approved Listing
NCCER 09 Catalog interior.indd
Microsoft Word - IGCSE.doc