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High School Course Descriptions
Table of Contents
1.0 Introduction 2
2.0 High School Graduation Requirements 4
3.0 English 8
4.0 Mathematics 16
5.0 Science 26
6.0 Humanities 34
7.0 World Languages 41
8.0 Physical Education and Health 46
9.0 Visual and Performing Arts 51
10.0 Computer Science and Technology 62
American International School High School Course Descriptions 2015-16 Page 2 of 68
SCHOOL PURPOSE
Serving families from Hong Kong’s local and expatriate communities since 1986, the American
International School (AIS) is a private, fully accredited co-educational international school for
students from Early Childhood through to Grade 12. As a college-preparatory school, AIS offers a
strong academic program based on US educational standards supported through teaching that reflects
international best-practices.
AIS is committed to providing students with a rigorous, well-balanced educational experience that
will challenge them academically, stimulate their thinking and provide them with opportunities to
grow into confident young men and women, committed to life-long learning and prepared for the
responsibilities of global citizenship.
Recognized for its positive, student-centered approach to teaching and learning, AIS values the sense
of community within the school. The school emblem, the eagle, is a universal symbol of strength,
endurance and pride that unites everyone in our community under the motto: Justice, Knowledge and
Love
MISSION
To provide a comprehensive and challenging academic program, preparing students for a rapidly
changing world, developing committed life-long learners prepared for the responsibilities and
expectations of global citizenship
VISION
A dynamic international learning community committed to:
Preparing students with the academic skills and qualifications needed to access university and
college programs
Providing a progressive educational program in English that supports the ethos of enquiry, is
academically challenging and technologically advanced
Expanding knowledge and understanding of the world through a systematic program of
experiential learning, leadership training, community service and extra-curricular activities
Promoting an inclusive school climate that teaches empathy, fosters collaboration and
celebrates international diversity
American International School High School Course Descriptions 2015-16 Page 3 of 68
EXPECTED SCHOOLWIDE LEARNING RESULTS
(ESLRs)
At the American International School, every student is prepared to be:
A global citizen, who:
Values and respects diversity
Makes a positive difference to the lives of others
Assumes responsibility for the planet and its inhabitants
Is Action oriented
An effective communicator, who:
Listens actively for understanding
Organizes ideas to produce clear and coherent writing
Uses appropriate media to convey a message
Is Articulate
An empowered thinker, who:
Comprehends and critically evaluates information
Demonstrates flexibility, creativity, and innovation
Applies learning to real-life situations
Is Reflective
A well-rounded individual, who:
Leads an active, balanced and healthful lifestyle
Embraces new opportunities and challenges
Works well both independently and collaboratively
Is Engaged
American International School High School Course Descriptions 2015-16 Page 4 of 68
ACADEMICS
High School students normally attend four (4) academic years and must earn a minimum of twenty-
four (24) Carnegie Credits to graduate with an AIS High School Diploma. One credit is awarded for
the successful completion of a full-year course consisting of five hours a week at AIS.
AIS High School students are required to take a full-time schedule of seven (7) courses each academic
year. Therefore, a student may earn twenty-eight (28) credits throughout high school.
English 4 credits
Mathematics 4 credits
Science 4 credits
Humanities & Social Studies 4 credits
World Languages 2 credits
Physical & Health Education 2 credits
Visual and Performing Arts 2 credits
Computer Science & Technology 2 credits
--------------------------------------------------------------
Minimum Requirement 24 credits
Electives 4 - 5 credits
--------------------------------------------------------------
Total 28 - 29 credits
Notes:
1) One (1) Mathematics Algebra I credit maybe earned in Middle School Grade 8 and therefore
students may earn up to a total of Twenty-nine (29) credits.
2) Transfer students at Grade 9, or above, receive one credit for each one hundred forty (140)
successful hours of academic work at other institutions toward AIS graduation requirements.
3) A minimum of five (5) Grade 12 or Advance Placement course credits is required for graduation.
EXPERIENTIAL LEARNING
Outdoor Education & Leadership Program
In addition to the classroom curriculum, AIS incorporates an Outdoor Education and Leadership
Program (OELP). This enriches the students’ learning experiences and supports them in meeting the
school’s Expected Schoolwide Learning Results (ESLRs). To fulfill the requirements of this program,
all high school students MUST participate in a variety of unique learning opportunities designed to
promote personal and social growth, leadership training and global citizenship. As a school, we are
committed to providing students with a challenging, safe and positive outdoor experience, where they
learn more about themselves, others and the environment around them. Often referred to as
‘Adventure Week’, a series of week-long trips and activities is organized annually in the lead-up to
Fall Break. During this time, the regular academic program is suspended and all high school students
and staff are required to participate in an appropriate trip or activity.
American International School High School Course Descriptions 2015-16 Page 5 of 68
COMMUNITY SERVICE
American International School strives to promote student social and civic responsibility. We expect
and encourage students to experience community service. This integral part of student life requires the
completion of a minimum number of community service hours for graduation.
The number of hours required for graduation depends on the number of years a student is at AIS. The
longer a student is in AIS, the greater the senior responsibility for community service and the greater
the number of required hours. The minimum number of hours required of each student is:
Grade 9 10 hours
Grade 10 10 hours
Grade 11 20 hours
Grade 12 20 hours
----------------------------------------------------------
Total 60 hours
HOMEROOM
In order to be promoted to the next homeroom level, our students must accrue a minimum number of
credits at the end of each academic year. The requirement for promotion to the next grade level
homeroom is as follows:
A minimum of five (5) credits at the end of Grade 9 to be promoted to Grade 10
A minimum of eleven (11) credits at the end of Grade 10 to be promoted to Grade 11
A minimum of eighteen (18) credits at the end of Grade 11 to be promoted to Grade 12
ATTENDANCE
In order to be learning and earning academic Carnegie credits, every high school student needs to be
in school. If a student is absent, an official document (e.g. a medical certificate) is required in order to
authorize the absence. A letter written by parents/guardian is not considered as an official document.
If a student incurs more than 9 unauthorized absences during the school year, they will fail the grade.
This means they will not be promoted to the next grade level. For grade 12 students this will also
mean they are unable to graduate. Promotion and graduation require a minimum 80% attendance rate
regardless of whether absences are authorized or not.
Punctuality is also important. Students need to be on time for the start of the school day, prepared for
class and ready for learning. Attendance is monitored by each class teacher, but also through the
school office by ‘beeping in’. This requires each student to swipe their school ID card through the
computer entry system at the school gate each morning. Any student failing to ‘beep in’ or sign in,
will be sent an email by the school attendance system. Failure to respond to this email within two
school days will automatically result in receiving an unauthorized absence.
SCHOOL COMMUNICATION
Communication from the school is in English and through Email to the school email account. Each
student and family is issued a school email account (Gmail system). Students and Families are
recommended to check and respond to their school email on a daily basis. Email communications to
families will include but are not limited to notices about tuition fee payments, parent meetings, school
trips, school reporting, attendance and school news updates through our monthly bulletin the Eagle-i.
American International School High School Course Descriptions 2015-16 Page 6 of 68
STANDARDS BASED REPORTING
In line with our schoolwide assessment and reporting approaches, the high school uses a standards-
based reporting approach for our school report cards.
At AIS, we divide the year into three equal parts, and reports are printed at the end of each trimester.
Parents are expected to collect report cards and attend Parent Teacher Conferences in late November
and mid-March.
Report card grades are cumulative. The final report card, which indicates a student’s success in
passing courses, earning academic credits, and meeting promotion and graduation requirements, is
available at the end of the school year in June.
At AIS we deliver a US standards based curriculum. Our courses focus on student achievement in
relation to a set of rigorous academic standards. The standards are internationally recognized and
include content, concepts and skills that a student needs to master. At the highest academic level, the
standards we use for our Advanced Placement (AP) courses are set by the College Board.
ASSESSING STUDENT LEARNING
By using standards, we can focus our assessments on measuring the degree of student learning in
achieving or meeting these standards. For this reason, it is important to state that the actual grades on
our report cards are intended to show learning, not behaviors. Unfortunately schools will often reward
students for their participation in class, or penalize students when work is handed in late or their
punctuality to class is poor. However, these factors, whilst important, are not a measure of student
learning. Student learning must be measured in terms of what they can do in relation to the academic
standards.
REPORTING STUDENT PROGRESS
To provide students and families with a more accurate measurement of learning, we include two
grades on our report cards:
1. Learning Achievement Grade: This is a score measuring a student’s learning and ability to
meet the required academic standards.
2. Learning Attitude Grade: This reflects the student’s attitude to learning and how they meet
the expectations and requirements of the high school program.
Each teacher shares with their classes the rubric we use to measure this Learning Attitude grade.
There are 8 criteria: attendance, punctuality, preparation for class, meeting deadlines in submitting
work, accurately following instructions, making positive contributions to the lesson, seeking advice
and feedback to overcome problems when necessary, and academic integrity in producing own work.
Research shows that these factors are vitally important for a student to become successful, and so by
focusing on these behaviors and attitudes it is expected that students will become more effective
learners. We invite you to discuss these criteria with your son or daughter, or contact their teachers if
you have any questions regarding how these issues are measured or addressed.
American International School High School Course Descriptions 2015-16 Page 7 of 68
CALCULATING GRADE POINT AVERAGES
A student earns a percentage score for each course. This score is converted to a grade point (please
see the table below for details). A passing score is 60%. A score of 94% or above earns the highest
grade point of a 4.0. AIS does not weight honors or AP level courses. The Grade Point Average
(GPA) is the mean of these grade point scores across all seven courses. They are equally weighted.
Letter Grade Percentage % Grade Point
A 94 – 100 4.0
A- 90 – 93 3.7
B+ 87 – 89 3.3
B 84 – 86 3.0
B- 80 – 83 2.7
C+ 77 – 79 2.3
C 74 – 76 2.0
C- 70 – 73 1.7
D+ 67 – 69 1.3
D 64 – 66 1.0
D- 60 – 63 0.7
U 59 – below 0.0
I Incomplete 0.0
Students will also receive a grade point in every course for their Learning Attitudes. The rubric by
which this is calculated is the same across the high school, and has been shared with all students by
their teachers. The Learning Attitudes Grade Point is independent from the Standards Based Learning
Achievement Grade. The score for monitoring student learning and the score for monitoring student
behaviors or attitudes are mutually exclusive.
ACADEMIC DISTINCTION A student will only receive an honor roll certificate at the end of the year if their GPA for both
Standards Based Achievement and Learning Attitude are above 3.0. If both GPAs are above 3.5 then
the student will be awarded Principal’s Honor Roll. Honor Roll and Principal’s Honor Roll
certificates are presented to students at the end of year High School Awards Ceremony.
USE OF TECHNOLOGY
Effective 1 August 2015, AIS will support a Bring Your Own Device (BYOD) system from Grade 6
through Grade 12. All students in Middle School and High School will have the option of bringing
their own technology device to school to use in their classrooms. AIS has recently upgraded its WIFI
connectability by installing a brand new WIFI infrastructure across the AIS campus that enables
online access for all students and teachers in every classroom. Our WIFI and BYOD system will
support students and teachers to effectively use technology to improve learning. The development of
the school’s digital learning environment is being coordinated by the school’s new Director of
Technology (EC-12), Mr. Andrew Chiu ([email protected])
After carefully researching successful BYOD programs at other schools we have agreed on the
following minimum requirements for any device.
A minimum screen size of 9 inches
A keyboard
Photo and video capability
Although students can use Windows software and Microsoft devices, the majority of the technology
hardware and devices across the school are Apple products. For families considering the purchase of a
laptop, we believe a MacBook Air would fully meet all the technology requirements for any student in
our high school.
American International School High School Course Descriptions 2015-16 Page 8 of 68
Departmental Statement
The English department strives to cultivate a life-long appreciation of English literary traditions and
language while promoting literacy through the study of various genres and the application of diverse
modes of delivery. The English department endeavors to foster an open and collaborative learning
environment in which cultural diversity is embraced.
Through their study of the English language and the rich literary traditions of the United States,
Britain, and the world, our students are given many opportunities to appreciate and enjoy fine
literature and to become confident and fluent users of English. This confidence and fluency helps
them to operate effectively in a world of ever-increasing challenge and complexity; they become
adept at communicating clearly and purposefully, responding creatively to the world around them and
expressing their opinions eloquently.
As an American Standards based school, our courses and all units are designed using the Common
Core State Standards for English Language Arts as well as the College Board Standards for the AP’s
in English.
Course Selection
In order to graduate with a High School Diploma, students must successfully complete four
compulsory units of English including either British Literature (ENG4C) or the Advanced Placement
course in English Literature and Composition (EAP5C) in their senior year.
Advanced-level English courses are offered at each grade level. Students with a genuine interest in
literature may benefit from the challenges and rewards of the Honors and Advanced Placement
English courses. Juniors who have received teacher recommendations may take Advanced Placement
English Language and Composition. Students who successfully pass the Advanced Placement
examinations in Grades 11 and/or 12 may be granted university credit.
In addition, the department offers an elective course in Journalism for Grade 11 and 12 students.
Students are given the opportunity to learn multi-media skills and discover new talents as they learn to
create written publications for the school’s newspaper, The Eagle News.
English Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
ENG1C ENG2C ENG3C ENG4C
EAP5C
EHS1C EHS2C ELG5C
JLM4E
American International School High School Course Descriptions 2015-16 Page 9 of 68
Course Description
ENG1C focuses on both Literature and Language in order to support students in developing the skills
and knowledge necessary to achieve academic success in English at a high school level and to prepare
them for the subsequent demands of the SAT and undergraduate studies. The Language and Literature
course components are integrated and designed to complement each other, ensuring our freshman
students receive a well-balanced, academically robust core English program.
Literature: Students will learn about specific literary devices, and develop the skills necessary for
literary analysis. They will focus on short fiction and novels, such as Lord of the Flies by William
Golding and The Alchemist by Paulo Coelho. They will also study Shakespeare’s Romeo and Juliet.
Students will learn to apply critical thinking skills in an analysis of multi-genre works.
Language: Students will work through the processes of building essential academic reading and
writing skills. This will include explicit instruction in grammar, note taking, summarizing, basic
research skills and multi-genre essays.
Learner Outcomes
Students will be able to:
Critically respond to literature using analytic writing.
Analyze literature using elements of narrative, poetry, and drama.
Demonstrate and apply specific reading, writing and research skills.
Plan, develop and write multi-genre essays.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, media, formal
essays and other types of writing, comprehensive tests, student-facilitated presentations, and a
research project. Students will also maintain a portfolio of all written work.
Course Description
The objectives of this course are to enable students to further develop their literacy skills as they
experiment with various types of reading and writing.
Literature: Students will be encouraged to seek greater analytical depth in the coursework allowing
them to explore the fundamental ideas expressed in all literature. This course moves at an accelerated
pace, and students will study a wide range of advanced literature. During the course, students engage
in a variety of learning tasks, such as discussions, role-playing, dramatizations, group work,
presentations, independent research, and many individual writing assignments. Various resources are
used throughout the year, including films, and non-fiction supporting materials. Major texts under
study include Herman Hesse’s Siddhartha, Patrick Suskind’s Perfume, and Shakespeare’s Romeo and
Juliet.
Language: Students will work through the processes of building essential academic reading and
writing skills. This will include explicit instruction in grammar, note taking, summarizing, research
skills and literary analysis essays. In the second semester, student will further develop skills in process
writing, interpreting and comparing texts, writing for different audiences and purposes, researching
for and supporting of an argument, and synthesizing information from a variety of sources. Writing
skills are enhanced through a study of grammar, sentence patterns, and stylistic techniques.
Course Title: English Language & Literature I Course Code: ENG1C
Prerequisite: ENG08C Credit Value: 1 Credit
Course Title: English Literature I -Honors Course Code: EHS1C
Prerequisite: ENG08C, and recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 10 of 68
Learner outcomes
Students will be able to:
Demonstrate and apply specific reading, writing and research skills.
Discuss literature and the various components that make up different genres.
Analyze how literature discusses ideological differences, including the conflict between
tradition and modernization.
Critically respond to literature using analytical writing strategies.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, and media,
formal essays and other types of writing, comprehensive tests, student-facilitated presentations, and a
research project. Students will maintain a writing portfolio.
Course Description
ENG2C builds on the foundations of the ENG1C course. This course continues to focus on both
Literature and Language, supporting students in the development of the skills and knowledge
necessary to achieve academic success in English at a high school level. The course also prepares
students for the subsequent demands of the SAT and for their undergraduate studies.
The Language aspect of the course will guide students through the next stage in their development,
further extending their reading and writing skills. This course will emphasize effective written
communication to include compare/contrast, literary analysis, persuasive, and expository projects.
The research process will culminate in the completion of a group and an individual research project
for each student. Students will continue to improve sentence and paragraph skills.
The Literature component extends the work started in ENG1C where students analyzed specific
literary devices, and will continue developing the skills necessary for deeper literary analysis.
Students will read short stories, essays, and nonfiction supporting materials from various resources,
including Elements of Literature, 4th Course, and several novels, including Bradbury’s Fahrenheit
451, Wiesel’s Night, Orwell’s 1984 and Animal Farm, and Shakespeare’s Julius Caesar.
Learner outcomes
Students will be able to:
Create appropriately structured narrative, expository, and informational essays.
Produce an appropriate research project.
Analyze the structure and form of specific poetry and dramatic literature.
Critically respond to narratives and a variety of informational texts.
Recognize and evaluate persuasive components within a text.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, and media;
formal essays and other types of writing; comprehensive tests; student-facilitated presentations; and a
research project. Students will also maintain a portfolio of all written work.
Course Title: English Language & Literature II Course Code: ENG2C
Prerequisite: ENG1C or EHS1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 11 of 68
Course Description
The objectives of this course are to expose students to a wide range of literature covering multiple
genres, including the short story, novel, poetry, drama, and autobiographical nonfiction, from authors
of various cultures. The Honors track of this course encourages students to seek greater analytical
depth in the coursework. Students are provided with enrichment activities and opportunities to further
enhance their skills.
The course moves at an accelerated pace, and students will study a greater breadth of higher-level
literature compared to that in ENG2C. Students in this course are prepared for and encouraged to take
the Advanced Placement track. Students make personal responses to literature, analyze literary
techniques, and write for a variety of purposes and audiences. During the course, students develop
skills in critical and interpretive reading, essay writing, oral presentation, and independent research.
Students engage in a variety of learning tasks such as co-operative research, Socratic discussions, and
group activities. Moreover, they begin to develop advanced skills in creative and process writing and
critical thinking.
Various resources are used throughout the year, including Elements of Literature, 4th Course, Lee’s
To Kill a Mockingbird, Buck’s The Good Earth, Kingston’s Woman Warrior, Sophocles’ Oedipus,
Shakespeare’s Julius Caesar, films, and other non-fiction supporting materials.
Learner outcomes
Students will be able to:
Use critical theories to analyze literature.
Critically respond to literature using analytical writing.
Analyze the structure and form of poetry and the heroic genre.
Explicate and respond to passages.
Demonstrate the ability to complete several research projects.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, and media,
formal essays and other types of writing, comprehensive tests, student-facilitated presentations, and a
research project. Students will maintain a portfolio of written work.
Course Description
The objectives of this course are to introduce students to a diverse selection of American fiction,
nonfiction, and poetry spanning six major literary periods, beginning with a study of Native American
folklore and continuing through to the postmodern period. Students trace the changes in attitudes,
ideas and styles that have occurred as American literature has evolved, and analyze the techniques and
devices used by authors such as Mark Twain, Thomas Paine, Edgar Allan Poe, and Cormac McCarthy
to effectively capture the spirit of their respective ages. Students are encouraged to develop a
personalized appreciation of literature and to further develop their writing style as they respond
creatively to texts, engage in critical and interpretative reading, write for different audiences and
purposes, synthesize information to draw conclusions, and evaluate texts, all of which will help them
grow as active, independent readers and thinkers. Students engage in a variety of learning tasks such
as discussions, group work, presentations, independent research and individual writing assignments.
Various resources are used throughout the year, including The Adventures of Huckleberry Finn by
Mark Twain, Zen and the Art of Motorcycle Maintenance by Robert Pirsig, The Road by Cormac
Course Title: English Literature II - Honors Course Code: EHS2C
Prerequisite: ENG1C or EHS1C Credit Value: 1 Credit
Course Title: American Literature Course Code: ENG3C
Prerequisite: ENG2C or EHS2C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 12 of 68
McCarthy, Packing for Mars: The Curious Science of Life in the Void by Mary Roach, Farewell to
Manzanar by Jeanne Wakatsuki Houston, and supporting films and materials.
Learner outcomes
Students will be able to:
Analyze the links among literature, culture, and history – particularly in relation to the
American literary canon.
Relate themes in American Literature to their own cultural and philosophical backgrounds.
Write persuasive, analytic essays using a range of rhetorical techniques and devices.
Use varied and effective grammar and vocabulary to strengthen the effectiveness of written
and spoken communication.
Demonstrate growth in the AIS ESLRs through performance and participation in the course.
Assessment
Students will be assessed on written and oral responses to course texts. Assessments may include, but
are not limited to, formal essays and other types of writing, comprehensive tests, student-facilitated
presentations, online discussion forums, multimedia projects, and research projects. Students will also
complete a summer reading project and three trimester reading projects.
Course Description
The objectives of this course are to introduce students to British literature, from Old English to
contemporary times, through the genres of fiction, drama, and poetry. Major texts include Beowulf
(anonymous author), Geoffrey Chaucer’s Canterbury Tales, Shakespeare’s Macbeth, and Charles
Dickens’s A Tale of Two Cities. Students read texts that cover a variety of settings and situations that
encourage students to develop a sense of self by exploring the lives and experiences of others. They
develop skills in logical, creative, and critical thinking. They learn to respond to literature by
speaking, researching, and writing. Students engage in a variety of learning tasks, such as discussions,
individual and group presentations, independent research, speeches, debates, and essay assignments.
Various resources are used throughout the year, including Elements of Literature, 6th Course, novels,
films and non-fiction supporting materials.
Learner outcomes
Students will be able to:
Students will understand the social and historical forces that shape literature – particularly the
British canon.
Critically respond to literature using a wide variety of literary devices.
Speak using verbal / non-verbal techniques as well as appropriate visual aids.
Demonstrate the ability to complete the research process.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, and media,
formal essays and other types of writing, comprehensive tests, student-facilitated presentations, online
discussion forums, and a research project. Students will also maintain a writing portfolio.
Course Title: British Literature Course Code: ENG4C
Prerequisite: ENG3C or EHS3C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 13 of 68
Course Description
An AP course in English Language and Composition engages students in becoming skilled readers of
prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a
variety of purposes (apcentral.collegeboard.com).
AP English Language and Composition is a college-level course designed for highly motivated
students interested in closely analyzing the rhetorical devices and strategies employed by highly
effective writers and speakers to craft well-developed arguments. Students will study the relationship
between audience, purpose, and format as they read selected nonfiction texts and practice writing
arguments of their own. Additionally, students will learn and utilize advanced grammatical
structures, vocabulary, and literary and rhetorical devices. Finally, they will focus on systematic test-
taking strategies in preparation for the standardized AP exam in May. Those who score a 3, 4, or 5 on
this exam may potentially earn university credit. Students should be advised that this is a highly
rigorous course in terms of both reading and writing and it is necessary for students to be self-
motivated and responsible. Texts under study will include 50 Great Essays, Third Edition; In Cold
Blood by Truman Capote; The Tipping Point: How Little Things Can Make a Big Difference by
Malcolm Gladwell; I Wear the Black Hat: Grappling With Villains (Real and Imagined) by Chuck
Klosterman; The Other Wes Moore: One Name, Two Fates by Wes Moore; A Room of One’s Own by
Virginia Woolf; In the Garden of Beast by Erik Larson; The Adventures of Huckleberry Finn by Mark
Twain; and supporting films and materials.
Learner outcomes
Students will be able to:
Independently and collectively comprehend, analyze, summarize, and interpret selected pieces
of literature, especially samples of good writing, identifying and explaining an author’s use of
rhetorical and metaphorical devices and techniques.
Respond personally and reflectively to a range of literature in a range of contexts (e.g., whole
class and small group discussion, formal speech or presentation, informal written response,
formal essay).
Write clearly and powerfully in several forms (e.g., narrative, expository, analytical,
argumentative) for a variety of audiences about a variety of subjects (e.g., literary response,
topic exploration, personal experience).
Assessment
Students will be assessed on written and oral responses to course texts. Assessments may include, but
are not limited to, formal essays and other types of writing, comprehensive tests, AP practice exams,
student-facilitated presentations, online discussion forums, multimedia projects, and research projects.
Students will also complete a summer reading project and three trimester reading projects. All
students will be required to take the Advanced Placement English Language and Composition Exam
in May.
Course Title: English Language & Composition - Course Code: ELG5C
Advanced Placement
Prerequisite: EHS2C or ENG2C and Permission from Credit Value: 1 Credit
Teacher and English HOD
American International School High School Course Descriptions 2015-16 Page 14 of 68
Course Description
Advanced Placement English Literature and Composition is a rigorous academic course that requires
students to read a wide variety of literature, from the sixteenth to the twenty-first century. Students
will analyze and comment on serious works of literature written by authors from diverse cultures and
backgrounds in the four genres: nonfiction, fiction, drama, and poetry. Designed as an introductory
university-level literary analysis and composition course, EAP5C follows a similar curriculum as one
typically found in American universities. Students are required to read at least six novels and, six full-
length plays, a collection of poetry and supporting articles and nonfiction essays. Novels under
explication include The Great Gatsby by F. Scott Fitzgerald, Toni Morrison’s The Bluest Eye, The
Scarlet Letter by Nathaniel Hawthorne, and Hotel on the Corner of Bitter and Sweet by Jamie Ford.
Plays include Shakespeare’s Macbeth, Henrik Ibsen’s A Doll’s House, and Henry Miller’s Death of a
Salesman. Nonfiction includes Without a Map by Meredith Hall. Students will explore these texts in
depth and will trace the development of universal themes over time, place, and culture while
reflecting on their own engagement with the literature. Further, they will learn the basic tenets of
several literary theories to advance their critical inquiry into the texts. Students will develop their
analytical writing skills in order to respond to what they read. In addition, they will engage in a
variety of learning tasks such as small and large group discussions, student-led seminars, independent
research, and practice examinations. Students will also focus on test-taking strategies using a
Princeton Review guided textbook to prepare them for the standardized AP exam in May. Those who
score a 3, 4, or 5 on this exam may earn university credit.
Learner outcomes
Students will be able to:
Use critical theory to analyze literature from the Western literary canon.
Independently read and analyze literature.
Discuss literature to a sophisticated degree through seminar presentations and Socratic
discussion as well as by using online media.
Demonstrate the ability to complete the research process.
Maintain a Portfolio of all major written work with corrections.
Score at least a three on the May Advanced Placement Literature and Composition
Examination.
Assessment
Students will be assessed on written and oral responses to literature, nonfiction texts, formal essays
and other types of writing, comprehensive tests, student-facilitated presentations, online discussion
forums, and a research project. All students are required to take the May Advanced Placement
Examination in Literature and Composition. Students will also maintain a writing portfolio.
Course Title: English Literature & Composition - Course Code: EAP5C
Advanced Placement
Prerequisite: ELG5C or ENG3C and Permission from Credit Value: 1 Credit
Teacher and English HOD
American International School High School Course Descriptions 2015-16 Page 15 of 68
Course Description
This course will appeal to students interested in writing for the school magazine. Besides developing
their own journalistic skills, they will learn to be critical consumers of media. Students will learn the
basics of journalistic writing, including news writing, feature writing, sports writing and editorial
writing. In addition, students will learn the fundamentals of photography, advertising and design.
They will be evaluated primarily on their ability to produce publishable stories and photographs.
Many supporting materials are used to guide students in their learning process. Students are
responsible for regularly publishing The Eagle News, the AIS student magazine. Whilst this class is
not responsible for producing the School Yearbook, it is highly recommended that those who want to
have an editorial role with the School Yearbook try to fit this course into their schedule if they can.
Learner outcomes
Students will be able to:
Write in a variety of styles associated with journalism, ranging from articles to editorials to
reviews.
Collect information using research and interview skills.
Discuss the history and values of journalism.
Produce a regular student magazine.
Assessment
Students will be assessed on various types of written articles, information gathering, research skills,
and visual presentation. Students will maintain a portfolio of their work throughout the course.
Course Title: Journalism / Media Arts Course Code: JLM4E
Prerequisite: None Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 16 of 68
Departmental Statement
Mathematics is an all-encompassing field in today’s dynamic society. Students need to acquire a
foundation to discern, adapt and make rational decisions. Increasing the knowledge and understanding
of a variety of data and technology enables the development of independent, responsible, problem
solving and decision-making individuals. Mathematics helps students to successfully understand the
society and the environment they live in and provides opportunities for creative thinking.
The Mathematics program involves understanding the pervasive impact of Mathematics on society
and in daily life, higher-order thinking skills, as well as the ability to seek, evaluate, organize,
interpret and present information. The curriculum is designed to enable students to become creative
problem solvers. The goals are to increase students’ understanding of mathematical concepts, develop
their ability to discern, reason logically, address a variety of issues that occur in learning, and to apply
mathematic techniques in the real world.
Student achievement is measured according to standards based criteria. Specifically, at AIS we
adhere to the Common Core Curriculum in Algebra I, Geometry, Algebra II, Algebra III, and Pre-
Calculus. In the upper years, we switch to the College Board Advanced Placement curriculum for
Statistics and Calculus.
Use of Technology
From Algebra I to Calculus, students are encouraged to use technology to enhance and support their
learning and mastery of the mathematical concepts. At AIS, we request all students to purchase a
graphing calculator that is recommended by their math teacher or sold by the school, for daily use.
Calculators with the CAS functionality will not be allowed for in-class assessments and school
examinations. Furthermore, technology will be used to organize and document student learning.
Students will be required to bring a personal device (tablet or laptop) to record their learning daily. In
certain cases, textbooks and other learning resources will be located on line.
Course Selection
Students follow a sequence of courses in their mathematic education, consisting of Algebra I
(MAG1C), Geometry (MGE2C) or Honors Geometry (MGH2C), Algebra II (MAG2C) or Honors
Algebra II (MAH2C), Algebra III (MAG3C), Statistics (MST4C), Pre-calculus (MPC4C), and AP
Calculus BC (MCA5C). Four credits in any seven of the above courses are required to receive a
diploma from AIS.
The Mathematics Department requires the minimum of Algebra III (MAG3C) level for a student to
graduate. However, students are encouraged to take a Mathematics course for each academic year of
study. For some students, it is permissible for them to be allowed to take two courses concurrently
with possible combinations of Algebra II and Geometry, or Algebra I and Geometry. Some students
may also be recommended to skip Algebra III in order to accelerate into Pre-Calculus. This
“accelerated track” will permit the students to take Advanced Placement classes in their junior year.
Entrance to the “accelerated track”, is dependent upon the student achieving the approval of the
Mathematics Department based on their performance in their current Math course, and could also data
from their recent Standardized tests (e.g.: IOWA and PSAT) results.
Students transferring from other schools to AIS are given an entrance placement test, and will be
placed according to their ability as well as their previous academic record.
American International School High School Course Descriptions 2015-16 Page 17 of 68
Mathematics Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
MAH2C MPC4C MCA5C
MAG2C
MAG1C
MAG3C
MGE2C MST4C
MGH2C
Course Description
The objectives of this course are to prepare students for either Algebra II or Geometry. Expressions,
equations and applications represent the content of this course. Students write expressions
representing variable quantities in real-life situations, write mathematical expressions in terms of x, or
find x when the value of the expression is known. Students develop skills in solving realistic word
problems in which questions involve real numbers, expressions with two variables, factoring
problems, radical equations and inequalities, probability, scattered data, and linear functions. They are
engaged in a variety of learning tasks such as discussions, group work and presentations. Students
learn to use graphing calculators to solve problems.
Learner Outcomes
Students should be able to:
Identify patterns and use them as a basis of predictions.
Solve multi-step equations.
Simplify expressions by using the rules and properties of operations.
Understand the concepts and components of linear functions and their graphs.
Understand the concept of proportion and percent from an algebraic perspective and apply
them to basic principles of experimental probability and to fundamental techniques to the
study of statistics.
Solve and graph absolute value equations and inequalities (on a number line).
Become familiar with different techniques for solving systems of linear equations in 2
variables.
Simplify exponential expressions and polynomials.
Understand how to factor special polynomials and be able to solve equations by factoring and
quadratic formula.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Title: Algebra I Course Code: MAG1C
Prerequisite: MPA07C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 18 of 68
Course Description
The objectives of this course are to introduce basic concepts in such a way that students relate
Geometry to their everyday world, and to help students develop critical thinking. Students learn the
basic concepts and skills, develop reasoning, and apply what they learn to various subjects in
Geometry. Students will develop skills in writing logic “if-then” statements, their converses, inverses,
and contra-positives as well as defining postulates to deduce proofs of theorems. Applying theorems
to areas such as triangles, quadrilaterals, and circles is also a focus.
Students engage in a variety of learning tasks such as discussions, group work, independent research,
presentations, and project research. Various resources include graphing calculators, videos, and the
Internet.
Learner Outcomes
Students should be able to:
Use definitions, postulates, and theorems and construct diagrams to justify the validity of a
statement and give counter examples to disprove a statement.
Know how to complete two column proofs.
Prove congruence and similarity of triangles and use theorems on corresponding parts of
congruent concept triangles.
Find and use measures of sides and of interior and exterior angles of triangles and polygons to
classify figures and solve problems.
Prove relationships between angles in polygons by using properties of complementary,
supplementary, vertical, and exterior angles.
Use the Pythagorean Theorem to determine distance and find missing lengths of sides of right
triangles.
Compute areas of polygons, including rectangles, scalene triangles, equilateral triangles,
rhombi, parallelograms and trapezoids.
Perform basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a point off the line.
Prove and use theorems involving the properties of parallel lines cut by a transversal, the
properties of quadrilaterals, and the properties of circles.
Prove relevant theorems by using coordinate Geometry, including the midpoint of a line
segment, the distance formula and various forms of equations of lines and circles.
Know the definitions of the basic trigonometric functions defined by the angles of a right
triangle and how to use elementary relationships between them.
Use trigonometric functions to solve for an unknown length of a side of a right triangle, given
an angle and a length of a side.
Understand and use angle and side relationships in problems with special right triangles, such
as 30°, 60°, and 90° triangles, and 45°, 45° and 90° triangles.
Use the law of cosines, together with the law of sines, to solve triangles.
Use vectors and vector addition to solve problems.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Title: Geometry Course Code: MGE2C
Prerequisite: MAG1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 19 of 68
Course Description
The objective of this course is to challenge mathematically gifted students to explore Geometric
concepts at a deeper level in addition to covering several topics not covered in the regular Geometry
(MGE2C) class. Students learn the basic concepts and skills, develop reasoning and proof writing
skills, and apply what they learn to various topics in Geometry and extend these concepts to real
world application. Students enrolled in this course will develop rigorous proof writing skills and
should be able to write and defend two column proofs, paragraph proofs, flow chart proofs, coordinate
proofs and proofs by contradiction. Emphasis will be placed on the ability to prove the theorems that
are used in their proof writing including the Pythagorean Theorem, the distance formula and several
other key theorems encountered throughout the year.
Students engage in a variety of learning tasks such as discussions, group work, independent research,
presentations, and project research. Some of the resources used in this course include graphing
calculators, videos, mathematical modeling software and the Internet.
Learner Outcomes
Students should be able to:
Use definitions, postulates, and theorems and construct diagrams to justify the validity of a
statement and give counter examples to disprove a statement.
Know how to complete two column proofs, paragraph proofs, flow chart proofs, coordinate
proofs and proofs by contradiction.
Prove congruence and similarity of triangles and use theorems on corresponding parts of
congruent concept triangles.
Find and use measures of sides and of interior and exterior angles of triangles and polygons to
classify figures and solve problems.
Prove relationships between angles in polygons by using properties of complementary,
supplementary, vertical, and exterior angles.
Prove and use the Pythagorean Theorem to determine distance and find missing lengths of
sides of right triangles.
Compute areas of polygons, including rectangles, scalene triangles, equilateral triangles,
rhombi, parallelograms and trapezoids.
Perform basic constructions with a straightedge and compass, such as angle bisectors,
perpendicular bisectors, and the line parallel to a given line through a point off the line.
Prove and use theorems involving the properties of parallel lines cut by a transversal, the
properties of quadrilaterals, and the properties of circles.
Prove and solve problems regarding relationships among chords, secants, tangents, inscribed
angles, and inscribed and circumscribed polygons of circles.
Prove relevant theorems by using coordinate Geometry, including the midpoint of a line
segment, the distance formula and various forms of equations of lines and circles.
Know the definitions of the basic trigonometric functions defined by the angles of a right
triangle and how to use elementary relationships between them.
Use trigonometric functions to solve for an unknown length of a side of a right triangle, given
an angle and a length of a side.
Understand and use angle and side relationships in problems with special right triangles, such
as 30°, 60°, and 90° triangles, and 45°, 45° and 90° triangles.
Use the law of cosines, together with the law of sines, to solve triangles.
Use vectors and vector addition to solve problems.
Students know the effect of rigid motions on figures in the coordinate plane and space,
including rotations, translations, and reflections.
Course Title: Geometry Honors Course Code: MGH2C
Prerequisite: MAG1C with teacher recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 20 of 68
Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and
spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders.
Students determine how changes in dimensions affect the perimeter, area, and volume of
common geometric figures and solids.
Students know, derive, and solve problems involving the perimeter, circumference, area,
volume, lateral area, and surface area of common geometric figures.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Description
The objectives of this course are to reinforce and expand topics from Algebra I and prepare students
for Algebra III (MAG3C) or Pre-Calculus (MPC4C). Topics include elementary Algebra techniques,
linear functions, quadratic functions, exponential functions, logarithm functions, polynomial
functions, and complex numbers. Students develop skills in manipulating variables, sketching graphs
with and without the use of calculators, deriving equations of functions from graphs or data, and
transforming them into various forms. In addition, they investigate and evaluate different concept
problems such as continuity and slopes of tangent lines of different graphs. Students engage in a
variety of learning tasks such as discussions, and independent research. Various resources include
graphing calculators, videos, and the Internet.
It is possible to take this course and Geometry concurrently. Successful completion enables students
to be better prepared for the math in their SAT tests or to be fast tracked through to taking the
Advanced Placement (AP) Mathematics course offered in Grades 11 and 12.
Learner Outcomes
Students should be able to:
Solve equations and inequalities involving absolute value.
Solve systems of linear equations and inequalities (in two or three variables) by substitution,
with graphs, or with matrices.
Perform operations on polynomials, including long division.
Factor polynomials representing the difference of squares, perfect square trinomials, and the
sum and difference of two cubes.
Demonstrate knowledge of how real and complex numbers are related both arithmetically and
graphically. In particular, they can plot complex numbers as points in the plane.
Add, subtract, multiply, and divide complex numbers.
Add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and
polynomial denominators and simplify complicated rational expressions, including those with
negative exponents in the denominator.
Solve and graph quadratic equations by factoring, completing the square, or using the
quadratic formula. Students apply these techniques in solving word problems. They also solve
quadratic equations in the complex number system.
Demonstrate and explain the effect that changing a coefficient has on the graph of quadratic
functions; that is, students can determine how the graph of a parabola changes as a, b, and c
vary in the equation ( ) 2y a x b c .
Graph quadratic functions and determine the maxima, minima, and zeros of the function.
Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.
Course Title: Algebra II Course Code: MAG2C
Prerequisite: MAG1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 21 of 68
Judge the validity of an argument according to whether the properties of real numbers,
exponents, and logarithms have been applied correctly at each step.
Know the laws of fractional exponents, understand exponential functions, and use these
functions in problems involving exponential growth and decay.
Use the definition of logarithms to translate between logarithms in any base.
Understand and use the properties of logarithms to simplify logarithmic numeric expressions
and to identify their approximate values.
Students use properties from number systems to justify steps in combining and simplifying
functions
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Description
The objectives of this course are to reinforce and expand topics from Algebra I and prepare students
for Algebra III (MAG3C) or Pre-Calculus (MPC4C). This course is intended to challenge
mathematically gifted students to explore topics at a deeper level in addition to covering several
topics not covered in regular Algebra 2 (MAG2C). The topics covered include elementary Algebra
techniques, linear functions, matrices, quadratic functions, exponential functions, logarithmic
functions, polynomial functions, complex numbers, rational and radical functions, sequences and
series. Students develop skills in manipulating variables, sketching graphs with and without the use of
calculators, deriving equations of functions from graphs or data, and transforming them into various
forms. In addition, they investigate and evaluate different concept problems such as continuity and
slopes of tangent lines of different graphs. Students engage in a variety of learning tasks such as
discussions, and independent research. Various resources include graphing calculators, videos, and
the Internet.
Grade 9 students may take this course and Honors Geometry concurrently. Successful completion
enables them to enter the accelerated track for the Advanced Placement (AP) Mathematics course
offered, and perhaps take the AP early in Grade 11.
Learner Outcomes
Students should be able to:
Solve equations and inequalities involving absolute value.
Solve systems of linear equations and inequalities (in two or three variables) by substitution,
with graphs, or with matrices.
Perform operations on polynomials, including long division.
Factor polynomials representing the difference of squares, perfect square trinomials, and the
sum and difference of two cubes.
Demonstrate knowledge of how real and complex numbers are related both arithmetically and
graphically. In particular, they can plot complex numbers as points in the plane.
Add, subtract, multiply, and divide complex numbers.
Add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and
polynomial denominators and simplify complicated rational expressions, including those with
negative exponents in the denominator.
Solve and graph quadratic equations by factoring, completing the square, or using the
quadratic formula. Students apply these techniques in solving word problems. They also solve
quadratic equations in the complex number system.
Course Title: Algebra II Honors Course Code: MAH2C
Prerequisite: MAG1C or MGE2C with Credit Value: 1 Credit
Teacher recommendation, or MGH2C
American International School High School Course Descriptions 2015-16 Page 22 of 68
Demonstrate and explain the effect that changing a coefficient has on the graph of quadratic
functions; that is, students can determine how the graph of a parabola changes as a, b, and c
vary in the equation ( ) 2y a x b c .
Graph quadratic functions and determine the maxima, minima, and zeros of the function.
Understand the inverse relationship between exponents and logarithmsand use this
relationship to solve problems involving logarithms and exponents.
Judge the validity of an argument according to whether the properties of real numbers,
exponents, and logarithms have been applied correctly at each step.
Know the laws of fractional exponents, understand exponential functions, and use these
functions in problems involving exponential growth and decay.
Use the definition of logarithms to translate between logarithms in any base.
Understand and use the properties of logarithms to simplify logarithmic numeric expressions
and to identify their approximate values.
Determine whether a specific algebraic statement involving rational expressions, radical
expressions, or logarithmic or exponential functions is sometimes true, always true, or never
true.
Know the binomial theorem and use it to expand binomial expressions that are raised to
positive integer powers.
Find the general term and the sums of arithmetic series and of both finite and infinite
geometric series.
Students use properties from number systems to justify steps in combining and simplifying
functions
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Description
The objectives of MAG3C are to emphasize the role of discrete mathematics and Trigonometry as the
foundation for Statistics or Pre-calculus respectively. During the first part of the year, students
investigate properties of Sequences, Series, the Binomial Formula, Counting Principles, Permutations,
Combinations and Statistics. Students will understand the connections between discrete and
continuous linear, quadratic and exponential functions. These ideas are applied to real-world problems.
In the second semester, students develop skills in applying trigonometry to situations involving
triangles and explore real–world phenomena using the sine and cosine functions to understand the
connections between trigonometric and circular functions. Students use circular functions to model
periodic real world situations and apply general techniques to trigonometric functions to solve
trigonometric equations and verify trigonometric identities. Students engage in a variety of learning
tasks such as discussions, group work, independent research, presentations, use of graphing
calculators and computers in solving problems.
Learner Outcomes
Students should be able to:
Find the general term and the sums of arithmetic series and of both finite and infinite
geometric series.
Use the summation formulas for arithmetic series and for both finite and infinite geometric
series.
Use fundamental counting principles to compute combinations and permutations.
Course Title: Algebra III – advanced algebra, Course Code: MAG3C
trigonometry and statistics
Prerequisite: MAG2C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 23 of 68
Use combinations and permutations to compute probabilities
Know the definition of the notion of independent events and can use the rules for addition,
multiplication, and complementation to solve for probabilities of particular events in finite
sample spaces.
Know the definition of conditional probability and use it to solve for probabilities in finite
sample spaces.
Demonstrate an understanding of the notion of discrete random variables by using them to
solve for the probabilities of outcomes, such as the probability of the occurrence of five heads
in 14 coin tosses.
Know the definitions of the mean, median, mode, variance and standard deviation of a
distribution of data and can compute each in particular situations.
Organize and describe distributions of data by using a number of different methods, including
frequency tables, histograms, stem-and-leaf displays, scatter plots, and box-and-whisker plots.
Understand the notion of angle and how to measure it, in both degrees and radians. They can
convert between degrees and radians.
Know the definition of sine and cosine as y-ad x-coordinates of points on the unit circle and
are familiar with the graphs of the sine and cosine functions.
Graph functions of the form f(t) = A sin (Bt + C) +D or f(t) = A cos (Bt + C) +D and interpret
A, B, and C and D in terms of amplitude, frequency, period, phase shift and vertical shift.
Know the definitions of the tangent and cotangent functions and can graph them.
Compute, by hand, the values of the trigonometric functions and the inverse trigonometric
functions at various standard points.
Solve trigonometric equations algebraically and graphically
Use fundamental trigonometric identities to rewrite, simplify expressions
Be adept at using trigonometry in a variety of applications and word problems.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Description
The objectives of this course are to expose students to graphical, numerical, analytical and verbal
representations of different functions. Students are exposed to polynomials, logarithmic, exponential,
trigonometric, inverse trigonometric, piecewise, and vector value functions. The concept of the
function’s rate of change is introduced. Students develop skills in manipulating Algebra, properties of
functions, the Algebra of function, the language of function (domain and range, odd, even, periodic,
symmetry, zeros, intercepts etc.), reasoning about new functions derived from familiar ones via
composition, inverse and arithmetic combinations, modeling a wide variety of functions and
interpreting results and verify conclusions. They engage in a variety of learning tasks such as group
work, individual and group presentations, and the preparation of a portfolio consisting of a
combination of assignment projects. Various resources include websites, graphing software, and
graphing calculators.
Learner Outcomes
Students should be able to:
Know the characteristics of and be able to graph quadratic, polynomial, logarithmic,
exponential, circular, and trigonometric functions.
Use trigonometric, exponential, polynomial, and rational functions to model real-life data.
Course Title: Pre-Calculus Course Code: MPC4C
Prerequisite: MAH2C, MAG3C or MAG2C with Credit Value: 1 Credit
teacher recommendation
American International School High School Course Descriptions 2015-16 Page 24 of 68
Know how derivatives (rate of change) may be used in curve sketching, in the solution of
maximum / minimum problems and in developing the idea of instantaneous rate of change.
Apply simple transformations, including a • ƒ(x), ƒ(x) + d, ƒ(x + c), ƒ(b • x), |ƒ(x)|,
ƒ(|x|),ƒn(x),
1
f (x), f
1(x) to basic functions.
Perform operations including composition and decomposition on functions, find inverses and
describe these procedures and results verbally, numerically, algebraically, and graphically.
Investigate identities graphically and verify them algebraically, including logarithmic
properties, trigonometric identities, and exponential properties.
Work with vectors algebraically and graphically and be able to graph vector valued functions.
Apply sequences and series to solve problems including sums, binomial expansion, binomial
theorem, combinations and Pascal’s Triangle.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Description
This is an Algebra-based course that covers basic statistical concepts and techniques. It is designed to
provide students with a foundation in core statistical topics such as descriptive statistics, probability,
estimation, hypothesis testing, and linear regression. Students use statistical methods to interpret real
life data from newspapers, magazines and other sources. Students are expected to know how to use
computer software for graphing, worksheets and presentation (e.g. MS Office software). Projects
require students to work collaboratively to discuss problems, analyze data, and propose solutions.
Learner Outcomes
Students should be able to:
Identify the way technology is utilized to handle large data sets or complex, real life questions.
Organize and describe of data sets.
Utilize of data to predict the probability that an event will occur.
Create and utilize of probability distributions.
Recognize normal distributions and how to use their properties in real-life applications.
Make meaningful estimations of population parameters utilizing confidence intervals.
Test a claim about a parameter.
Test a hypothesis that compares two populations.
Describe and test the significance of relationships, between two variables when data are
presented as ordered pairs.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Title: Statistics Course Code: MST4C
Prerequisite: Either MAG3C / MPC4C or with Credit Value: 1 Credit
permission from Mathematics HOD
American International School High School Course Descriptions 2015-16 Page 25 of 68
Course Description
This course prepares students for the Advanced Placement (AP) Calculus BC examination. It
familiarizes students with graphical, numerical, analytical and verbal representations of different
functions and the connections among those representations. Students learn the meaning of the
derivative in terms of a rate of change and local linear approximation and will be able to use
derivatives to solve a variety of problems. They also learn the meaning of the definite integral both as
a limit of Riemann sums and as the net accumulation of rate of change and will be able to use
integrals to solve a variety of problems. The relationship between the derivative and the integral as
expressed in both parts of the Fundamental Theorem of Calculus are also studied.
Students develop skills in using technology to help solve problems, and experiment, interpret results
and verify conclusions. They also develop an awareness of the applications of Calculus in the field of
Engineering, Physics, Biology and areas such as Business and Economics. Students engage in a
variety of tasks such as group work, individual and group presentations, and preparation of a portfolio
(combined assignment projects) and practice through homework. Various resources include websites,
graphing software, and graphing calculators.
It is important to note that this is a double credit course.
Learner Outcomes
Students should be able to:
Work with functions represented in a variety of ways: graphical, numerical, analytical, or
verbal and understand the connections between these representations.
Compute limits of functions and prove the existence of limits.
Identify continuous functions.
Apply the definition of derivative and compute derivatives of algebraic, logarithmic,
exponential and trigonometric functions using the product, quotient, and chain rules.
Sketch curves by applying the first and second derivative tests and characteristics derived
from the first and second derivative.
Apply the derivatives to related problems, relative extrema problems and applications in
rectilinear and plane motion.
Find anti-derivatives of functions.
Use the fundamental theorem of Calculus to evaluate proper and improper integrals.
Apply integration to problems following the law of natural growth and decay (logistic
growth), to find the areas of region, and to compute the volumes of solids of revolutions and
find the length of a smooth curve specified parametrically.
Compute integrals using integration by substitution and by estimating finite sums.
Solve separable differential equation by integration and by estimating particular solutions
using the Euler’s method.
Manipulate the Taylor Series and shortcuts to compute the Taylor Series, including
differentiation, anti-differentiation and the formation of a new series from a known series.
Explore the convergence or divergence of a series of non-negative terms using different tests
Explore the alternating series with the error bound.
Sketch the graph and analyze an equation in polar co-ordinates and calculate the area enclosed
by polar graphs.
Assessment
Students will be assessed according to their performance in chapter tests, quizzes, homework,
projects, as well as mid-year and final exams.
Course Title: Calculus BC Advanced Placement Course Code: MCA5C
Prerequisite: MPC4C or MAB5C Credit Value: 2 Credits
American International School High School Course Descriptions 2015-16 Page 26 of 68
Departmental Statement
The goal of the Science Department at AIS is to prepare students to meet the demands of an
advancing technological world. We are committed to strengthening our students’ knowledge and
appreciation of Science, so they can both contribute to and benefit from the ever-advancing
technological and scientific world. During the course of learning Science, students will acquire and
continually develop skills that enable them to become competent and independent thinkers, enabling
them to solve problems in a logical way. Students will become more aware of the social, economic,
environmental and technological applications of Science in today’s world.
As an American Standards based school, our courses and all units are designed using the New
Generation Standards for Science as well as the College Board Standards for the AP and Pre-AP level
courses.
Course Selection
To receive a diploma, a student must successfully complete at least four High School Science credits.
Students entering High School will be expected to complete Grade 9 followed by Grade 10 Integrated
Science courses. Integrated Science courses are designed to build on the program they covered in
Middle School and prepare them for either Integrated Science in Grade 11 or specialization into
Chemistry, Biology, Environmental Science and/or Physics.
After successful completion of Integrated Science at Grade 9 and 10, students have the option of
Grade 11 Integrated Science, or Grade 12 Honors courses in Biology, Chemistry and/or
Environmental Science. On successful completion of Honors courses students may take the Advanced
Placement courses in the same discipline. In Physics there is no Honors course. There are two AP
courses, Physics 1 and Physics 2 which may be taken in consecutive years. Students taking Grade 12
Environmental Science may earn the approval of the instructor to perform extra tasks that would
enable them to sit the Environmental Science Advanced Placement exam as independent students. A
select few Grade 9 students who have proven to be possessed of exceptional ability in Science and are
academically proficient in other subjects may be offered the chance to enroll in the Honors courses
after completion of SCI1C. This is offered to students only with the Science teachers’
recommendation and the Head of Science’s approval.
Science Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
SCI1C SCI2C SCI3C
SBH4C SBI5C
SCH4C SCH5C
SPA5C
SEN4C
SPB5C
American International School High School Course Descriptions 2015-16 Page 27 of 68
Course Description
This General Science course will enable students to investigate and analyze scientific principles and
their effects on our everyday life. It presents and develops all major scientific themes by encouraging
critical thinking through the use of the scientific process. This is a mandatory course. The concepts
and skills developed are essential for basic literacy and further science study.
Learner Outcomes
Students should be able to:
Develop an understanding of the major themes of science to include: Nature of Molecules,
Reactions, Proteins, Cells, Photosynthesis and Respiration, Forces and Motion, Earth and
Space.
Develop skills in laboratory work, problem solving and critical thinking.
Develop an appreciation of the roles of scientific principles in everyday life.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
This course is designed to build upon the skills and concepts learned in SCI1C. All major disciplines
of science are covered during the course, and most students will advance from this course into the
specialized Honors courses. Students will be encouraged to further develop their critical thinking
skills and apply their knowledge gained into unique situations and real-world scenarios.
Learner Outcomes
Students should acquire knowledge and develop an understanding of:
Scientific methods, including planning scientific investigations and writing high-quality lab
reports.
Refine and further develop problem solving and critical thinking skills.
The importance of critical and reflective learning strategies.
Develop an understanding of the following themes: Ecology, Energy, Genetics, Molar
Relationships, Rates of Reactions, Electricity and Magnetism, Waves and Optics.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Title: Integrated Science Introduction Course Code: SCI1C
Prerequisite: SCI08C or equivalent Credit Value: 1 Credit
Course Title: Integrated Science Investigations Course Code: SCI2C
Prerequisite: SCI1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 28 of 68
Course Description
This course is designed for students who wish to continue their investigations into the three central
disciplines of science, but are not yet prepared for the Honors course in any individual subject. This
course is designed to extend the principles covered in SCI1C and SCI2C and encourage further
inquiry, critical thinking and reflective skills to ensure students will succeed in any Honors science
course.
Learner Outcomes
Students should acquire knowledge and develop an understanding of:
Chemistry theories, laws, concepts, and chemical phenomena.
The use of scientific language and terminology.
Chemistry applications in real life situations.
The general nature of key ideas common to all areas of physics – light, heat, mechanics and
sound.
An in-depth look at human genetics and how DNA is the most important molecule in the
human body.
A study on how the human Nervous system works.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
This course provides an introduction to the interrelationships of the natural world and an appreciation
of how the Earth operates as a complex system. Students focus on the relationship between people and
the environment, identify and evaluate associated environmental problems, and discuss possible
solutions. They also learn to appreciate the structure of our environment and how fragile it becomes,
due to human activities.
Students expand upon basic scientific concepts and further develop analytical and critical thinking
skills. Laboratory and fieldwork are an important part of the course. Students study the diversity of
ecosystems such as the mangroves in Hong Kong and the impact of human activities on such
ecosystems. Fieldwork allows students to practice skills in problem solving, experimental design, and
interpreting data beyond the confines of the classroom.
Students who earn the approval of the instructor may be given the opportunity to perform extra
assignments and tasks that would enable them to sit the Environmental Science Advanced Placement
exam as independent students.
Learner Outcomes
Students should acquire knowledge and develop an understanding of:
The Earth as a physical system and our place in the living world.
Course Title: Integrated Science Extension Course Code: SCI3C
Prerequisite: SCI2C Credit Value: 1 Credit
Course Title: Environmental Science Course Code: SEN4C
Prerequisite: SCI2C or Teacher’s Recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 29 of 68
The vast number interactions between biotic and abiotic components of the ecosystem.
The impact of human activity on the environment and its relation to population size,
economic factors and industrial requirements.
The topical environmental issues such as conservation and management of resources.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
This course examines how life adapts and responds to environmental conditions, both within a single
lifetime and over the history of life on Earth. Students will investigate the major biological principles
and theories that relate to these concepts in a wide variety of methods, including independent and
group investigations, laboratory exercises, classroom discussions, peer education, and others.
Students will further refine their laboratory investigation skills. This course is a prerequisite to AP
Biology.
Learner Outcomes
Students should acquire knowledge and develop an understanding of:
The basic chemistry of life.
Evolution.
Homeostasis.
Plant and animal anatomy and physiology.
Dawn of Life.
Population Dynamics.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
The objectives of this course are to expose students to the empirical world, develop curiosity, and
make scientific investigations through Chemistry. This course prepares students to observe
objectively, solve problems, and to think scientifically and independently as well as to make rational
Course Title: Biology - Honors Course Code: SBH4C
Prerequisite: SCI2C or Teacher’s Recommendation Credit Value: 1 Credit
Course Title: Chemistry - Honors Course Code: SCH4C
Prerequisite: SCI2C or Teacher Recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 30 of 68
inferences. Students are encouraged to develop skills in interpreting experimental data and
observations, communicate and process write using the language of Chemistry, make decisions and
value the decisions of others. Students engage in projects, laboratory investigations, individual
assignments and presentations. This course is a prerequisite to AP Chemistry.
Learner Outcomes
Students should acquire knowledge and develop an understanding in:
Chemistry theories, laws, concepts, and chemical phenomena.
The use of Chemistry language and terminology.
Chemistry applications in real life situation.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
Guided by the National Research Council and National Science Foundation, the AP Program
collaborated with college and university educators and AP teachers to develop two, yearlong AP
Physics courses to replace AP Physics B.
AP Physics 1: Algebra-based and AP Physics 2: Algebra-based are the equivalent of the first and
second semesters of introductory, algebra-based college courses in Physics.
AP Physics 1 is an algebra-based, introductory college-level physics course that explores topics such
as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves
and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop
scientific critical thinking and reasoning skills.
Learner Outcomes
This course requires that 25 percent of the instructional time will be spent in hands-on laboratory
work, with an emphasis on inquiry-based investigations that provide students with opportunities to
apply the science practices.
The course is based on six Big Ideas, which encompass core scientific principles, theories, and
processes that cut across traditional boundaries and provide a broad way of thinking about the
physical world.
The following are the Big Ideas:
Objects and systems have properties such as mass and charge. Systems may have internal
structure.
Fields existing in space can be used to explain interactions.
The interactions of an object with other objects can be described by forces.
Interactions between systems can result in changes in those systems.
Course Title: Physics 1 - Advanced Placement Course Code: SPA5C
Prerequisite: SCI2C, with a recommendation
for or credit in MPC4C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 31 of 68
Changes that occur as a result of interactions are constrained by conservation laws.
Waves can transfer energy and momentum from one location to another without the
permanent transfer of mass and serve as a mathematical model for the description of other
phenomena.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
AP Physics 2 is an algebra-based, introductory college-level physics course that explores topics such
as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability;
electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and
geometric optics; and quantum, atomic, and nuclear physics. Through inquiry-based learning, students
will develop scientific critical thinking and reasoning skills.
Learner Outcomes
This course requires that 25 percent of the instructional time will be spent in hands-on laboratory
work, with an emphasis on inquiry-based investigations that provide students with opportunities to
apply the science practices.
Students explore principles of fluids, thermodynamics, electricity, magnetism, optics, and topics in
modern physics. The course is based on seven Big Ideas, which encompass core scientific principles,
theories, and processes that cut across traditional boundaries and provide a broad way of thinking
about the physical world.
The following are Big Ideas:
Objects and systems have properties such as mass and charge. Systems may have internal
structure.
Fields existing in space can be used to explain interactions.
The interactions of an object with other objects can be described by forces.
Interactions between systems can result in changes in those systems.
Changes that occur as a result of interactions are constrained by conservation laws.
Waves can transfer energy and momentum from one location to another without the
permanent transfer of mass and serve as a mathematical model for the description of other
phenomena.
The mathematics of probability can be used to describe the behavior of complex systems and
to interpret the behavior of quantum mechanical systems.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Course Title: Physics 2 - Advanced Placement Course Code: SPB5C
Prerequisite: SPA5C with teacher’s recommendation,
and at least a ‘B’ grade in MPC4C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 32 of 68
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
This class emphasizes the use of technology and advanced experimental techniques to explore
scientific materials. It will provide students with a background in chemistry that will be needed for
specialized studies, including college-level chemistry courses. Basic concepts of nomenclature and
stoichiometry are reviewed to help provide background for lab experiments performed. In-depth
studies include analytical chemistry techniques, solutions, equilibria, thermochemistry, kinetics,
electrochemistry, and organic chemistry. The curriculum is based upon those topics and skills
recommended by the College Board for the Advanced Placement Chemistry program, and have been
updated to reflect the changes to the program.
Learner Outcomes
Students should acquire knowledge and develop an understanding in:
Chemistry theories, laws, concepts, and chemical phenomena in great detail.
The advanced use of Chemistry language and terminology.
Advanced chemistry applications in real life situations.
Design and analysis of scientific investigations.
Assessment
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include: Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
Course Description
This course is intended for students who wish to study Biology at a level comparable to a first year
college course. It is a comprehensive survey of general biology that includes biochemistry, cellular
biology, molecular genetics and heredity, biotechnology, diversity, structure and function of
organisms, ecology and evolution, and links these topics into a unified conceptual framework. Hands-
on projects and experimental lab exercises are a vital part of this experience. Students will be asked to
take on a great deal of responsibility for their own learning. Certain sections of the course will not be
covered during class but may be assigned as vacation reading over winter and spring break. Students
are required to take the AP Biology exam at the end of the course.
Learner Outcomes
Students should be able to:
Develop a deeper understanding of biological concepts and themes learnt in previous courses.
Course Title: Biology - Advanced Placement Course Code: SBI5C
Prerequisite: SBH4C with Teacher’s recommendation Credit Value: 1 Credit
Course Title: Chemistry - Advanced Placement Course Code: SCH5C
Prerequisite: SCH4C with Teacher’s recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 33 of 68
Demonstrate an understanding of the principle concepts within the following topics:
molecular and cellular characteristics of living things, structure and function in plants and
animals, genetics, evolution, plant and animal diversity and principles of classification,
ecological relationships and animal behavior.
The students should be able to see the place of each topic covered within the broader context
of unifying themes.
Develop the background and skills needed to succeed in college level Biology classes and
begin developing a foundation upon which to build future scientific endeavors.
Assessment
Students will be required to take a mandatory mock exam in April. Grading will be based upon AP-
level essays, core laboratories/projects and unit tests throughout the year. After the AP exam students
will work on extended project/portfolio/design work.
The course will be assessed in a variety of areas in order to encompass the different learning
styles of students. These include:
Projects
Other performance based assessments
Labs
Unit tests
Mid-year and Final exams
American International School High School Course Descriptions 2015-16 Page 34 of 68
Departmental Statement
Through the study of Humanities courses, students will come to recognize the growing inter-
connectedness of our world. In each grade from G9-10, students broaden their content knowledge as
they apply the following perspectives to frame their analyses and discussions: geographical,
sociological, historical, political, and economical. To support their critical thinking, students will
develop competency in their reading and writing.
In addition, students are offered the opportunity to take Advanced Placement courses in World
History (HWH5C), Psychology (PSY5C), and Economics (HEC5C). These are college-level courses
which require an external examination in May.
Curriculum and Content Standards
The Humanities AND Social Studies Department has adopted the National Curriculum Standards for
Social Studies (NCSS). The Advanced Placement (AP) and Pre-AP courses will use the Standards
designed by the College Board curriculum that are applicable for their more specialized content.
Course Selection
To graduate with a High School Diploma from A.I.S., a minimum of 4 credits in Humanities & Social
Studies are required; at least one credit should be from a Grade 11 or Grade 12 level course. A credit
in United States History (HUS4C) is recommended for students wishing to attend an American
university.
Humanities Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
HSS1C HWH2C HWH5C
HAS2C HUS4C
HEC4C HEC5C
PSY3C PSY5C
American International School High School Course Descriptions 2015-16 Page 35 of 68
Course Description
This course aims to introduce the student to the basic concepts taught in the Humanities courses.
Within the context of world history, students will develop their independent and cooperative learning
strategies as they explore the geographic, social, economic and historical content in the modern era,
from the Industrial Revolution to World War I (1830s to 1920).
Learner Outcomes
Students should:
Acquire knowledge and understanding about the common issues and subsequent changes that
have shaped our early modern world.
Analyze the connection between our environment and the development of technology with the
development of world civilizations.
Develop effective reading, writing and critical thinking skills using historical sources to
support reasoned responses.
Develop valid and informative research and presentation skills.
Develop skills in writing historical essays.
Assessment
Formative quizzes
GRASP activities as summative assessments
Research projects, presentations and simulations
Document-Based Question (DBQ) and Comparative essays
Mid-Year and Final exams
Course Description
Building on the skills developed in Grade 9, this course explores the themes of early American history
through to the colonial period. This course emphasizes the cultural and social systems that have
fostered unique perspectives throughout the Americas. Working with a variety of sources, students
will continue to engage in research and discussion using a variety of classroom technologies.
Learner Outcomes
Students should:
Explain the effect of changing technology on early American cultures.
Examine the influences of the diffusion ideas, people and objects on the early cultures
throughout the Americas.
Further develop effective reading, writing and critical thinking skills using historical sources
to support reasoned responses.
Continue to develop valid and informative research and presentation skills.
Develop skills in writing historical essays.
Assessment
Formative quizzes
GRASP activities as summative assessments
Research projects and presentations
Course Title: American Studies Course Code: HAS2C
Prerequisite: HSS1C or equivalent Credit Value: 1 Credit
Course Title: Social Studies I Course Code: HSS1C
Prerequisite: HSS08C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 36 of 68
Document-Based Question (DBQ) and Comparative essays
Mid-Year and Final exams
Course Description
This course prepares students to enter the Advanced Placement (AP) World History course the
following year. This course will build on the development and importance of political, cultural and
economic trends that have led to the increasing connectedness in the modern world. Students will be
expected to demonstrate their independent and cooperative learning strategies in order to support their
factual knowledge and conceptual understanding of the major themes of history.
Learner Outcomes
Students should:
Further develop effective reading, writing and critical thinking skills using historical sources
to support reasoned responses.
Continue to develop valid and informative research and presentation skills.
Develop skills in writing historical essays.
Analyze the connection between the environment, the development of technology, and the
development of world civilizations.
Acquire knowledge and understanding about the major changes and common issues that have
impacted world history.
Assessment
Formative quizzes
GRASP activities as summative assessments
Research projects and presentations
Document-Based Question (DBQ), Comparative, and Change-Over-Time essays
Mid-Year and Final exams
Course Description
The objective of this course is to study human behavior and to determine the inner forces or
motivations that produce certain feelings and actions in individuals. The objective is to enable
students to better understand themselves, their lives, and the communities that surround them.
Key topics include: Psychological Research, Biological Psychology, Gender and Sexuality,
Human Development, Abnormal Psychology, and Social Psychology. The focus is on the
scientific approach to understanding behavior and the study of the six contemporary
psychological perspectives.
Learner Outcomes
The student should:
Understand the historical background of psychology, what psychology is, and what
psychologists add to our existing body of knowledge
Be able to describe and evaluate the main contemporary perspectives in psychology
Be able to describe the scientific study of psychology and how it relates to research
Course Title: World History Course Code: HWH2C
Prerequisite: HSS1C and/or teacher recommendation Credit Value: 1 Credit
Course Title: Introductory Psychology Course Code: PSY3C
Prerequisite: HAS2C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 37 of 68
Understand the connection between the body and the mind, including how biology affects
both behavior and mental processes and how people experience the world around them
Be able to trace the individual’s development from infancy through childhood, adolescence,
adulthood, and to death
Understand the evolutionary foundation of sexuality and explain the differences in sexual
orientations from a biological perspective
Explain the symptoms and causes of major psychological disorders
Understand the field of social psychology, the effects of our attitudes and the way we see the
world and the people in it
Assessment
The students will gain knowledge through a process of student-directed and teacher directed skill-
based activities. The student will be assessed through chapter and unit tests, mid-year and final
examinations, written assignments, essays, reading assignments, and projects.
Course Description
This junior/senior course will offer a survey of challenging economic concepts that could help prepare
a motivated student for the AP Microeconomics exam at the end of the year.
Learner Outcomes
Students should:
Develop presentation skills, and strategies for active reading.
Participate in simulations for understanding different economic perspectives.
Correctly analyze visual representations of theoretical economic models.
Correctly define and apply economic terms.
Predict theoretical outcomes drawing or referencing economic models.
Assessment
Student assessment will include:
Formative quizzes
GRASP activities as summative assessments
Research projects and presentations
Mid-Year and Final exams
Course Description
This is a senior level course that aims to advance the students’ knowledge and understanding of
American history. The course content will begin in the post-civil war period, exploring the social,
political, and economic themes throughout the late 19th and 20
st centuries.
Learner Outcomes
Students should:
Further develop effective reading, writing and critical thinking skills using historical sources
to support reasoned responses.
Course Title: United States History Course Code: HUS4C
Prerequisite: HAS2C or equivalent Credit Value: 1 Credit
Course Title: Economics Course Code: HEC4C
Prerequisite: HAS2C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 38 of 68
Continue to develop valid and informative research and presentation skills.
Develop skills in writing historical essays.
Acquire knowledge and understanding about the major changes and issues that run through
the development of America’s history.
Analyze the physical features of the Americas, and the structures of the American
governmental system.
Explain the economic development of, and current economic issues facing, the United States.
Evaluate the nature of American culture and its impact on the world today.
Assessment
Students might consider taking the U.S. History SAT II subject test.
Formative quizzes
GRASP activities as summative assessments
Research projects and presentations
Document-Based Question (DBQ), Comparative and Change-Over-Time essays
Mid-Year and Final exams
Course Description
This course culminates in the College Board Advanced Placement (AP) Examination. Through the
study of political, economic and social systems over time, students will develop greater understanding
of innovation and diffusion processes between different types of human societies. In addition to a
chronological framework, ranging from 8000 B.C.E. to the present, this course will apply thematic
perspectives that will support critical analysis. Due to the extensive amount of required reading in
this course, students will need a high level of proficiency in English. In addition, students will be
expected to demonstrate their independent and cooperative learning strategies in order to support their
understanding of a vast amount of factual knowledge and concepts that will be explored in this course.
Prior teacher approval is required for registration in this course.
Learner Outcomes
Student should be able to:
Understand and evaluate diverse interpretations of different events or issues from world history.
Build upon the foundations developed in other courses to master content understanding of
world history (c8000 B.C.E. – Present).
Use evidence to make plausible historical arguments.
Understand, Interpret and Use documents to analyze point of view or bias, and write historical
arguments based on primary source evidence.
Assess and analyze issues of change and continuity over time in world history.
Assessment
Students should plan to take two external tests: the AP World History College Board Exam
and the World History SAT II subject test.
Formative quizzes
Class participation in Moodle
Document-Based Question (DBQ), Comparative and Change-Over-Time essays
Mid-Year (and mock AP) examination
Final Project and Presentation
Course Title: World History - Advanced Placement Course Code: HWH5C
Prerequisite: HWH2C and/or teacher recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 39 of 68
Course Description
This course culminates in the College Board Advanced Placement (AP) Examination. Students will
explore both the microeconomic and macroeconomic concepts within the economy. The students will
practice independent and cooperative learning strategies that are designed for each student to
demonstrate their understanding of the concepts. Prior teacher approval is required for registration in
this course.
Learner Outcomes
Students should:
Develop presentation skills, and strategies for active reading.
Participate in simulations for understanding different economic perspectives.
Correctly analyze visual representations of theoretical economic models.
Correctly define and apply economic terms.
Predict theoretical outcomes drawing or referencing economic models.
Assessment
Formative quizzes
Presentations
Class participation
AP College Board Exam
Mid-Year (and mock AP) examination
Final project & presentation
Course Description
This course prepares students for the Advanced Placement (AP) Psychology examination. Students
will be introduced to the systematic and scientific study of the behavior and metal processes of human
beings and other animals.
This course is an in-depth continuation of introductory course (PSY3C) with a strong emphasis on
developmental and abnormal psychology, the treatment of psychological disorders, and social
psychology.
Preference is given to students earning a “B”, or higher, in the introductory class. Prior teacher
approval is required for registration in this course.
Learner Outcomes
Students are expected to:
Understand, comprehend and evaluate cognitive, behavioral, and family systems
Review methods, approaches and history of Psychology
Explore and analyze in depth emotional and behavior disorders such as anxiety, psychological
and physical stress, mood, personality, substance use, and gender disorders
Discuss, analyze and evaluate psychological disorders and the treatment of psychological
disorders
Review, analyze and discuss learning, cognition, motivation and emotion.
Course Title: Economics – Advanced Placement Course Code: HEC5C
Prerequisite: HEC4C and/or teacher recommendation Credit Value: 1 Credit
Course Title: Psychology – Advanced Placement Course Code: PSY5C
Prerequisite: PSY3C and/or teacher recommendation Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 40 of 68
Learn about the various aspects of the human personality, including how and why a person
experiences emotions, the theories and psychological tests related to personality development,
and the effect of cultural gender roles on an individual’s attitudes and behavior
Understand aspects of physical and psychological health, including how an individual’s
health is related to stress, the various types of psychological illness, and the treatment
methods that attempt to improve an individual’s psychological well-being
Have an understanding of the learning and thinking processes of the human mind, including
the role of memory, language, and intelligence
Assessment
Formative quizzes
Chapter tests
Presentations
Small and large group participation
Case studies
Mid-Year (and mock AP) examination
Final project & presentation
Self-evaluation
American International School High School Course Descriptions 2015-16 Page 41 of 68
Departmental Statement
As nations become increasingly interdependent, the need for effective communication and sensitivity
to other cultures becomes more important. As individuals, we must be culturally and linguistically
prepared to participate in a global society.
Through practical performance, students have the opportunity to develop the necessary language skills
that will enable them to better adapt to the demands of the changing global community. The study of
Chinese and French enhances divergent thinking and motivates students to think independently. It
cultivates intellectual abilities, skills and attitudes.
Course Selection
In order to graduate with a High School Diploma, students must successfully complete two credits in
World Languages. These credits must be in the same Language (i.e. both in Mandarin or both in
French). Students should not take a World Language course in their first / native language. Students
learning Mandarin (Putonghua) will learn to write using simplified characters.
Our World Languages courses are designed using the American Education Reaches Out (AERO)
Standards. We focus equally on developing students skills in Speaking, Listening, Reading and
Writing. Students will also learn about the culture and traditions of the native country for the language
being learned.
The suggested prerequisites for each language subject are stated below:
World Languages Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
FLF1C FLF2C FLF3C
FLM1C FLM2C FLM3C FLM4C FLM5C
American International School High School Course Descriptions 2015-16 Page 42 of 68
Course Description
The objectives of this course are to introduce French language and culture, and to present both spoken
and written French as a means of communication. Language learning is built around everyday
situations.
Students develop skills in listening, speaking, reading and writing. Vocabulary, grammar and its
structures are introduced using themes such as school, daily home life, family relationships, sports,
hobbies and shopping. A variety of learning tasks are presented through communication activities
including discussions, role-plays, group work, individual writings, and oral presentations that focus on
these specific themes are conducted. Resources include course book, videos, visuals, and reading
materials.
Learner Outcomes
Students should be able to:
Acquire vocabulary for greetings, introductions and partings.
Describe personal details, daily routines, home and family.
Become familiar with the French school system and its subjects.
Talk about the days of the week, seasons, weather and other general topics.
Describe relationships with other people.
Learn about the café culture in France, recognize and express likes and dislikes, and desire for
items on a simple menu.
Learn about food and drink, telling others what they would like to eat / drink, and refusing
food / drinks.
Describe the color of clothing they and others are wearing, and express their preferences.
Assessment
Assessment will focus on communicative and writing activities, such as listening exercises, role
plays, dictations, spelling, unit tests, quizzes, weekly journal, unit tests, performance base
task, projects and mid-year and final exams.
Course Description
The objectives of this course are to enable students to further develop their French skills through
emphasizing learning language structure, comprehension, and the use of the language for oral
communication. Students develop skills for interpretive reading, process writing, as well as listening
and speaking in French. Students engage in a variety of learning tasks such as discussions, role-plays,
communicative activities, presentations and writing. Resources include course books, videos,
advertisements, and a variety of reading materials, short stories, and CDs.
Learner Outcomes
Students should be able to:
Ask for and give information about directions.
Course Title: French I Course Code: FLF1C
Prerequisite: None Credit Value: 1 Credit
Course Title: French II Course Code: FLF2C
Prerequisite: FLF1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 43 of 68
Learn about various means of transportation (train, bus, plane, and subway).
Describe where they live in detail and provide information about the rooms of the house,
furniture and appliances as well as their location.
Tell what happen using different forms of the past tense.
Learn about health and welfare.
Acquire vocabulary to describe movies, music and books.
Talk about vacation experiences (beach vacations, skiing, camping etc.) and travel
arrangements, and how to pack a suitcase/ bag pack.
Assessment
Assessment will focus on communicative and writing activities, such as listening exercises, role
plays, unit quizzes, weekly journal, essays, unit tests, performance base task, projects and
mid-year and final exams.
Course Description
There is a continued emphasis on oral communication skills, with reading and writing skills becoming
more important. Short stories, simple poems and audio/video material supplement support the course.
Communication skills are also refined through an appropriate novel study, vocabulary expansion
tasks, discussions, role-plays and oral presentations. Advanced grammar is also studied.
Please note this is an advanced level of French learning, and will not always be offered as a course
option.
Students who wish to take advanced French courses and possibly the Advanced Placement test in
French Language and Culture should consider alternative online course options and self-study. Advice
can be provided regarding these options from the principal and school counselors.
Learner Outcomes
Students should be able to:
Learn about the culture of other French speaking countries and regions (Belgium,
Switzerland, Morocco, Tunisia, Guadeloupe, and Louisiana).
Learn how to inquire, expressing enthusiasm and dissatisfaction.
Describe how a place was.
Ask for, grant and refuse permission, express obligation, forbid, reproach and justify action
and reject other’s excuses.
Learn how to ask for future plans, express wishes and indecisions.
Write and close a letter to friends and family members.
Express their feelings, fears and preferences, compare and contrast.
Assessment
Assessment will focus on communicative and writing activities, such as listening exercises, role
plays, unit tests, quizzes, weekly journal, essays, unit tests, performance base task, projects
and mid-year and final exams.
Course title: French III Course Code: FLF3C
Prerequisite: FLF2C or equivalent Credit Value: 1 credit
American International School High School Course Descriptions 2015-16 Page 44 of 68
Course Description
The objectives of this course are to introduce Chinese language and culture, and to present both
spoken and written Chinese as a means of communication. Language learning is built around
everyday situations.
Students develop skills in listening, speaking, reading and writing. Vocabulary, grammar and its
structures are introduced using themes such as school, daily home life, family relationships, hobbies
and friends. A variety of learning tasks are presented through communication activities including
discussions, role-plays, group work, individual writing and assignment, individual and group
presentations that focus on these specific themes are conducted. Resources include course book,
visuals, CD and reading materials.
Learner Outcomes
Students should be able to:
Understand and write Hanyu Pinyin including the 4 tons of Chinese characters
Recognize and write Chinese characters of specific units
Construct simple sentences by making use of the vocabulary and grammar structures
of specific units
Express greetings, numbers, money, dates and time. Talk about their family, school, friends, hobbies, and their studies.
Write simple narrative paragraph, situational dialogue and note in Chinese.
Translate simple sentences (paragraph) from English into Chinese or from Chinese
into English.
Acquire an understanding of the Chinese culture
Assessment
Assessment will focus on communicative and writing activities, such as workbook and character
workbook, role play, group discussion, translation, turning dialogue into narration, making
up story or conversation, listening and oral test, dictation, unit quizzes, performance base
task, project and mid-year and final exams.
books
Course Description
The objectives of this course are to enable students to further develop their Mandarin skills through
the emphasis of learning language structure, comprehension, and the use of the language for oral
communication. Students develop skills for interpretive reading, process writing, as well as listening
and speaking. Students engage in a variety of learning tasks such as discussions, role-plays,
communicative activities, presentations and writing. Resources include a variety of reading materials,
course books, advertisements, short stories, and CDs.
Course Title: Mandarin I Course Code: FLM1C
Prerequisite: None Credit Value: 1 Credit
Course Title: Mandarin II Course Code: FLM2C
Prerequisite: FLM1C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 45 of 68
Learner Outcomes
Students should be able to:
Make use of the vocabulary and grammar structures in their writing.
Construct simple and compound sentence with coordinate clause and metaphor
Discuss weather, attending party, dining out,
Ask for and give information about directions
Talk about their experience in seeing a doctor and dating. Describe how they rent an apartment and provide information about the rooms of the house,
furniture and appliances as well as their location.
Read and understand simple story, summarize the story by making use of dictionary
or teacher’s help
Develop further understanding of the Chinese culture
Assessment
Assessment will focus on communicative and writing activities, such as workbook and character
workbook, role play, group discussion, translation, translation, situational dialogue, listening
and oral test, picture composition, dictation, unit quizzes, performance base task, project and
mid-year and final exams.
Course Description
The objectives of this course are to hone students’ language skills, foster their reflective and critical
thinking skills and broaden their world view. Students are regularly placed in a real life context to
discuss similarities and differences between cultural practices and perspectives through classroom
discussions. Students engage in a variety of tasks such as instructor-directed discussions, pair or group
discussions, situational dialogues, games, interviews and debates Resources include course books,
online resources, CDs, supplementary books, newspapers, magazines, advertisements, non-fiction
materials, poetry, short stories, and videos.
Learner Outcomes
Students should be able to:
Discuss travel plans and transportation of a country
Express and describe complex topics and situations
Talk about the similarities and differences in the way how festivals and customs are
celebrated
Compare and contrast the changes in culture as reflected in their school and family life
Think critically about issues
Express their views and opinions while considering the views and opinions of others
Develop their reading proficiency through exposure to contextualized written materials
Assessment
Assessment will focus on communicative and writing activities, such as instructor-directed
discussions, pair or group discussions, situational dialogues, traditional grammar exercises, picture
composition and essays, oral and written reports, unit quizzes, performance base task, collaborative
group and research projects and mid-year and final exams.
Course Title: Mandarin III Course Code: FLM3C
Prerequisite: FLM2C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 46 of 68
,pai
Course Description
The objective of this course is to expand the intermediate learner’s vocabulary, and help them to
achieve advance level proficiency in the oral and written use of the Chinese language as well as focus
on certain themes and skill areas, particularly in the areas of description, comparison and introduction.
Students engage in a variety of tasks such as debate, student- directed seminars, games, individual and
group presentations. Resources include course book, CDs, newspaper, online resources, magazines,
non-fiction materials, novels, short stories, poetry, plays, and videos.
Learner Outcomes
Students should be able to:
Describe directions to and locations of places as well as general geographical features and
natural resources.
Describe a rural and area using specific and vivid expressions.
Introduce geographical environment and natural conditions in clear and structured discourse
Describe unique features of a city and talk about general characteristics of an urban area
Use specific and vivid expressions to describe an urban area and to substantiate with vital data
Present a city’s profile, compare and contrast its characteristics in clear and structured
discourse
Further enrich learning experience through reading, sharing and debating tasks, integrate
language skills and evaluate performance
Broaden their knowledge of Chinese culture.
Assessment
Assessment will emphasize specific aspects of interactive activities such as student–directed tasks,
topical presentations, text translations, essay writing, oral and written reports, unit quizzes, listening
practice, performance based tasks, collaborative group and research projects, as well as mid-year and
final exams.
Course Description
The objective of this course is to provide the opportunity for students to be prepared to sit the
Advanced Placement Chinese Language and Culture Examination, particularly in the areas of
description, comparison and introduction. Students develop skills in lateral thinking, writing for
different audiences and purposes, inferring and develop a deeper understanding of Chinese culture and
how it impacts on the language. Students engage in a variety of tasks such as student-directed
seminars, topical speeches, creative writing, individual and group presentations. Resources include
textbooks, CDs, newspaper, online resources, magazines, non-fiction materials, novels, short stories,
poetry, plays, and videos.
Learner Outcomes
Students should be able to:
Describe exterior features of objects and discuss spatial layouts
Use analogies and vivid expressions to describe colors, and to describe how objects are placed
within a space.
Course Title: Mandarin IV Course Code: FLM4C
Prerequisite: FLM3C or equivalent Credit Value: 1 Credit
Course Title: Chinese Language & Culture Course Code: FLM5C
- Advanced Placement
Prerequisite: FLM4C or equivalent Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 47 of 68
Describe a scene and objects in clear and structured manner, and to present spatial layouts.
Describe different types of daily goods and their specifications
Use expressions to describe and compare products, and to provide product-related
information.
Present and compare different products in clear and structured discourse
Further enrich learning experience through reading, sharing and debating tasks, integrate
language skills and evaluate performance
Get extensive practice on AP exam format
Demonstrate a deep knowledge and understanding of key elements of Chinese culture.
Assessment
Assessment will emphasize specific aspects of interactive activities, student-directed tasks, topical
presentations, text translations, email and text writing, essay writing, oral and written report, unit
quizzes, listening practice, performance base task, collaborative and research projects, as well as mid-
year and final exams.
American International School High School Course Descriptions 2015-16 Page 48 of 68
Departmental Statement
At AIS, Physical Education is an integral part of the school education program. It contributes to the
physical, cognitive, and social development of the student. To achieve this, all students receive
Physical Education and Health lessons provided by specialist teachers and are offered the opportunity
to participate in a wide range of extra-curricular physical activities.
The mission of Physical Education and Health Department at AIS is to empower all students to
sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life.
The focus of teaching and learning is participation in physical activities and the acquisition of new
skills. Through this, we promote and develop health related fitness, positive social skills and the
genuine enjoyment of an active lifestyle.
As an American curriculum school, we use the National Standards for PE and Health, designed by the
Society of Health And Physical Educators (SHAPE). These Standards outline what a student should
know and be able to do as a result of a good PE program. Each Physical Education and Health course
taught at high school level will develop students in five areas. Students will learn to: 1) demonstrate
competency in a variety of motor skills and movement patterns; 2) apply knowledge of concepts,
principles, strategies and tactics related to movement and performance; 3) demonstrate the knowledge
and skills to achieve and maintain a health-enhancing level of physical activity and fitness; 4) exhibit
responsible personal and social behavior that respects self and others; and 5) recognize the value of
physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Course Selection
The graduation requirements are two credits to be completed in High School. All course options will
be offered during the 2015 – 2016 school year.
Physical Education & Health Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
PEH1C PEH2C PEH3C PEH4C
American International School High School Course Descriptions 2015-16 Page 49 of 68
Course Description
The objectives of this course are to introduce new skills as well as build upon and improve skills
previously learned. A central component of the course is the analysis of individual performance, both
of self and others, in order to develop a deeper knowledge and understanding of a variety of activities.
A variety of individual and team pursuits will be covered during the year in rotations of
approximately 2 cycles or 12 calendar day units composed of 8 classes.
The health component covers issues including wellness, fitness and exercise, substance use and
abuse and human sexuality. The health units are delivered over 2 cycles or 12 calendar day units
composed of 8 classes. Students will learn through a variety of discussions, group work,
presentations, independent research, and role-playing as well as formal testing environments.
Learner Outcomes
The students will learn to:
Demonstrate competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Demonstrate understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Exhibit a physically active lifestyle
Achieve and maintain a health-enhancing level of physical fitness.
Demonstrate responsible personal and social behavior in physical activity settings.
Understand that physical activity provides the opportunity for enjoyment challenge, self-
expression, and social interaction.
Assessment
PE class – 75% of total PEH grade – based on SHAPE standards
- Motor skill and patterns – 20%
- Application of concepts – 20%
- On task engagement – 20%
- Responsible behavior – 20%
- Personal best – 20%
Health class 25% of total PEH grade
Course Description
The focus of this course is to further develop a knowledge and understanding of a variety of activities
with respect to rules, structures and strategies, and applying them to game situations. A variety of
individual and team pursuits will be covered during the year in rotations of approximately 2
cycles or 12 calendar day units composed of 8 classes. The health component covers issues including wellness, fitness and exercise, substance use and
abuse and human sexuality. The health units are delivered over 2 cycles or 12 calendar day units
composed of 8 classes. Students will learn through a variety of discussions, group work,
presentations, independent research, and role-playing as well as formal testing environments.
Course Title: Physical Education & Health Junior I Course Code: PEH1C
Prerequisite: None Credit Value: 1 Credit
Course Title: Physical Education & Health Junior II Course Code: PEH2C
Prerequisite: None Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 50 of 68
Learner Outcomes
The students will learn to:
Demonstrate competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Demonstrate understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Exhibit a physically active lifestyle.
Achieve and maintain a health-enhancing level of physical fitness.
Demonstrate responsible personal and social behavior in physical activity settings.
Understand that physical activity provides the opportunity for enjoyment challenge, self-
expression, and social interaction.
Assessment
PE class – 75% of total PEH grade – based on SHAPE standards
- Motor skill and patterns – 20%
- Application of concepts – 20%
- On task engagement – 20%
- Responsible behavior – 20%
- Personal best – 20%
Health class - 25% of total PEH grade
Course Description
In this course, the teaching and learning focuses on advancing student skills, knowledge and
understanding of the concepts covered in class. Leadership is an expectation if a student is to reach
the highest level of achievement in class. This leadership is demonstrated through responsible
behavior, assisting in class, leading by example and modeling advanced movement patterns. A
variety of individual and team pursuits will be covered during the year in rotations of
approximately 2 cycles or 12 calendar day units composed of 8 classes.
The health component covers issues including wellness, fitness and exercise, substance use and
abuse and human sexuality. Student choice topics may also be explored. The health units are
delivered over 2 cycles or 12 calendar day units composed of 8 classes. Students will learn through
a variety of discussions, group work, presentations, independent research, and role-playing as well as
formal testing environments.
Learner Outcomes
Demonstrate competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Demonstrate understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Exhibit a physically active lifestyle.
Achieve and maintain a health-enhancing level of physical fitness.
Demonstrate responsible personal and social behavior in physical activity settings.
Understand that physical activity provides the opportunity for enjoyment challenge, self-
expression, and social interaction.
Course Title: Physical Education & Health – Senior I Course Code: PEH3C
Prerequisite: None Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 51 of 68
Assessment
PE class – 75% of total PEH grade – based on SHAPE standards
- Motor skill and patterns – 20%
- Application of concepts – 20%
- On task engagement – 20%
- Responsible behavior – 20%
- Personal best – 20%
Health class - 25% of total PEH grade
.
Course Description
In this course, the teaching and learning focuses on advancing student skills, knowledge and
understanding of the concepts covered in class. Leadership is an expectation if a student is to reach
the highest level of achievement in class. This leadership is demonstrated through responsible
behavior, assisting in class, leading by example and modeling advanced movement patterns. A
variety of individual and team pursuits will be covered during the year in rotations of
approximately 2 cycles or 12 calendar day units composed of 8 classes.
The health component covers issues including wellness, fitness and exercise, substance use and abuse
and human sexuality. Student choice topics may also be explored. The health units are delivered
over 2 cycles or 12 calendar day units composed of 8 classes. Students will learn through a variety of
discussions, group work, presentations, independent research, and role-playing as well as formal
testing environments.
Learner Outcomes
The students will learn to:
Demonstrate competency in motor skills and movement patterns needed to perform a variety
of physical activities.
Demonstrate understanding of movement concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
Exhibit a physically active lifestyle.
Achieve and maintain a health-enhancing level of physical fitness.
Demonstrate responsible personal and social behavior in physical activity settings.
Understand that physical activity provides the opportunity for enjoyment challenge, self-
expression, and social interaction.
Assessment
PE class – 75% of total PEH grade – based on SHAPE standards
- Motor skill and patterns – 20%
- Application of concepts – 20%
- Participation – 20%
- Responsible behavior – 20%
- Personal best – 20%
Health class - 25% of total PEH grade
Course Title: Physical Education & Health – Senior II Course Code: PEH4C
Prerequisite: At least one other PEH credit Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 52 of 68
Departmental Statement
The Visual and Performing Arts are a fundamental means of expression and communication in all
societies. The Visual and Performing Arts at A.I.S. are an expression of personal and cultural
diversity within the context of the school and the community at large.
Students will have the opportunity to develop and refine techniques, explore methods for finding
solutions and learn to compare and evaluate their own work in relation to models of musical
performance and fine arts.
Course Selection
The minimum requirement for a High School Diploma is two credits in Arts courses. These can be
either in Visual Art, Drama and/or Music.
Visual Art
The High School Visual Art program is an intensive course of study at four successive levels, in
which increasing emphasis is placed on thematic research and a critical and conceptual
understanding of Art methodology.
Students should enter Art Junior I and progress through Art Junior II, Art Senior I and Art Senior II.
Finally a one-year College Board audited Advanced Placement (AP) course in Studio Art is offered at
the senior level for students approved by the Art teacher.
Entry into Art 3C course, Art 4C course and Art-AP course without completion of Art 1C course or
Art 2C course will be at the discretion of the Art teacher. Students may be permitted to take more
than one Art course in a single year at the discretion of the Art teacher.
Music
In the high school at AIS, we offer an Instrumental Music program, where students will be prepared to
play as part of the school concert band. Students taking Band courses should be prepared to purchase
their own musical instrument for the Brass and Woodwind ensemble.
MUS1C is for beginners. Students in MUS2C, MUS3C and MUS4C will be part of the school concert
band. Entry into the Music 2C course or above, without completion of a MUS1C course will be at the
discretion of the Music teacher. It is based on instrumental musical experience, and performance skill.
We also offer a Music Technology program. MTC1C and 2C are for those interested in learning some
of the skills it takes to create music, and the technology used to produce that music. Currently, we do
not offer a Choral or Strings musical program as credit courses for the high school Diploma.
Dramatic Arts
The foremost purpose of these courses is to develop students’ ability to deliver a public performance
through individual speeches, collaborative plays, and film.
To this end, students will develop acting and vocalization techniques; analyze and write play and
movie scripts with performance as the primary goal; gain an understanding of an audience's
perceptions; and develop stage- and film-craft. The content is drawn from a vast well of material from
Shakespeare to famous speeches to current screenplays to YouTube – enough to cater to students’
varied strengths, interests and personal goals.
American International School High School Course Descriptions 2015-16 Page 53 of 68
The dramatic arts courses are taught as combined programs. DRA1C and DRA2C are for freshman
and sophomore students or students with no acting / theatrical experience. DRA3C and DRA4C are
for juniors and senior students, or students with acting / theatrical experience. Students in 1C and 2C
will gain introductory and intermediate skills while 3C and 4C students will develop skills to an
advanced degree. Furthermore, students in the 2C or 4C credit course will assume leadership roles
within the class productions. These courses require students to attend professional theatrical shows
through the year in their personal time (often evenings), and will generally require students to
participate in extra rehearsals and performances beyond the school day.
Visual and Performing Arts Course Schematic
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
ART1C ART2C ART3C ART4C ART5C
MUS1C MUS2C MUS3C MUS4C
MTC1C MTC3C
DRA1C DRA2C DRA3C DRA4C
American International School High School Course Descriptions 2015-16 Page 54 of 68
Course Description
This course introduces a variety of basic Art skills and practices. Students undertake practical
assignments to explore color, composition, drawing, and painting. Media experiences include pencil,
pastel, crayons, acrylic paint and collage. Students will have opportunity to learn the basic graphic
design theory and execute their ideas through commercial imagery. They will also produce a major
artwork in the “pop” style, reflecting their place in the culture and community in which they live.
Learner Outcomes
The course is practical and will explore drawing, painting and printmaking. The student will develop
a range of skills that will give them basic technical vocabulary and an awareness of the fundamentals
of creating art works. Students will understand the processes used to make contemporary art through
using the Pop Art model.
Assessment
Practical assignments are graded according to criteria provided by the Art teacher.
Course Description
This course re-emphasizes skills gained in ARTIC. The program extends the range of media
investigated to include watercolor, colored pencil, pen and ink. Approaches to art-making include
drawing from models, group work, and in-depth, thematic research. The process of art creation is
increasingly valued during this class and graded proportionately.
Learner Outcomes
The student will gain a range of advanced drawing, painting and sculpture techniques. They will use
these in combination with a descriptive set of visual problems they must solve creatively using these
techniques.
Assessment
Practical assignments are graded according to criteria provided by the Art teacher.
Course Description
Students are introduced to a variety of abstract problems they must solve visually with the assigned
materials. Research, sketch work, one on one interviews, and even teacher panels will be in used
throughout the school year to support and critique student work and ideas.
Course Title: Art Junior I Course Code: ART1C
Prerequisite: None Credit Value: 1 Credit
Course Title: Art Senior I Course Code: ART3C
Prerequisite: ART2C Credit Value: 1 Credit
Course Title: Art Junior II Course Code: ART2C
Prerequisite: ART1C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 55 of 68
Learner Outcomes
The student can create and execute sophisticated visuals, using appropriate symbols and designs based
on extensive research and sketch work. They will be aware of the artistic process in creating not just
art, but fine art, characterized with an in-depth story or message done in only the visual.
Assessment
Practical assignments are graded according to criteria provided by the Art teacher.
Course Description
Students are introduced to a variety of modern artists and visual problems to solve. They have the
opportunity to use a variety of media and techniques to explore a personal response to real dilemmas
in the design industry today. Students should also learn the basic design elements and principles in
order to execute both 2D and 3D Design artworks.
Learner Outcomes
The student can design and execute sophisticated images, using the appropriate media. They will be
aware of contemporary art movements, and able to compare and criticize their own work in relation to
this knowledge. Continuous assessment will be conducted in order to expose students’ creative
thinking and solve-problem skills.
Assessment
Practical assignments are graded according to criteria provided by the Art teacher.
Course Description
The AP Studio Art Program is an externally assessed course for motivated and capable Art students.
Students will be expected to fulfill course requirements for the AP course and may submit up to 3
separate portfolios, one each for drawing, 2-D design (painting, printmaking, digital design,
photography etc.) and 3-D design (sculpture). Note: 3-D Design may not always be available as an
option.
The portfolio consists of 25 artworks for each section selected, and is submitted in May.
Learner Outcomes
Students can execute a variety of artworks demonstrating the A.P. requirements of breadth, depth and
concentration. Student’s work will show a sophistication of technique and conceptual understanding
in the areas selected for study. Students will be able to select and submit a portfolio for examination.
Students will also understand that making art is an ongoing process that involves the student in
informed and critical decision.
Assessment
Coursework will be graded throughout the year using set criteria. The AP Portfolio will be assessed
externally by the College Board organization.
Course Title: Art – Advanced Placement Course Code: ART5C
Prerequisite: ART3C or ART4C Credit Value: 1 Credit
Course Title: Art Senior II Course Code: ART4C
Prerequisite: ART3C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 56 of 68
All students who take any music course must own or purchase an instrument, and necessary supplies,
approved by the instructor (approximate cost is between HKD$3,500 to $7,000).
Course Description
The objective of this course is for students to acquire the fundamental skills needed to play a band
instrument at an introductory level. Students should practice their instruments at home with the books
and listening examples provided. Students are expected to practice daily.
Learner Outcomes
Students will acquire knowledge and develop an understanding in:
Music reading, including pitch and rhythm recognition.
Breathe control.
Ensemble playing.
Listening to music critically.
Assessment
Musicians will be graded on:
Playing tests.
Written tests.
School Performance.
Outside Concert Attendance.
Forum Discussions.
Course Description
Students in MUS2C will continue to develop performance skills on their instrument, or switch to a
new instrument similar to their first. Students are expected to practice daily with the books and
listening examples provided.
Learner Outcomes
Students will develop their knowledge and understanding in:
Music reading, including pitch and rhythm recognition.
Breathe control.
Ensemble playing.
Listening to music critically.
Assessment
Musicians will be graded on:
Playing tests.
Written tests.
School Performance.
Course Title: Band I Course Code: MUS1C
Prerequisite: A desire to learn a musical instrument Credit Value: 1 Credit
Course Title: Band II Course Code: MUS2C
Prerequisite: MUS1C or adequate prior experience Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 57 of 68
Outside Concert Attendance.
Forum Discussions.
Course Description
Student in MUS3C will develop their performance skills to a high level. Elements of working co-
operatively to achieve a high level of group performance will be expected. Students are expected to
practice daily with the books and listening examples provided.
Learner Outcomes
Students will acquire knowledge and develop an understanding in:
Ensemble skills.
Advanced instrument technique.
Advanced sight-reading.
Listening to music critically.
Assessment
Musicians will be graded on:
Playing tests.
Written tests.
School Performance.
Outside Concert Attendance.
Forum Discussions.
Recording Project (10%)
Course Description
Students in MUS4C will develop their performance skills to a superior level. Elements of working co-
operatively to achieve a high level of group performance will be explored. Students are expected to
practice daily with the books and listening examples provided.
Learner Outcomes
Students will acquire knowledge and develop an understanding in:
Ensemble Skills.
Advanced instrument technique.
Advanced sight-reading.
Listening to music critically.
Assessment
Musicians will be graded on:
Playing tests.
Written tests.
School Performance.
Outside Concert Attendance.
Forum Discussions.
Course Title: Band III Course Code: MUS3C
Prerequisite: MUS2C Credit Value: 1 Credit
Course Title: Band IV Course Code: MUS4C
Prerequisite: MUS3C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 58 of 68
Course Description
This course introduces students to music fundamentals through the study and use of music
technology. It features the use of computers, music software, and basic recording equipment. The
concepts addressed include but are not limited to the history and future of music technology,
acoustics, digital audio, music editing/composing, sequencing, and basic recording
techniques. Access to an iPad will be necessary to complete a portion of our projects.
Learner Outcomes
Students will acquire knowledge and develop an understanding in:
Basic recording techniques.
Basic music editing/composing.
Music history.
Music reading.
Assessment
This is a project-based class. The projects will be designed to mirror projects that might be completed
as a professional music technician. Projects may change from year to year. Students should be
prepared to work independently at times and must be able to meet expected deadlines. Projects will
be graded based on required content and professionalism of sound.
Course Description
This course builds on the foundation of music technology set in MTC1C. It features the use of
computers, music software, and basic recording equipment. The concepts addressed include but are
not limited to the history and future of music technology, acoustics, digital audio, music
editing/composing, and basic recording techniques. Access to an iPad will be necessary to complete a
portion of our projects.
Learner Outcomes
Students will develop their knowledge and understanding in:
Advanced recording techniques.
Advanced music editing/composing.
Music history.
Music reading.
Assessment
This is a project-based class. The projects will be designed to mirror projects that 1C is completed,
but you will be graded with tougher criteria. Projects may change from year to year. Students should
be prepared to work independently at times and must be able to meet expected deadlines. Projects
will be graded based on required content and professionalism of sound.
Course Title: Music Technology I Course Code: MTC1C
Prerequisite: None Credit Value: 1 Credit
Course Title: Music Technology III Course Code: MTC3C
Prerequisite: Some musical training/basic knowledge Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 59 of 68
The foremost purpose of these courses is to develop students’ ability to deliver a public performance
through individual speeches, collaborative plays, and film.
To this end, students will develop acting and vocalization techniques; analyze and write play and
movie scripts with performance as the primary goal; gain an understanding of an audience's
perceptions; and develop stage- and film-craft. The content is drawn from a vast well of material from
Shakespeare to famous speeches to current screenplays to YouTube – enough to cater to students’
varied strengths, interests and personal goals.
The dramatic arts courses are taught as combined programs. DRA1C and DRA2C are for freshman
and sophomore students or students with no acting / theatrical experience. DRA3C and DRA4C are
for juniors and senior students, or students with acting / theatrical experience. Students in 1C and 2C
will gain introductory and intermediate skills while 3C and 4C students will develop skills to an
advanced degree. Furthermore, students in the 2C or 4C credit course will assume leadership roles
within the class productions. These courses require students to attend professional theatrical shows
through the year in their personal time (often evenings), and will generally require students to
participate in extra rehearsals and performances beyond the school day.
Course Description
After successfully completing this course, the student will demonstrate use of fundamental acting
skills including body movement, diction, breathing, projection, and character analysis to create and
sustain believable characterization in individual and ensemble performances. They will demonstrate
use of appropriate theatre terminology. They will begin to understand the cultural and historical
influences on dramatic forms including theatre, film, and television. They will develop an awareness
of the collaborative skills and artistic discipline required to participate in rehearsals and theater
productions. Further, they will understand the technical aspects of theater production to safely create
props, sound effects, costumes, and makeup. They will begin to identify the contributions of technical
elements to the mood and setting of a drama.
Learner Outcomes
Students will acquire knowledge in theater as a collaborative art and develop fundamental skills in the
multiple elements of theater. The content will include, but not be limited to, the following:
Acting and characterization
Movement and vocal production
Pantomime and improvisation
Theatre terminology
Script elements
Theatre purpose and role in modern society
Technical theatre and design
Playwriting
Theatre production
Artistic discipline
Audience etiquette
Assessment
The course is assessed through: Self Reflection, Peer Evaluation and Performance.
Course Title: Drama – Junior I Course Code: DRA1C
Prerequisite: None Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 60 of 68
Course Description
After successfully completing this course, the student will demonstrate use of fundamental acting
skills including body movement, diction, breathing, projection, and character analysis to create and
sustain believable characterization in individual and ensemble performances. They will demonstrate
use of appropriate theatre terminology. They will begin to understand the cultural and historical
influences on dramatic forms including theatre, film, and television. They will develop an awareness
of the collaborative skills and artistic discipline required to participate in rehearsals and theater
productions. Further, they will understand the technical aspects of theater production to create props,
sound effects, costumes, and makeup. They will begin to identify the contributions of technical
elements to the mood and setting of a drama.
Learner Outcomes
Students will acquire knowledge in theater as a collaborative art and develop fundamental skills in the
multiple elements of theater. The content will include, but not be limited to, the following:
Acting and characterization
Movement and vocal production
Pantomime and improvisation
Theatre terminology
Script elements
Theatre purpose and role in modern society
Technical theatre and design
Playwriting
Theatre production
Artistic discipline
Audience etiquette
Assessment
The course is assessed through: Self Reflection, Peer Evaluation and Performance.
Course Description
After successfully completing this course, the student will be able to demonstrate use of advanced-
level acting skills including body movement, diction, breathing, projection, and character analysis to
create and sustain believable characterization in individual and ensemble performance. They will use
acting techniques and methods to portray the physical, emotional, and social dimensions of characters.
They will understand how actors, directors, and designers create and refine dialogue and stage
directions that convey the playwright’s intent. They will create theatrical performances from the
perspective of current personal, national, and international issues. They will demonstrate use of
appropriate theatre terminology when participating in or evaluating theatre productions. They will
understand the contributions, responsibilities, and craft of the director by designing, implementing,
and integrating all sound effects, lighting techniques, blocking, and costuming into the production
concept. They will conceptualize the necessity of goal setting, self-discipline, and punctuality,
meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.
Learner Outcomes
Students of this upper level course will be able to showcase and tutor lower-level theater students in
the elements of theater as a collaborative art and show advance-level skills in the multiple elements of
theater. The content should include, but not be limited to, the following:
Course Title: Drama – Junior II Course Code: DRA2C
Prerequisite: None Credit Value: 1 Credit
Course Title: Drama – Senior I Course Code: DRA3C
Prerequisite: DRA2C or by Audition Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 61 of 68
Acting and characterization
Movement and vocal production
Pantomime and improvisation
Theatre terminology
Script selection and evaluation
Theatre purpose and role in modern society
Technical theatre and design
Playwriting
Role of the director
Theatre production
Artistic discipline
Audience etiquette
Assessment
The course is assessed through: Self Reflection, Peer Evaluation and Performance.
Course Description
After successfully completing this course, the student will be able to demonstrate use of advanced-
level acting skills including body movement, diction, breathing, projection, and character analysis to
create and sustain believable characterization in individual and ensemble performance. They will use
acting techniques and methods to portray the physical, emotional, and social dimensions of characters.
They will understand how actors, directors, and designers create and refine dialogue and stage
directions that convey the playwright’s intent. They will create theatrical performances from the
perspective of current personal, national, and international issues. They will demonstrate use of
appropriate theatre terminology when participating in or evaluating theatre productions. They will
understand the contributions, responsibilities, and craft of the director by designing, implementing,
and integrating all sound effects, lighting techniques, blocking, and costuming into the production
concept. They will conceptualize the necessity of goal setting, self-discipline, and punctuality,
meeting deadlines, and fulfilling responsibilities when mounting a theatrical production.
Learner Outcomes
Students of this upper level course will be able to showcase and tutor lower-level theater students in
the elements of theater as a collaborative art and show advance-level skills in the multiple elements of
theater. The content should include, but not be limited to, the following:
Acting and characterization
Movement and vocal production
Pantomime and improvisation
Theatre terminology
Script selection and evaluation
Theatre purpose and role in modern society
Technical theatre and design
Playwriting
Role of the director
Theatre production
Artistic discipline
Audience etiquette
Assessment
The course is assessed through: Self Reflection, Peer Evaluation and Performance.
Course Title: Drama – Senior II Course Code: DRA4C
Prerequisite: DRA3C, or at least DRA2C and Credit Value: 1 Credit teacher recommendation
American International School High School Course Descriptions 2015-16 Page 62 of 68
Departmental Statement
The rapid pace of global technological change requires students to develop a broad set of digital skills,
knowledge and attitudes. The increasing use of virtual reality for communication, modeling, and
design signals a paradigm shift in the way people interact using the Internet. At AIS we continue to
update our Computer Science and Technology (CST) curriculum to prepare our students not only with
the technology skills, but also the mindset needed for success in their studies, work and life beyond
school.
Course Selection
In order to be eligible for an AIS High School Diploma, students must complete a minimum of two
CST credits. Our courses are designed based upon the ISTE Standards. At the introductory levels, the
courses broaden students’ understanding and skills in using software and web-based applications for
productivity, editing digital video and images, adding special effects, and introducing students to
basic concepts in design and programming. The higher level courses develop students’ design and
programming skills to create meaningful and functional websites, programs and products with
technology. The curriculum consists largely of strengths-based project work that incorporates virtual
worlds, robotics, industry-standard software tools, engaging real-world clients and developing each
student’s portfolio of technology skills and experience.
Computer Science and Technology I (CST1C) or Computer Science and Technology II (CST2C) are
pre-requisites for Computer Programming (CPG3C) or Computer Design (CTD3C). The 4C level
courses (CPG4C and CTD4C) focus on more practical, real-world problem solving assessments than
the 3C level courses and often involve working with real clients which further develop students
communication as well as technological skills. The final option for students who have completed the
programming credit (CPG3C or CPG4C) would be, if permitted, to complete the Advanced Placement
level in Computer Science (CST5C). These students would be prepared to sit the College Board AP
test. This may earn these students University credit.
Freshmen Sophomore Junior Senior Advanced
G9 G10 G11 G12 Placement
CST1C CPG3C CTD4C CST5C
CST2C
CTD3C CPG4C
American International School High School Course Descriptions 2015-16 Page 63 of 68
Course Description
This is an introductory course to computing and offers basic concepts and skills in technology.
The course covers digital citizenship, photography, video editing, computer hardware, digital
imaging, simple website creation, spreadsheets and presentation skills.
The focus is on the use of a variety of applications in solving problem in the real world. Students
engage in hands-on exercise, collaborative problem solving, and electronic publishing.
Learner Outcomes
Upon completion of this course students should be able to:
demonstrate the ability to organize and manage digital tools.
demonstrate a sound understanding of technology systems and operations.
demonstrate creative thinking and develop innovative products and processes using
technology
communicate information and ideas effectively to multiple audiences using a variety of
media and formats
advocate and practice safe, legal and responsible use of information and technology
Assessment
The topics introduced require intensive use of specific software. Some of the major pieces of
assessment include the creation of an adventure week video, designing clocks, calligraphy names,
as well as the creation of an e-portfolio.
Course Description
This course aims at providing an introduction to fundamental design and programming skills and
concepts. Students learn and practice design concepts in a variety of graphical and interactive
environments. Ethical behavior and practices in virtual environments are further explored and
developed. The introduction to programming concepts includes the development of problem-solving
skills, algorithms, flowchart development, and object-oriented coding to create interactive 3-D
animations. The course also covers some basic robotics and digital citizenship concepts. Throughout
the curriculum there is a focus on using technology appropriately and effectively to enhance
productivity, collaboration and communication.
Learner Outcomes
Upon completion of this course students should be able to:
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Identify and define authentic problems and significant questions for investigation
Plan and manage activities to develop a solution or complete a project
Course Title: Computer Science and Technology I Course Code: CST1C
Prerequisite: None Credit Value: 1 Credit
Course Title: Computer Science and Technology II Course Code: CST2C
Prerequisite: None Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 64 of 68
Assessment
Students will generate a portfolio of work that will reflect their performance in practical exercises and
tasks in appropriate contexts. Assessment is through oral presentations; Internet exercises; tests, and
projects where students are expected to apply knowledge of design and programming to solve
problems.
Course Description
This course introduces logic, language and programming concepts using Javascript as a platform. This
includes problem-solving exercises, flowcharts and programming languages. Students engage in a
variety of learning tasks such guided experimentation of computer code, development of logic by
reasoning through case scenarios and the analysis of code through debugging and testing. Computer
Programming provides an opportunity for students to expand on their scientific experimentation skills
and application of previously learned mathematics including sequences & series as well as algebra.
This course is for students who have completed CST1C or CST2C with a good Science and
Mathematics credits and grades. You will not be able to earn a CPG4C credit upon completion of this
course.
Learner Outcomes
Upon completion of this course students should be able to:
use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
create original works as a means of personal or group expression.
troubleshoot systems and applications
advocate and practice responsible use of information technology for future generations.
Assessment
As a course, Computer Programming requires students to apply the scientific method through the
medium of computers including problem analysis, creating hypothesis, analysis of independent
and dependent variables, observation of output data and drawing conclusions. Major assessments
include the creation of an online store, basic video game and making improvements to other
people’s video game.
Course Description
This curriculum will teach digital communication skills in the context of the professional web design
and development process, using Adobe Digital Design applications and building on their website
design skills.
Digital Design develops four key skill areas:
Project management and collaboration.
Course Title: Computer Programming Course Code: CPG3C
Prerequisite: CST1C or CST2C Credit Value: 1 Credit
Course Title: Technology and Design Course Code: CTD3C
Prerequisite: CST1C or CST2C Credit Value: 1 Credit
American International School High School Course Descriptions 2015-16 Page 65 of 68
Design.
Research and communication.
Professional web-authoring tools.
Students develop these key skills in a spiral — each project adds more challenging skills onto the
foundation proficiencies.
Digital Design addresses each of these areas, using a project-based approach. Each project has phases
that follow a design and development process, from project planning to evaluation and launch. To
simulate a professional work environment, students gradually migrate their design work from an
individual process to a group process. IT work by its very nature is iterative, so the projects contain
activities that require students to evaluate and then redesign and rework their communications.
Specific attention has been paid to developing concepts and principles for thorough, effective design.
This course is for students who have completed CST1C or CST2C. You will not be able to earn a
CTD4C credit upon completing this course.
Unit 1: Digital Imaging
To produce quality images for the web, students need to understand how digital images are created
and then learn and apply essential graphic design principles. Fireworks is an image editing program
designed to create images, effects, and optimization especially for web pages.
The unit balances instruction of specific techniques with encouraging students to research technical
aspects of the program on their own. Students are introduced to project evaluation and reflection to
incorporate solutions into subsequent projects.
Unit 2: Website Development
In this unit, students design and create a working website with Dreamweaver and Fireworks. They
plan, implement, and test their website designs, going through website design best-practices, then
reflect on and evaluate their work. Incorporating graphic design techniques is essential in this unit.
Unit 3: Interactivity
In this unit, students begin using Flash to enhance user experience on the web. Students discover ways
in which rich media and animation created with Flash can improve digital communication. They
develop Flash skills through creating an introductory project, evaluating effective uses of Flash on the
web, and building a digital narrative. Students apply the skills and understanding they gain in this unit
to creating digital narratives and designing client websites in succeeding units. The focus of this unit
is building Flash skills, understanding how professionals use those skills to strengthen communication
with interaction and animation, and using Flash to enhance a user’s experience on a website.
Learner Outcomes
Upon completion of this course students should be able to:
use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
create original works as a means of personal or group expression. troubleshoot systems and applications
advocate and practice responsible use of information technology for future generations.
Assessment
Design Technology requires students to learn to create, modify, and optimize a variety of digital
images, web pages, and rich media for presentation on the Internet. Students are trained to apply
design techniques to evaluate logos and websites, and to use a suite of web design tools to create their
own e-portfolio. These skills are both instructor and peer-assessed through the evaluation of the
American International School High School Course Descriptions 2015-16 Page 66 of 68
digital products the students create for assignments, and critical oral presentations evaluating web
content.
Course Description
This course introduces logic, language and programming concepts using Javascript as a platform. This
includes problem-solving exercises, flowcharts and programming languages. Students engage in a
variety of learning tasks such guided experimentation of computer code, development of logic by
reasoning through case scenarios and the analysis of code through debugging and testing. Computer
Programming provides an opportunity for students to expand on their scientific experimentation skills
and application of previously learned mathematics including sequences & series as well as algebra.
This course is for students who have completed CTD3C, or students who have shown maturity and
strong abilities in previous computer studies subjects along with very strong Mathematics and Science
credits and grades. Students who complete this course may be eligible for CST5C.
Learner Outcomes
Upon completion of this course students should be able to:
use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
create original works as a means of personal or group expression.
troubleshoot systems and applications
advocate and practice responsible use of information technology for future generations.
Assessment
As a course, Computer Programming requires students to apply the scientific method through the
medium of computers including problem analysis, creating hypothesis, analysis of independent and
dependent variables, observation of output data and drawing conclusions. Major assessments include
the creation of an online store, basic video game and making improvements to other people’s video
game.
Course Description
The CTD4C curriculum generally follows that of the CTD3C curriculum, but with additional
challenges and assessments of more advanced skills and concepts. For more details on units covered,
please see the CTD3C course description.
This curriculum will teach digital communication skills in the context of the professional web design
and development process, using Adobe Digital Design applications and building on their website
design skills.
Course Title: Technology and Design Course Code: CTD4C
Prerequisite: CPG3C, with one other IT credit Credit Value: 1 Credit
and teacher’s recommendation
Course Title: Computer Programming Course Code: CPG4C
Prerequisite: CTD3C, with one other IT credit Credit Value: 1 Credit
and teacher’s recommendation
American International School High School Course Descriptions 2015-16 Page 67 of 68
Digital Design develops four key skill areas:
Project management and collaboration.
Design.
Research and communication.
Professional web-authoring tools.
Students develop these key skills in a spiral — each project adds more challenging skills onto the
foundation proficiencies.
Digital Design addresses each of these areas, using a project-based approach. Each project has phases
that follow a design and development process, from project planning to evaluation and launch. To
simulate a professional work environment, students gradually migrate their design work from an
individual process to a group process. IT work by its very nature is iterative, so the projects contain
activities that require students to evaluate and then redesign and rework their communications.
Specific attention has been paid to developing concepts and principles for thorough, effective design.
This course is for students who have completed CPG3C, or students who have shown maturity and
strong abilities in previous computer studies subjects. You will not be able to earn a CTD3C credit
upon completing this course.
Learner Outcomes
Upon completion of this course students should be able to:
use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
create original works as a means of personal or group expression.
troubleshoot systems and applications
advocate and practice responsible use of information technology for future generations.
Assessment
Design Technology requires students to learn to create, modify, and optimize a variety of digital
images, web pages, and rich media for presentation on the Internet. Students are trained to apply
design techniques to evaluate logos and websites, and to use a suite of web design tools to create their
own e-portfolio. These skills are both instructor and peer-assessed through the evaluation of the
digital products the students create for assignments, and critical oral presentations evaluating web
content. CTD4C projects will involve practical, real-world problem solving and with clients when
appropriate.
Course Description
AP Computer Science A is equivalent to a first-semester, college-level course in computer science.
The course introduces students to computer science with fundamental topics that include problem
solving, design strategies and methodologies, organization of data (data structures), approaches to
processing data (algorithms), analysis of potential solutions, and the ethical and social implications of
computing. The course emphasizes both object-oriented and imperative problem solving and design
using Java language. These techniques represent proven approaches for developing solutions that can
scale up from small, simple problems to large, complex problems. The AP Computer Science A
course curriculum is compatible with many CS1 courses in colleges and universities.
Course Title: Computer Science A – Advanced Placement Course Code: CST5C
Prerequisites: CPG3C or CPG4C with credit or Credit Value: 1 Credit
recommendation for MCA5C
American International School High School Course Descriptions 2015-16 Page 68 of 68
This course is for students who have completed CPG3C or CPG4C along with good mathematics and
science credits.
Learner Outcomes
Upon completion of this course students should be able to:
Design, implement, and analyse solutions to problems;
Use and implement commonly used algorithms;
Develop and select appropriate algorithms and data structures to solve new problems;
Write solutions fluently in an object-oriented paradigm;
Write, run, test, and debug solutions in the Java programming language, utilizing standard
Java library classes and interfaces from the AP Java subset;
Read and understand programs consisting of several classes and interacting objects;
Read and understand a description of the design and development process leading to such a
program; and
Understand the ethical and social implications of computer use.
Assessment
The AP Computer Science A course includes 20 lab projects where students get hands-on experience
in both with individual and group problem solving. Students design solutions to problems, express
their solutions precisely (e.g., in the Java programming language), test their solutions, identify and
correct errors (when mistakes occur), and compare possible solutions. Other assessments also include
written tests and quizzes on more fundamental concepts and topics. All students are also expected to
write a mid-term and AP examination (or final exam should they fail to write the AP examination).