Ambition

Achievement&

Curriculum Guide2012 - 2013

ISHCMC

American Academy

Curriculum Guide

2012-13

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TABLE OF CONTENTS WELCOME .................................................................................................................................................... V MISSION AND CORE VALUES ............................................................................................................................ VI GRADUATION REQUIREMENTS ......................................................................................................................... VII ADVANCED PLACEMENT (AP) DIPLOMA OVERVIEW ............................................................................................ VII RECOMMENDED CREDIT COURSES ..................................................................................................................... X ASSESSMENT POLICY ....................................................................................................................................... 1 INSTRUCTIONAL METHODS POLICY .................................................................................................................... 4 ICT PHILOSOPHY ............................................................................................................................................ 6 GUIDANCE PHILOSOPHY .................................................................................................................................. 6 LIBRARY MEDIA CENTER PHILOSOPHY ................................................................................................................ 6 ENGLISH DEPARTMENT PHILOSOPHY ................................................................................................................. 7 ENGLISH DEPARTMENT COURSE DESCRIPTIONS English 6 ............................................................................................................................................ 8 English 7 .............................................................................................................................................. 8 English 8 ............................................................................................................................................ 8 English 9 ............................................................................................................................................ 9 English 10 ............................................................................................................................................ 9 AP English SL 11................................................................................................................................. 10 AP English HL 11 ................................................................................................................................ 10 AP English SL 12................................................................................................................................. 11 AP English HL 12 ................................................................................................................................ 11 MATH DEPARTMENT PHILOSOPHY .................................................................................................................. 12 MATH DEPARTMENT COURSE DESCRIPTIONS Pre-Algebra 6 ................................................................................................................................... 13 Introduction to Algebra 7 ................................................................................................................ 13 Algebra I .......................................................................................................................................... 13 Geometry ......................................................................................................................................... 14 Algebra II/Trigonometry ................................................................................................................... 14 AP Calculus ........................................................................................................................................ 14 SCIENCE DEPARTMENT PHILOSOPHY ................................................................................................................ 18 SCIENCE DEPARTMENT COURSE DESCRIPTIONS Integrated Science 6......................................................................................................................... 19 Integrated Science 7......................................................................................................................... 19 Integrated Science 8......................................................................................................................... 19 Science and Research Methods 9 .................................................................................................... 19 Integrated Science 10 ....................................................................................................................... 20 AP Physics ......................................................................................................................................... 21 AP Chemistry .................................................................................................................................... 22 AP Biology ........................................................................................................................................ 23 SOCIAL STUDIES PHILOSOPHY ......................................................................................................................... 25

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SOCIAL STUDIES DEPARTMENT COURSE DESCRIPTIONS Social Studies 6................................................................................................................................. 26 Social Studies 7................................................................................................................................. 27 Social Studies 8................................................................................................................................. 27 History 9 ........................................................................................................................................... 27 History 10 ......................................................................................................................................... 28 AP Economics .................................................................................................................................... 28 AP History .......................................................................................................................................... 29 AP Psychology ................................................................................................................................... 30 WORLD LANGUAGES PHILOSOPHY .................................................................................................................. 35 WORLD LANGUAGES DEPARTMENT COURSE DESCRIPTIONS Vietnamese Language and Culture ................................................................................................. 36 Spanish A ......................................................................................................................................... 36 Spanish B ......................................................................................................................................... 36 Spanish C ......................................................................................................................................... 36 Spanish I .......................................................................................................................................... 37 Spanish II ........................................................................................................................................... 37 Spanish III .......................................................................................................................................... 38 Spanish IV .......................................................................................................................................... 38 Mandarin A........................................................................................................................................ 40 Mandarin B ........................................................................................................................................ 41 Mandarin C ........................................................................................................................................ 41 Mandarin I ......................................................................................................................................... 42 Mandarin II ........................................................................................................................................ 42 Mandarin III ....................................................................................................................................... 42 Mandarin IV....................................................................................................................................... 42 PHYSICAL EDUCATION/HEALTH/LIFE SKILLS PHILOSOPHY .................................................................................... 44 PHYSICAL EDUCATION/HEALTH/LIFE SKILLS COURSE DESCRIPTIONS PE/HE/LS 6 ...................................................................................................................................... 45 PE/HE/LS 7 ...................................................................................................................................... 45 PE/HE/LS 8 ...................................................................................................................................... 46 PE/HE/LS 9 ...................................................................................................................................... 46 PE/HE/LS 10 ..................................................................................................................................... 47 VISUAL ARTS PHILOSOPHY ............................................................................................................................. 47 PERFORMING ARTS FLOW CHART AND PHILOSOPHY .......................................................................................... 48 FINE ARTS DEPARTMENT COURSE DESCRIPTIONS Art 6 ................................................................................................................................................. 49 Art 7 .................................................................................................................................................. 49 Art 8 .................................................................................................................................................. 50 Art I .................................................................................................................................................. 50 Art II ................................................................................................................................................. 50 Drawing and Painting ...................................................................................................................... 51 Ceramics and Sculpture ................................................................................................................... 51

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Music 6 .............................................................................................................................................. 52 Music 7 .............................................................................................................................................. 52 Music 8 .............................................................................................................................................. 52 Music 9 .............................................................................................................................................. 53 Music 10 ............................................................................................................................................ 53 Drama 6 ............................................................................................................................................. 54 Drama 7 ............................................................................................................................................. 54 Drama 8 ............................................................................................................................................. 54 Performing Arts I ............................................................................................................................... 55 Performing Arts II .............................................................................................................................. 55 ENGLISH LANGUAGE LEARNERS PROGRAM (ELL) ............................................................................................... 56 THE TALENT DEVELOPMENT CENTER ................................................................................................................ 56 CO-CURRICULAR ACTIVITIES (ASA).................................................................................................................. 59

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Dear ISHCMC American Academy Parents and Students, It is with great pleasure that we introduce The American Academy Curriculum Guide to you for the 2012-13 school year. The signature of our school is inspiring excellence in education. We believe all students can achieve and be leaders in their special areas of interest. The AAVN Program of Studies is designed to provide students with a depth and breadth of learning opportunities that prepare them for the 21st century. To ensure access to our award-winning American international curriculum, we have specialized services for students including:

The English Language Learner Program for students with little English proficiency,

The Achievement Center to support students with mild learning differences, and

The Talented and Gifted Program for high ability students AAVN facilities are designed as a flagship Smart School with technology integrated across the curriculum and blended into school life. Students have online learning opportunities to enhance classroom instruction. State of the art facilities will connect AAVN students to the wider world of education with activities designed to enhance the learning experience. AAVN is also unique in its curriculum design. We have developed a program of best practice in international education enhanced by advantages traditional to the Vietnamese education system; native Vietnamese Language, Vietnamese Studies and Civics. The Curriculum Guide that follows is comprehensive and includes programs that will be phased-in as The American Academy grows. The depth and breadth of programs is world class in all phases of growth, with school traditions, courses and activities that make AAVN a model 21st century school in Southeast Asia. Please see our website for courses provided in any given year, published in August of each school year. Yours in education,

Jeff Wornstaff Superintendent

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MISSION STATEMENT The International School Ho Chi Minh City - American Academy offers a comprehensive and robust academic program built upon the principles and standards of the American education system. Our rigorous American curriculum including Advanced Placement (AP) is designed to inspire our students to become successful lifelong learners and responsible global citizens.

With this comprehensive academic program we offer our students the opportunity to achieve future

success in American colleges and also universities around the world.

PHILOSOPHY, CORE VALUES AND GUIDING STATEMENTS

As a school community we will continually strive to provide the best teaching and learning experiences

for all so that each individual achieves more than they believe they can. The ISHCMC - American

Academy's philosophies and guiding statements will lead us in fulfilling our vision of being the most

prestigious American International School in Asia.

Our Philosophy

The ISHCMC - American Academy challenges its students to academic excellence through the medium of

a college preparatory curriculum and US academic standards, with instruction in English language and the

utilization of technology. The ISHCMC - American Academy promotes community service and responsible

global citizenship and the integral development of individual students with American and Asian values.

Guiding Statements

We will support our philosophy through these Guiding Statements:

Maintain high standards of academic progress, achievement and performance including

preparation for admission to competitive universities in the US and worldwide.

Create an environment in our schools where all feel safe and secure and can thrive.

To develop tri-lingual students who are fluent in the Chinese language or Spanish language as

well as in English, the language of instruction and of course Vietnamese.

Encourage all to become responsible contributing citizens of the school and within a global

context.

Instill in students, confidence and an enthusiasm for life-long learner.

Develop future leaders with active and innovative minds.

Celebrate diversity and build an understanding of and respect for different value systems and

cultures.

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Promote critical understanding and compassion for others and the courage to act based on one’s

beliefs.

Address a variety of learning needs including English as an additional language and enrichment

and counselling so that each individual can achieve success.

Recruit, retain and professionally develop leading American and international teachers and

educators for our school.

Be a reflective and thoughtful community seeking input from a variety of resources to

successfully guide our progress.

Continue to develop a welcoming community that supports happy and passionate staff, students

and parents.

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THE HIGH SCHOOL GRADUATION REQUIREMENTS Students enroll in courses according to graduation requirements, the student’s abilities and interests, and previous educational experience. Students earn credit for the successful completion of courses. At AAVN, the student must earn a minimum of 24 credits (required) for graduation or more. Most universities require between 2 to 4 credits in each academic area. It would be in the student’s best interest to research universities to determine the number of credits needed for admission to that university.

The following subjects must be successfully completed. Each year’s performance achievement will be reviewed to ensure all students will eventually meet graduation requirements.

AAVN High School Diploma: 26 Credits

English Four (4) credits Social Studies Three (3) credits Science Three (3) credits Mathematics Four (4) credits World Language Two (2) credits Physical Education/Health Two (2) credits Fine Arts/ICT Two (2) credits Electives Four (4) credits Total 24 credits

While most courses are one academic year in duration, courses are divided into two distinct semesters for grading purposes. ADVANCED PLACEMENT (AP) INTERNATIONAL DIPLOMA OVERVIEW AAVN students have the opportunity to graduate with an AP International Diploma in addition to the American accredited High School Diploma. An AP Diploma requires the successful completion of external exams. The following requirements are necessary to be successfully achieved in order to be awarded an AP Diploma: AP ASSESSMENT WRITTEN EXAMS Written examinations take place at the end of the course. This may include written, long and short responses, data-based questions, essays, and multiple-choice questions. Specialized forms of assessment appropriate to the nature of a given subject are also used. INTERNAL ASSESSMENT

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

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

1. Two AP Exams from two different languages selected from English and/or world languages: English Notes

English Language and Composition English Literature and Composition

World Languages

French Language

German Language

Spanish Language

Spanish Literature

Italian Language and Culture

Chinese Language and Culture New course for 2006-07. First exam in 2007.

Japanese Language and Culture New course for 2006-07. First exam in 2007.

Note: A student may submit a letter from an administrator at his or her school verifying the student's mastery of a language not currently available within the AP suite of exams. This verification, printed on school letterhead, will satisfy the requirement for ONE AP Exam in the language category. However, a student who utilizes this option must submit an additional AP Exam from another content area. Thus, all students, however they satisfy the two-exam English and/or world language requirement, must submit a total of five AP Exam grades of 3 or higher to qualify for the APID.

2. One AP Exam designated as offering a global perspective: World History, Human Geography, and Government and Politics: Comparative.

3. One exam from the sciences or mathematics content areas:

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Mathematics

Calculus AB*

Calculus BC*

Computer Science A*

Statistics

Sciences

Biology

Chemistry

Environmental Science

Physics B

Physics C: Mechanics

Physics C: Electricity and Magnetism

*Note: Calculus and Computer Science courses may each count only once toward the APID.

4. One (or two) additional exam(s) from among any content areas except English and world languages. These include the content areas already described as well as history and social sciences and arts:

History and Social Sciences

Macroeconomics

Microeconomics

U.S. History

European History

Government and Politics: U.S.

Psychology

World History

Human Geography

Government and Politics: Comparative

Arts

Art History

Latin Literature

Latin: Vergil

Music Theory

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Studio Art: Drawing

Studio Art: 2-D Design

Studio Art: 3-D Design

Note: Students submitting verification of mastery of a language not currently available within the AP suite of exams to satisfy the requirement of one of the exams in the language category must offer TWO additional exams to fulfill the fourth requirement. Thus, all students, however they satisfy the two-exam English and/or world language requirement, must submit a total of five AP Exam grades of 3 or higher to qualify for the APID.

AP EXAMINATIONS SESSIONS Candidates for the diploma normally take all the examinations in a single session in May, but some choose to take one or two examinations in Grade 10, with instructor approvals. How does the AP Diploma fit in with the AAVN High School Diploma? At AAVN it is possible to qualify for an AAVN High School Diploma at the same time as working for an AP International Diploma as long as AAVN graduation requirements are met. How difficult is the full AP International Diploma? The AP International Diploma program is designed for academically able students between the ages of 16 – 19 during the last two years of secondary education, and is particularly suited to those who wish to go on to further study at Colleges and Universities. The program is demanding in its depth and breadth of study, while requiring a high degree of organization. Experience suggests that it is the ability to manage time wisely that leads to success rather than academic brilliance. Criteria for enrollment into AAVN’s AP Courses The AP International Diploma program is designed for motivated and academically strong students at the high school level. All AAVN students are encouraged to work towards an AP International Diploma. Counselors and the AP Coordinator advise students on which courses suit their needs and abilities. The following guidelines are used to determine appropriate courses for each AAVN student:

1. Academic history and special areas of interest 2. Grade 10 teacher recommendation of subjects to be taken 3. Student goals and desired career paths

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RECOMMENDED CREDIT COURSES PER YEAR OF HIGH SCHOOL The recommended credit courses per year of high school are: 7 credits for Freshman year; 7 credits for Sophomore year; 7 credits for Junior year; 7 credits for Senior year. Total possible credits = 28 credits. 6 of 7 possible credits are recommended in the Junior and Senior years to provide study time for AP students in the daily schedule. Students should consult with Counselors, teachers and AP Coordinator to match academic and career goals to course selection. Service learning commitments occur in after school hours. NINTH GRADE

1ST SEMESTER CREDITS

FRESHMAN YEAR 2NDSEMESTER CREDITS

TENTH GRADE SOPHOMORE YEAR 1ST SEMESTER CREDITS 2ND SEMESTER CREDITS

1 ENGLISH .5 ENGLISH .5 1 ENGLISH .5 ENGLISH .5

2 MATH* .5 MATH* .5 2 MATH .5 MATH .5

3 SOCIAL STUDIES .5 SOCIAL STUDIES .5 3 SOCIAL STUDIES .5 SOCIAL STUDIES .5

4 SCIENCE .5 SCIENCE .5 4 SCIENCE .5 SCIENCE .5

5 PE/HE/LS .5 PE/HE/LS .5 5 PE/HE/LS .5 PE/HE/LS .5

6 WORLD LANGUAGE .5 WORLD LANGUAGE .5 6 WORLD LANGUAGE .5 WORLD LANGUAGE .5

7 FINE ART .5 FINE ART .5 7 FINE ART .5 FINE ART .5

TOTAL CREDITS: 4.0 TOTAL CREDITS: 4.0 TOTAL CREDITS: 4.0 TOTAL CREDITS: 4.0

ELEVENTH GRADE JUNIOR YEAR

1ST SEMESTER CREDITS 2ND SEMESTER CREDITS

TWELFTH GRADE SENIOR YEAR 1ST SEMESTER CREDITS 2ND SEMESTER CREDITS

1 COLLEGE PREP .5 COLLEGE PREP .5 1 COLLEGE PREP .5 COLLEGE PREP .5

2 ENGLISH .5 ENGLISH .5 2 ENGLISH . .5 ENGLISH .5

3 SOCIAL STUDIES .5 SOCIAL STUDIES .5 3 SOCIAL STUDIES .5 SOCIAL STUDIES .5

4 MATH .5 MATH .5 4 MATH (OPTIONAL W/ALG II COMPLETED)

.5 MATH (OPTIONAL) .5

5 SCIENCE .5 SCIENCE .5 5 SCIENCE .5 SCIENCE .5

6 WORLD LANUAGE .5 WORLD LANGUAGE .5 6 WORLD LANGUAGE .5 WORLD LANGUAGE .5

7 ELECTIVE .5 ELECTIVE .5 7 ELECTIVE .5 ELECTIVE .5

MINIMUM TOTAL CREDITS: 3.5

MINIMUM TOTAL CREDITS: 3.5

MINIMUM TOTAL CREDITS: 3.5 MINIMUM TOTAL CREDITS: 3.5

*Students who have successfully completed Algebra I in Grade 8 receive one high school math credit and advance on to Geometry 9

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

1. The primary purpose of assessment is to improve student performance Good assessment is based on a vision of the kinds of learning we most value for students and how they might best achieve these. It sets out to measure what matters most.

2. Assessment should be based on an understanding of how students learn Assessment is most effective when it reflects the fact that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time.

3. Assessment should be an integral component of course design and not something to add afterwards The teaching and learning elements of each program should be designed in full knowledge of the sorts of assessment students will undertake, and vice versa, so that students can demonstrate what they have learned and see the results of their efforts.

4. Good assessment provides useful information to report credibly to parents on student achievement A variety of assessment methods fit for purposes of providing teachers with evidence of what students know and can do highlights their particular strengths and weaknesses. Teachers then can report to parents on how far their child has progressed during the year, where they are compared to the relevant standards, and what the student, the parent and the teacher need do to improve the student's performance.

5. Good assessment requires clarity of purpose, goals, standards and criteria Assessment works best when it is based on clear statements of purpose and goals for the course, the standards which students are expected to achieve, and the criteria against which we measure success. Assessment criteria in particular need to be understandable and explicit so students know what is expected of them from each assessment they encounter.

6. Good assessment requires a variety of measures It is generally the case that a single assessment instrument will not tell us all we need to know about student achievement and how it can be improved. We therefore need to be familiar with a variety of assessment tools so we can match them closely to the type of information we seek.

7. Assessment methods used should be valid, reliable and consistent Assessment instruments and processes should be chosen which directly measure what they are intended to measure. They should include the possibility of moderation between teachers where to enhance objectivity and contribute to a shared understanding of the judgments that are made.

8. Assessment requires attention to outcomes and processes Information about the outcomes students have achieved is very important to assess where each student ends up. Equally important is the assessment of their experiences along the way and, in particular, the kind of effort that led to these outcomes.

9. Assessment works best when it is ongoing rather than episodic Student learning is best fostered when assessment involves a linked series of activities

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undertaken over time, so that progress is monitored towards the intended course goals and the achievement of relevant standards.

10. Assessment for improved performance involves feedback and reflection All assessment methods should allow students to receive feedback on their learning and performance so assessment serves as a developmental activity aimed at improving student learning. Assessment should also provide students and staff with opportunities to reflect on both their practice and their learning overall.

PURPOSE OF ASSESSMENT The primary purpose of assessment is to improve student learning. Effective assessments allow students to:

Have criteria known and understood in advance

Understand and learn from errors and misunderstandings

Reinforce reflection of own learning and growth and partake in peer and self-assessment

Gain motivation and confidence

Take ownership of learning and personal development / become independent learners

Build capacity to use assessment in their own learning / identify areas of strengths and areas for improvement

Challenge themselves to synthesize and apply learning to new situations/problems

Demonstrate competencies in the desired outcomes / highlight strengths

Effective assessments enable teachers to:

Determine degrees of prior knowledge before connecting new learning

Ascertain degrees of understanding at various stages of the learning process

Identify and support learning differences and learning styles

Plan the next stages in the learning process

Monitor and modify our curriculum, our teaching and our assessment practices

Effective assessments provide parents with:

The opportunity to be partners in the learning process

Accurate information on their children's progress

Accurate information on their children's strengths, and areas in need of support

Information to assist their children in planning for the future, both immediate and longer term

Effective assessments provide curriculum leaders with:

Data necessary for effective curriculum evaluation and revision

Effective assessments provide other schools with:

Data necessary for admissions and grade/year placement decisions

The opportunity to place students effectively within a learning continuum

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EVIDENCE OF LEARNING COLLECTED IN FOUR WAYS:

External Assessments* Common Assessments

Grades 6-8: Each year, students write the MAP in September for English/Language Arts and Mathematics. Grade 9-10: Each year, students write the PSAT* test Grades 11-12: Students applying the US universities sit for the SAT* in Oct., Dec. or May Grade 12: Students write a variety of AP exams in May *These tests are not used as part of a student’s evaluation (report card) but rather as a way for AAVN to make program improvements.

Tasks designed by a group of teachers, given to all students across a grade level or course. Examples: grade level writing prompts, common exams, rubrics At least 1 common assessment per unit is used.

Unit Assessments

On-going Assessments

Teacher-designed tasks; given after a ‘chunk’ of learning has taken place, to assess achievement of unit standards. Examples: products, performances, tests, projects At least 1 common contextualized assessment is used per unit. Each assessment is ’tagged’ with standards for students to see.

Teacher-designed strategies for collecting evidence of standards related to learning processes, affective standards. Examples: observation of students working, homework, running records

REPORTING PRACTICES

Reporting System Evaluation (Grading) Scheme

MS/HS Grades 6-12

Four full Report Cards per year; Four Progress Reports as needed

Letter Grade Pt Percentage A+ 4.0 98-100 A 4.0 93-97 A- 4.0 90-92 B+ 3.0 88-89 B 3.0 83-87 B- 3.0 80-82 C+ 2.0 78-79 C 2.0 73-77 C- 2.0 70-72 D+ 1.0 68-69 D 1.0 63-67 D- 1.0 60-62 F 0 below 60

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PARENT/TEACHER CONFERENCES Once in November and again in April, Parent/Teacher Conferences are held for Grade 6 to Grade12. Meetings with individual teachers can be scheduled to discuss student performance and progress. Individual meetings at any time with a teacher can also be arranged by appointment. TYPES OF ASSESSMENT

Type Description Examples

Selected Response

Students select from a pre-set list of responses

True/false, multiple choice, matching

Constructed Response

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

Short answer, fill-in-the-blank, vocabulary quiz, computation problems

Essay (Academic Prompt)

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

Narrative, academic writing, report, journal, logs

School product or performance

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

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

Contextualized Task

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

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

Observation Tools

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

Checklist of behavior, anecdotal records

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

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DIFFERENTIATED INSTRUCTION Differentiated instruction methods are designed with two guiding principles of best practice from Grade 6 to Grade 12; Flexible Grouping and Tiered Assignments. As a framework for instruction, flexible grouping and tiered assignments ensure access to the curriculum for all students, attending to the individual needs of high ability students, students in need of reinforcement, ELL students and students with learning differences. FLEXIBLE GROUPING Flexible use of student groups is at the heart of differentiated instruction. When teachers group flexibly, they create instructional groups and prescribe specific activities that respond to students’ learning needs. It lets the teacher personalize learning activities according to each student’s needs, and in the process, gives teachers time to provide additional instruction or extended learning experiences to particular students or groups. Flexible grouping differs from other grouping techniques, as students are grouped according to their learning needs and preferences. Grouping is changed regularly to match student needs to the task at hand. Flexible grouping is distinguished from tracking of students, aptitude grouping and cooperative grouping in that flexible grouping best addresses variations in learning pace, learning preferences, learning styles, ability, and interests of individual students. Flexible Groups are:

Determined by teacher perceptions or evidence of learning needs

Based on specific learning needs, strengths and preferences

Characterized by fluid group membership

Characterized by groups working on different activities based on needs, strengths, or preferences

Characterized by students being grouped and regrouped as appropriate for particular activities

Developed as needed

Based on individual students’ skill proficiency, content mastery, learning preferences and interests

An excellent way to attend to multiple intelligences and learning styles in the classroom TIERED ASSIGNMENTS Tiered assignments are differentiated learning tasks and projects that teachers develop based upon diagnosis of students’ needs. By using tiered assignments with flexible instructional groups, teachers prescribe particular assignments to particular groups of students. Tiered assignments are intended to provide a better instructional match between students and their individual needs. The following six ways to tier assignments are incorporated from Grade 6 to Grade 12 at AAVN:

1. Tiered by Challenge Level. Bloom’s Taxonomy is used as a guide to develop tasks at various levels of challenge; Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation.

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2. Tiered by Complexity. By tiering lessons by complexity, teachers address the needs of students who are at introductory levels of learning as well as those who are ready for more abstract, analytical, in-depth or advanced work.

3. Tiered by Resources. Tiering by resources is characterized by the use of various reading levels and complexity of content in lessons. The intent is to match resources to students based on instructional need or readiness.

4. Tiered by Outcome. Tiering by outcome allows the teacher to have high ability and/or talented and gifted students work on more advanced applications of their learning, as well as providing opportunities for ELL students to be challenged at their stage of readiness.

5. Tiered by Process. Using differentiated processes to achieve a similar outcome is an effective way to attend to various ability levels in a classroom, while instilling a sense of fairness as everyone pursues a similar outcome.

6. Tiered by Product. Using differentiated products, teachers incorporate Gardner’s multiple intelligences where the lesson product or outcome varies while the underlying lesson content is learned. The theory of multiple intelligences teaches us that individuals can learn material through different approaches; bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical, naturalistic, intrapersonal, visual-spatial, musical. We know the multiple intelligences in everyday parlance as ‘he’s a numbers guy’, ‘I need to see it to understand it’, and ‘she’s a people person’.

The differentiated classroom at AAVN is characterized by the following characteristics:

Lessons are based on students’ learning needs as well as on the curriculum

Learning goals are adjusted for students based on their needs

Critical and creative thinking skills and the application of learning is emphasized

Students are matched to specific informational resources based on their learning needs and abilities

Several instructional formats are used (i.e. whole class, small groups, partners, individuals)

Students are grouped for instruction based on learning needs

Pace of instruction varies, based on students’ learning needs

As appropriate, students are given opportunities to choose activities based on their interests

A variety of instructional strategies are used (i.e. lectures, manipulatives, role plays, simulations, readings, project-based)

Methods are used for testing out of work and for compacting (speeding up, eliminating, replacing) work, as appropriate

Critical and creative thinking is used in the production of new ideas, thoughts and perspectives

Use of pre-assessment strategies to determine what students already know

Allow for leaner differences by providing a variety of ways to show learning TECHNOLOGY PHILOSOPHY The mission of the IT Team at AAVN is to instill a sense of independence and self-reliance through a project-based learning approach. Teachers create environments that encourage students to become self-directed learners who are ethical, practical, and creative problem solvers in their ubiquitous use of

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technology. Authentic assessments will allow students to demonstrate knowledge, skills, and ethical behavior towards technology. Instructional technology will be seamlessly integrated into all areas of learning allowing students to be equipped with the 21st century skills required to learn, work, and live successfully in the Digital Age. GUIDANCE PHILOSOPHY Secondary guidance supports the philosophy and mission of The World Academy. It strives to understand the cultural backgrounds of its student population and the implications of these backgrounds for growth and development. The program is developmental, consisting of logical and sequential patterns and giving high priority to effective communication, coordination, and cooperation of students, parents, school personnel, and the community. Secondary guidance assists students in assuming responsibility for their own actions and choices and facilitates student growth in educational, career, and personal-social environments. LIBRARY MEDIA CENTER PHILOSOPHY The Library Media Center is provided as a resource for information technologies, books, and materials to support The American Academy curriculum. Recognizing the unique nature of international schools and the limited public resources in English in Vietnam, the AAVN-LMC is the cultural center of the school. We strive to provide a welcoming atmosphere in which all staff and students are encouraged in the development of a lifelong love of reading and learning whether through the use of reference materials and technologies, or through the use of a variety of literature and related media. Encouraging students to become self-directed, lifelong learners takes the combined efforts of administrators, classroom teachers, parents and LMC specialists. The Library Media Center staff provides the link between technology and information while working in cooperation with teachers and administrators to develop meaningful ways to integrate these skills into their existing curriculum. ENGLISH PHILOSOPHY The English Program is designed to help all students improve and extend their ability to read and write English. Students are encouraged to think deeply about many issues, expand their knowledge of literature, improve their speaking skills, and express themselves clearly, using suitable vocabulary. We strive to foster a lifelong love of literature by introducing students to a variety of genres from different cultures and to create a wide range of learning opportunities. Students are introduced to literature that is age and developmentally appropriate. We see technology as an integral part of the curriculum, which enhances the learning process. It is our aim that students learn in an atmosphere of kindness and acceptance and that each student will enjoy participating in an American curriculum in a unique environment in Vietnam.

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ENGLISH DEPARTMENT COURSE DESCRIPTIONS English 6 CONTENT: Course objectives are skill acquisition in the areas of reading, writing, listening, speaking and technology. Students will learn to identify, evaluate, and respond to literary elements in novels and other genres. Areas of study will include writing narratives, expository compositions, and poetry. Standard English conventions will be reviewed. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Introductory Course © 2009 Holt McDougal Junior Great Books Novels English 7 CONTENT: Course objectives are skill acquisition in the areas of listening, speaking, reading, writing and technology. Areas of study will include descriptive and expository writing. Literature study will include short stories, novels and poetry. CORE INSTRUCTIONAL MATERIALS: Elements of Literature First Course © 2009 Holt McDougal Junior Great Books Novels ENGLISH 8 CONTENT: Course objectives will include effective skill acquisition and improvement in the areas of listening, speaking, reading, writing, and technology. Areas of study will include writing for different purposes, including creative short story writing, journals and reading response. Literature study will include the novel, short stories and non-fiction. CORE INSTRUCTIONAL MATERIALS: Elements of Literature Second Course © 2009 Holt McDougal Junior Great Books Novels

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ENGLISH 9 CREDIT 1 PREREQUISITE: Successful completion of English 8 CONTENT: This course emphasizes analytical reading, writing, oral communication and thinking skills that students need for success in secondary school academic programs and their daily lives. Students will study and interpret texts from contemporary and historical periods, including plays, short stories, novels, poetry and short essays. An important focus will be the correct and effective use of spoken and written language. CORE INSTRUCTIONAL MATERIALS: McDougal Littell- Elements of Literature 3rd Course: Student ed. Selected short stories Selection of poems Optional Novels The Prophet, Khalil Gibran To Kill a Mockingbird, Harper Lee Of Mice and Men, John Steinbeck Global Tales, Michael Marland, ed. Romeo and Juliet, William Shakespeare ENGLISH 10 CREDIT 1 PREREQUISITE: ENGLISH 9 CONTENT: This course extends the range of analytical reading, writing, oral communication and thinking skills that students need for success in secondary school academic programs. Students will study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays and opinion pieces. An important focus will be the thoughtful use of spoken and written language. CORE INSTRUCTIONAL MATERIALS: McDougal Littell- Elements of Literature 4nd Course: Student Edition Selected poems Life of Pi, Yan Martel Macbeth, Shakespeare Animal Farm, George Orwell Lord of the Flies, William Golding Catcher in the Rye, J. D. Sallinger

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AP ENGLISH LITERATURE 11/12 CREDIT 1 PREREQUISITE: English 10 CONTENT: The aim of AP English Literature is to refine the student’s level of understanding and personal response to literature through the analysis of varied techniques authors use in poetry, short story, the novel and drama. The course will extend the students’ analytical reading, writing, oral communication, thinking skills and their facility to use complex literary terminology accurately and precisely. Students will study and interpret a series of challenging texts from different genres, styles and cultures. The literary selections will span from the 17th century to contemporary authors, The course is externally assessed on texts within the AP course. CORE INSTRUCTIONAL MATERIALS: Sample Novels East of Eden (Follett) The Great Gatsby (Follett)

1984, George Orwell The Stranger, Albert Camus The Things they Carried, Tim O’Brien The House of Bernarda Alba, Federico. G. Lorca A Doll’s House, Henrik Ibsen Like Water for Chocolate, Laura Esquival Running in the Family, Michael Ondaatje Things Fall Apart, Chinua Achebe Streetcar Named Desire, Tennessee Williams A Death of a Salesman, Arthur Miller Who’s Afraid of Virginia Woolf?, Edward Albee Blood Wedding, Frederico Garcia Lorca (WL) Hamlet, W. Shakespeare Poetry: Robert Frost, Emily Dickinson, Sylvia Plath ENGLISH LANGUAGE AND WRITING 11/12 CREDIT 1 PREREQUISITE: English 10 CONTENT:

This course promotes a community of writers who meet together with the specific purpose of developing as critical readers, writers, and thinkers. Students learn strategies of critical academic writing in various genres, including analysis, argument, and researched writing. Students learn to develop ideas through the choices they make as writers, from invention to making and supporting claims, to sentence-level editing, to designing finished print and digital texts.

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The course challenges students to understand that effective communication requires people to be aware of the complex factors that shape every rhetorical context, including issues of power, history, difference, and community.

Students explore the histories and knowledges that shape the positions from which they write and that inform the perspectives of various audiences, and they learn to recognize that writing as a true communicative act may potentially change the perspectives of both the writer and audiences. Developing this understanding helps students perceive ways in which their work as writers extends beyond the immediate requirements of the classroom and prepares them for effective engagement with issues in the workplace, local community, and global society. The writing course is a site of active learning where students have responsibility for their own progress and for that of their peers.

The course is organized into three units, during which students engage in various activities that culminate in a formal paper for each unit.

CORE INSTRUCTIONAL MATERIALS:

Writing Analytically, 6th Ed. (Rosenwasser & Stephen)

ISBN 9780495910084

eText: www.cengagebrain.com (ISBN 9781111676261)

Holt McDougal Publishers

Teachers also choose from among several handbooks and approved literary texts. In addition, all students are supplied with a copy of the Student Manual, which they will take with them at the end of the year.

MATHEMATICS PHILOSOPHY AAVN presents a rigorous K–12 curriculum which emphasizes understanding of concepts and application of skills. We strive to inspire all students to be successful in mathematics through a differentiated approach to instruction, including inquiry-based learning and hands-on activities, assisted by the latest technology. Students will use mathematical language and representations to solve problems and communicate their understanding. Regular assessment, in a variety of forms, provides opportunities for students to demonstrate mastery and higher-level thinking. The World Academy is committed to a mathematical approach to learning in which students work as individuals and in collaborative teams to identify, analyze, and solve problems relevant to the real world. MATH DEPARTMENT COURSE DESCRIPTIONS MATH 6 – PRE-ALGEBRA CONTENT: Students will be introduced to several new concepts of Algebra. The topics include, Algebraic expressions and integers, solving equations and inequalities including some with decimals and fractions, order of operations and exponents, ratios, proportions and percents, linear functions and graphing, geometry, measurement, and data analysis and probability. The focus of Math 7 is not only on computation but also on problem solving and logical thinking. CORE INSTRUCTIONAL MATERIALS: Mathematics Course 1: Student Edition

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Pearson Prentice Hall Required: Scientific Calculator MATH 7 – INTRODUCTION TO ALGEBRA PREREQUISITE: Math 6 Pre-Algebra CONTENT: Students further explore working with single and multi-step algebraic equations in addition to continuing to review pre-algebra skills. An emphasis is placed on the understanding of process over memorization of pattern. Students explore the topics of integers and algebraic expressions, rational numbers, proportions, percent, equations and inequalities, geometry, measurement, using graphs to analyze data, functions, polynomials and properties of exponents. The focus of this course is not only on computation but also on problem solving and logical thinking. CORE INSTRUCTIONAL MATERIALS: Prentice Hall Mathematics Pre-Algebra © 2009 Pearson Prentice Hall Required: A scientific calculator MATH 8 - ALGEBRA I CREDIT 1 PREREQUISITE: Successful completion of Introduction to Algebra or completion of Math 7 CONTENT: This is a one-year introductory course in Algebra. Topics include variables, patterns, and graphs, real numbers, solving equations and inequalities, graphs and functions, linear equations and their graphs, systems of equations and inequalities, exponents and exponential functions, quadratic equations and functions, radical expressions and equations, rational equations and functions. Students may also work with Microsoft Excel and graphing calculators. CORE INSTRUCTIONAL MATERIALS: Prentice Hall Mathematics Algebra 1 © 2009 Pearson Prentice Hall Required: A scientific calculator. A graphing calculator, Ti-83 or Ti-84, although not required for Algebra, is highly recommended and will be required for future AP courses. GEOMETRY 9 CREDIT 1 PREREQUISITE: Successful completion of Algebra I. CONTENT:

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This is a one- year course in axiomatic geometry. Students will approach geometry both inductively and deductively, through exploration and formal proof. Topics include length, angles, area, volume, and perimeter; theorems involving parallel lines, triangles, quadrilaterals, circles, and coordinate geometry; similar and congruent figures; constructions involving compass and ruler. CORE INSTRUCTIONAL MATERIALS: Prentice Hall Mathematics Geometry © 2009 ALGEBRA II/TRIGONOMETRY 10 CREDIT 1 PREREQUISITE: Successful completion of Algebra I and Geometry, or, with administrative approval, concurrent enrollment in Geometry. CONTENT: Algebra II Trig is a continuation of Algebra I with greater emphasis on higher order thinking skills. This is a fast paced course that covers more concepts than Algebra II. A brief review of Algebra 1 topics of linear equations and inequalities is followed by the solution of linear equations, linear inequalities, and equations and inequalities involving absolute value. The course continues with a study of domains, ranges, graphs, inverses, transformations, operations with functions, matrices, and determinants and their applications. Functions examined will include quadratic, exponential, logarithmic, polynomial, and rational. Finally, trigonometric functions, right-angled trigonometry, and non right-angled trigonometry will be studied. CORE INSTRUCTIONAL MATERIALS: Prentice Hall Mathematics Algebra 2 © 2009 TI-83 or TI-84 graphing calculator. AP CALCULUS 1 AND 2 CREDIT 1 PREREQUISITE: Successful Completion of Algebra and Geometry currently an 11th grade student. CONTENT:

AP Calculus comprises the Calculus 1 credit in either grade 11 or 12. In addition, students may take Calculus 2 to receive university credit.

The development of scientific calculators with graphics capability has made possible some significant changes in the way this material is taught, and many colleges and universities are now incorporating them in their calculus sequence.

Course Content

The mathematical content of this program is typical of most traditional first-year calculus courses in university. The concepts of limit, continuity, derivative, anti-derivative, and definite integral are developed in the usual way, and they are then applied to the traditional collection of functions:

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polynomial, rational, trigonometric, and exponential, together with their inverses, compositions, and algebraic combinations.

The results are then applied to a wide variety of problems from geometry, physics, and other sciences. These include maximum and minimum problems, related rates, areas, volumes and surfaces of revolution, arc length, work, fluid pressure, velocity and acceleration, and exponential growth and decay.

Curve sketching is introduced at the very beginning and emphasized throughout, as we believe strongly that this is an important skill for any calculus student to acquire. Graphing calculators are a help here, since they contribute substantially to an understanding of the functions being sketched. They are only a help, however; the calculators are not used as a substitute for the skill itself.

During the course, students are introduced to progressively more sophisticated programming techniques for the calculator. They are shown how to write programs first for the evaluation and tabulation of functions and then for numerical evaluation of limits, derivatives, and roots (the last by Newton’s Method). Students then learn to do finite sums, Riemann sums, and finally numerical integration (by Simpson’s Rule). Programs are stored in the calculator as they are written and are used throughout the course.

Course Outline

1. Review of Pre-Calculus: a) trigonometry; b) graphing of functions; c) special functions, including *x*, sgn x, and [x].

2. Limits (including one-sided and at V): a) definitions (intuitive and formal); b) techniques of evaluation.

3. Continuity: a) definitions (at a point and on an interval); b) the Intermediate Value Theorem; c) use of IVT for numerical approximation of roots.

4. Derivatives: a) definition; b) geometric and physical interpretation; c) formulas for xn, sin x, and cos x; d) product, quotient, and chain rules; e) implicit differentiation; f) higher derivatives; g) Rolle’s Theorem and the Mean Value Theorem for derivatives; h) differentials; i) anti-derivatives.

5. Applications of Derivatives: a) increasing and decreasing functions; b) critical points and extreme values; c) max-min problems; d) related rate problems; e) concavity and inflection points; f) linear approximation; g) error estimates; h) Newton’s Method.

6. Brief Review of Conic Sections. 7. Definite Integral: a) definition (area under a curve, Riemann sum); b) average value of a function;

c) Mean Value Theorem for integrals; d) Fundamental Theorem of Calculus (two versions); e) integrals of xn, sin x, and cos x; f) substitution in an integral.

8. Applications of the Definite Integral: a) areas between curves; b) volumes and surface areas of solids of revolution; c) arc lengths of curves; d) work done by a force; e) force due to fluid pressure.

9. Calculator Programs: a) numerical approximation of limits and derivatives; b) Newton’s Method; c) finite sums; d) Riemann sums; e) numerical approximation of integrals by Midpoint Rule; Trapezoid Rule; Simpson’s Rule.

Required Text

Single Variable Calculus: Early Transcendentals, 7th Ed. (Stewart, J.)

ISBN 0538498676 (book)

ISBN 1111564027 (e-book)

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Cengage Learning (available through Course Smart)

A class set of graphing calculators is required as well (recommended: Texas Instruments TI-83 Plus or TI-84 Plus).

SCIENCE PHILOSOPHY The AAVN Science Department seeks to inspire our students to be lifelong learners. In today’s rapidly changing world, scientific understanding is essential for students to become responsible active global citizens. Therefore, we strive to equip students with scientific skills, problem-solving strategies. The American Academy science program uses materials and resources appropriate to each developmental level. The program offers stimulating and enriching experiences, challenging students across a range of learning abilities. Students are given the opportunity to develop skills in the following areas: critical and investigative thinking, practical experimentations, research and the integration of technology. Students are encouraged to be environmentally aware and responsible, safety conscious and mindful of ethical practices. Teachers, aiming to assist students in achieving academic excellence, will emphasize the importance of the scientific method by facilitating higher-level thinking, hands on manipulation and report writing. SCIENCE DEPARTMENT COURSE DESCRIPTIONS SCIENCE 6 CONTENT: Science 6 is an integrated approach to science combining biological, physical and earth sciences. Emphasis is on concept and skill-development rather than memorization of facts, including the application of concepts to everyday life-situations and the understanding of the interrelationship among science, technology and society. CORE INSTRUCTIONAL MATERIALS:

Earth Science 2006 Student Edition

Physical Science 2006 Student Edition

Life Science 2006 Student Edition

McDougal Littell

SCIENCE 7

CONTENT: This course offers an integrated approach to science. It combines biological, physical and earth science in activities that are based on inquiry. Emphasis is placed on understanding concepts and developing skills. Students are also offered an opportunity to better understand the interrelationships among science, technology and society. CORE INSTRUCTIONAL MATERIALS:

Earth Science 2006 Student Edition

Physical Science 2006 Student Edition

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Life Science 2006 Student Edition

McDougal Littell SCIENCE 8 CONTENT: Science 8 is an integrated approach to science combining biological, physical and earth sciences. This course is activity and inquiry–based. Emphasis is on concept and skill development over memorization of facts, the application of concepts to everyday life situations and the understanding of the inter relationship among science, technology and society. CORE INSTRUCTIONAL MATERIALS:

Earth Science 2006 Student Edition

Physical Science 2006 Student Edition

Life Science 2006 Student Edition

McDougal Littell AP BIOLOGY AND RESEARCH METHODS 9 & 11 CREDIT 1 PREREQUISITE: A basic understanding of the cell and high school standing CONTENT: Biology is the "Study of Life". This is a laboratory-based course emphasizing the process of scientific investigation through the study of living things. Throughout the course, skills in experimental design, experiment reporting, and scientific thinking are practiced. Emphasis is placed on the investigation process as used in AP. Students will study DNA and genetics, six kingdoms of living organisms, Evolution, Ecology and some Human biology. Analyzing and designing scientific research experiments will be a major focus. CORE INSTRUCTIONAL MATERIALS: Campbell Biology, AP (9th edition) AP CHEMISTRY 10 AND 12 CREDIT 0.5 (GRADE 10) CREDIT 1 (GRADE 11 OR 12) PREREQUISITE: Science 9 (Biology & Fundamentals of Research) CONTENT: Chemistry is the study of matter. In this course we will explore the basic structure of matter from its smallest detail to its broadest scope. This course will be practically based, involving experimentation and a “hands on” approach. Emphasis will be placed on learning by inquiry. Critical thinking, problem solving,

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practical manipulation, and understanding concepts are all skills that will be called upon throughout the year. Various topics including atomic structure, periodicity of the elements, organization of matter, the language of chemistry and chemical reactions will be explored. Chemistry is a practical subject and experimental work is an integral part of Chemistry. In the practical work students will be encouraged to develop the ability to question the validity and reliability of data, and to appreciate the value of the scientific method and reasoning. Emphasis is placed on the investigation process as used in AP, developing skills such as experiment planning and design, report writing and scientific thinking. This course is required for grade 10 along with one semester of grade 10 Physics. It is a prerequisite for all AP sciences. The course requires mathematical manipulation and students should have a good understanding of the basics of algebra. CORE INSTRUCTIONAL MATERIALS: Chemistry: The Central Science Prentice-Hall Publishers AP PHYSICS 10 & 12 CREDIT 0.5 (GRADE 10) CREDIT 1 (GRADE 11 OR 12) PREREQUISITE: Biology and Research Methods (Grade 9) CONTENT: This Physics semester in Grade 10 will allow students access to classical physics ideas to include: Mechanics, Thermodynamics, Matter/Fluids, and Electromagnetism. Students will study basic equation manipulation and problem solving strategies, graphical analysis of data, and the formal reporting of data. The students will develop planning skills and lab techniques through the utilization of traditional “hardware” associated with the study of physics. Completion of Grade 10 Physics will allow student’s access to AP Physics at AAVN, with sufficient preparation to ensure their success. CORE INSTRUCTIONAL MATERIALS: Physics, Principles with Applications Prentice-Hall Publisher AP COMPUTER SCIENCE CREDIT 1 PREREQUISITE: Recommendation by Instructor CONTENT:

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This course offers a highly visual, non-mathematical introduction to computing and computer programming. Our vehicle allows students without prior experience to rapidly create 3D virtual worlds like those seen in video games. Students will choose environments, populate them with features, creatures and sounds, and animate these elements in simulated three-dimensional space to tell stories, play games, give interactive instructions, etc.

Students work in a small team creating virtual worlds for assignments and a final project, learning the principles of computer programming in the process. You will see the results of your efforts immediately. We aim to improve your skills in exact thinking, analysis/design, and problem-solving, while providing an enjoyable path to more formal study of computing and programming.

Topics covered include:

Elementary universal computing concepts 3D animation basics Variables/types/expressions/functions Conditional execution Iteration (looping) constructs Methods Events and user interfaces Structured data: Lists and arrays Recursion Programming concepts in general (particularly, object-oriented programming) Graphics/animation in general (time permitting)

CORE INSTRUCTIONAL MATERIALS: Discovering Computers 2012: Living in a Digital World (Complete Edition), The teacher also provides very extensive notes as soft copies which students may print out. As these are updated regularly students are offered the opportunity to update their soft copy as often as they need. SOCIAL STUDIES PHILOSOPHY It is our mission to make social studies meaningful by providing connections between the past, present and the future. We aim to instill the ideals UN declaration of Human rights and personal freedom through the teaching and modeling of citizenship, global responsibility and an appreciation of cultural diversity and ultimately inspire students to continue this positive philosophy into their adulthood. Social studies courses at AAVN are enriched with the unique resources and cultural heritage of Vietnam. Five strands of curriculum content (history, geography, economics, civics/government and culture) are explored by students by using critical and creative thinking skills, research skills, and the use of technology to investigate the past, understand the present and make forecasts of future events. Real life simulations occur throughout the year to reinforce classroom instruction, including Model United Nations simulations, the International Food Festival, field trips/studies and The Young Entrepreneurs exhibition. SOCIAL STUDIES DEPARTMENT COURSE DESCRIPTIONS SOCIAL STUDIES 6 CONTENT:

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Social Studies 6 is a core curriculum course covering the ancient world. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Course objectives will include effective skill acquisition and improvement in the areas of listening, speaking, reading, writing, research, and technology. Areas of study survey ancient civilizations to the Renaissance, with special focus on Vietnamese cultural/historical studies. Through this study of history and the effects of geography on history, broader questions about the nature of civilization, government, economic systems, culture and conflict are examined and connections are drawn to the present day. Related literature will be presented. CORE INSTRUCTIONAL MATERIALS: Prentice Hall World Studies The Ancient World Pearson Prentice Hall SOCIAL STUDIES 7 CONTENT: Social Studies 7 is a core curriculum course covering world history. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Course objectives will include effective skill acquisition and improvement in the areas of listening, speaking, reading, writing, research, technology, critical thinking and problem solving. Areas of study include the Renaissance to the 19th century. Through this study of history and the effects of geography on history, broader questions about the nature of civilization, government, economic systems, culture and conflict are examined and connections are drawn to the present day. Related literature will be presented. CORE INSTRUCTIONAL MATERIALS: World History © 2009 Student Edition Holt McDougal SOCIAL STUDIES 8 CONTENT: This course runs over two semesters with World Cultures, Geography and early US History integrated into the units. As with other social studies courses, students will develop critical thinking skills, problem solving techniques, writing, speaking and research skills. This US History part of this course will cover the early makeup of North America from the Native Americans all the way through to the end of the Civil War. Attention will focus on understanding the key influences, which shaped and still shape the United States. We will do this by looking at the social, economic, and political structures that have transformed the tiny colony into a world power. We will use a thematic approach to our studies of North America so that our international population may also explore themes that apply to their own countries (i.e. constitution, civil war, civil rights, nation building, etc.). CORE INSTRUCTIONAL MATERIALS:

History Alive! Pursuing American Ideals Student Edition, PAI © 2008

A Young People's History of the United States

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World Cultures and Geography McDougal Littell HISTORY 9 CREDIT 1 PREREQUISITE: None

CONTENT: Grade 9 World History is a core curriculum course. As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, writing skills, speaking skills, and research skills. Students will focus on world history from the Ancient Civilizations through the Renaissance. Units of study include Prehistory and the development of Civilization, Ancient Greece, the Roman Empire, Feudalism, the Middle Ages of Europe, Byzantium, the Rise of Islam and the European Renaissance. As much as possible, connections are made to aspects of the modern world as they relate to the historical events and ideas we are examining. CORE INSTRUCTIONAL MATERIALS: Modern World History: Patterns of Interaction © 2012 Holt/McDougal

HISTORY 10 CREDIT 1 PREREQUISITE: History 9 CONTENT: As with other social studies courses, students will acquire academic skills that encompass all areas of learning. Among others, students will develop critical thinking skills, problem solving techniques, writing skills, speaking skills, and research skills. Students will focus on world history from the Renaissance through World War II. Units of study include the Age of Exploration, the Age of Absolutism, the Enlightenment, Spanish Revolution, Industrial Revolution, European Nationalism, and the World Wars. An emphasis will be placed on analysis of primary materials and writing skills in an effort to well prepare students who wish to pursue AP History. As much as possible, readings from the Grade 10 Literature class will be coordinated with the themes in history as we study them.

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CORE INSTRUCTIONAL MATERIALS: “World History Connections to Today”, Prentice Hall 1999 AP ECONOMICS CREDIT 1 PREREQUISITE: Instructor approval CONTENT: Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. Neither is economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. Economics does not exist in a vacuum, because it naturally must consider how economic theory is to be applied in an international context. The scientific approach characterizes the standard methodology of economics. This methodology can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion. CORE INSTRUCTIONAL MATERIALS:

Economics: The Ideas and the Issues For a Sustainable World, 2nd Ed.

Entrepreneurship: Successfully Launching New Ventures

Custom Readings and Case Packet AP HISTORY CREDIT 1 PREREQUISITE: History 10 and instructor approval CONTENT: AP History 11 is a contemporary World History course covering the 20th century. The sequence will be chronological, but throughout this two-year program, special emphasis will be placed on the following 20th century themes: The Causes, Practices and Effects of War; Origins and Development of Authoritarian and Single Party States; and Communism in Crisis, 1976-1989. Major topics covered during this first year include WWI, the Russian Revolution and Civil War, Fascism, and WWII. Detailed study of these 20th century World History topics will help reinforce the AP History prescribed theme of the Cold War. CORE INSTRUCTIONAL MATERIALS: “Modern World History” (Walsh 2001) “Years of Change: European History 1890-1990” (Wolfson & Laver 2001) “Mastering Modern World History” (Palgrave 2000) “The Russian Revolution” (Wood 1 1986) (Longman-Publishing)

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“Fascism” (Thurlow 2000) (Cambridge Publishing) “Origins of First & Second World War (Cambridge 1997) “Germany 1918 – 1945” (John Murray 2003) “Modern World History” (Walsh, 2005) US HISTORY 11 OR 12 (AP OPTIONAL) CREDIT 1 PREREQUISITE: History 10 and instructor approval CONTENT: The AP program in United States History is designed to provide students with the analytical skills and enduring understandings necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.

CORE INSTRUCTIONAL MATERIALS: History Alive! Pursuing American Ideals Student Edition, PAI © 2008 PSYCHOLOGY (AP OPTIONAL) CREDIT 1 PREREQUISITE: Instructor Approval CONTENT: AP Psychology is a systematic study of the human condition through the investigative approaches of experimentation, observation, case studies, and surveys. This is an AP course that will focus on the biological, cognitive, humanistic, and learning perspectives of psychology. In addition, 2 options, shall be covered, as well as an in-depth look into qualitative research methodology. Addressed in the course will be the underlying motivations that guide human behavior including, language and thinking, memory and emotion, personality, and social interaction. CORE INSTRUCTIONAL MATERIALS: In Search of Memory: The Emergence of a New Science of Mind

Madness: A Bipolar Life

How We Decide

Classic Experiments in Psychology

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

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

SPANISH A CONTENT: This is a foundation course of the Spanish language which focuses on the development of proper pronunciation and grammatical structure. Students will learn context-related vocabulary to apply conventions of the language, correct pronunciation and phonetics, understand the basic grammatical structures of the language, use verbs in the present tense, apply interrogative and negative sentences. Students will communicate on basic social topics, practice active listening skills, and write about/discuss specific requested details from a spoken passage. Students will also identify on maps the capitals and other major cities of the Spanish speaking countries, and compare significant customs, cultural traits and traditions in a non-judgmental manner. CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook. Spanish B CONTENT: Intermediate Spanish follows one year of beginning Spanish. This course continues the development of a strong phonetic and grammatical foundation, and increases vocabulary. Students will learn to communicate in more complex social situations describing events in both the present and past tenses, speaking and writing about the home, the community and the natural environment. Students will continue to explore the culture and traditions of the Spanish speaking countries, identifying the historical significance of certain events and people. CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook.

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SPANISH C CONTENT: Advanced Spanish is for students with a demonstrated knowledge of spoken Spanish, and ability to confidently read and write descriptively in the present and past tenses. This knowledge is normally attained after two years of study in the language. Students will increase vocabulary for discussing and describing events, make comparisons, and begin to express opinions on social issues. Students will learn the imperfect, future and imperative verb tenses. Students will discuss the traditions and current events of Spanish speaking countries, comparing and contrasting in a non-judgmental manner. CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook. SPANISH 1 CREDIT I CONTENT: This course invites students interested in a foreign language or pursuing a career using Spanish, to explore the basic concepts of the Spanish language. It promotes active learning at a comfortable pace. The course introduces grammar and vocabulary to support the communicative functions. Activities encourage students to apply what they have learned to real-life situations. Reading selections are provided in a variety of formats, including comic strips, letters, interviews, character sketches, articles and narratives. This course begins to build the foundation necessary to help students become proficient in listening, speaking reading and writing in Spanish. CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook. SPANISH II CREDIT 1 PREREQUISITE: Spanish I CONTENT: This course is a continuation of Spanish I. It includes vocabulary, grammar, reading, writing, listening and speaking. The approach is based on the communicative purposes of young people. The emphasis is on communication skills. These skills are reinforced through the presentation of dialogues, role-playing, cultural readings, realia and films - ultimately leading students to function with increased proficiency in many new situations. Students are expected to acquire a basic knowledge of history, geography, culture of the francophone countries. Grammar will include the use of the reflexive verbs, the perfect and imperfect tenses, the use of pronouns (objective and subjective) and differences of agreement.

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CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook. SPANISH III CREDIT 1 PREREQUISITE: Spanish II CONTENT: This course is a continuation of Spanish I and II. It includes increased vocabulary, grammar, reading, writing, listening and speaking skills. The emphasis is on communication. The approach is based on the communicative purposes of young people. Communication skills are reinforced through the presentation of dialogues, role-playing, cultural readings and films, ultimately leading students to function with increased proficiency in many new situations. Many activities are based on authentic cultural realia: they will answer questions and talk about real life situations, asking and giving directions, advertising a product and more. Each exercise in its totality adheres to a communicative situation or context CORE INSTRUCTIONAL MATERIALS: Various resources including Spanish Grammar textbook. SPANISH IV CREDIT 1 PREREQUISITE: Spanish III CONTENT: The students taking this course will have succeeded in Spanish III or its equivalent. The objective of this course is to further develop their communication skills bringing them, at the end of the year to a good level of fluency, expressing opinions, ideas, justifying actions, expressing discontent and comparisons… Grammar will be consolidated using texts of contemporary issues and authentic material. Some of the text will provide an in-depth view of Spain, its culture and civilization by means of an introduction to Spanish history and literature. Furthermore, the students will be encouraged to read literature and Spanish newspapers and magazines in Spanish outside of the classroom. CORE INSTRUCTIONAL MATERIALS:

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Various resources including Spanish Grammar textbook.

MANDARIN A CONTENT: This is a foundation course of the Chinese language which focuses on the development of proper pronunciation and grammatical structure. Students will learn context-related vocabulary to apply conventions of the language, correct pronunciation and phonetics, understand the basic grammatical structures of the language, use verbs in the present tense, apply interrogative and negative sentences. Students will communicate on basic social topics, practice active listening skills, and write about/discuss specific requested details from a spoken passage. Students will also identify on maps the capitals and other major cities of the Chinese speaking countries, and compare significant customs, cultural traits and traditions in a non-judgmental manner. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. Mandarin B CONTENT: Intermediate Mandarin follows one year of beginning Mandarin. This course continues the development of a strong phonetic and grammatical foundation, and increases vocabulary. Students will learn to communicate in more complex social situations describing events in both the present and past tenses, speaking and writing about the home, the community and the natural environment. Students will continue to explore the culture and traditions of the Mandarin speaking countries, identifying the historical significance of certain events and people. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. MANDARIN C CONTENT: Advanced Mandarin is for students with a demonstrated knowledge of spoken Mandarin, and ability to confidently read and write descriptively in the present and past tenses. This knowledge is normally attained after two years of study in the language. Students will increase vocabulary for discussing and describing events, make comparisons, and begin to express opinions on social issues. Students will learn the imperfect, future and imperative verb tenses. Students will discuss the traditions and current events of Chinese speaking countries, comparing and contrasting in a non-judgmental manner. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. MANDARIN 1 CREDIT I

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CONTENT: This course invites students interested in a foreign language or pursuing a career using Mandarin, to explore the basic concepts of the Spanish language. It promotes active learning at a comfortable pace. The course introduces grammar and vocabulary to support the communicative functions. Activities encourage students to apply what they have learned to real-life situations. Reading selections are provided in a variety of formats, including comic strips, letters, interviews, character sketches, articles and narratives. This course begins to build the foundation necessary to help students become proficient in listening, speaking reading and writing in Mandarin. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. MANDARIN II CREDIT 1 PREREQUISITE: Mandarin I CONTENT: This course is a continuation of Mandarin I. It includes vocabulary, grammar, reading, writing, listening and speaking. The approach is based on the communicative purposes of young people. The emphasis is on communication skills. These skills are reinforced through the presentation of dialogues, role-playing, cultural readings, realia and films - ultimately leading students to function with increased proficiency in many new situations. Students are expected to acquire a basic knowledge of history, geography, culture of the francophone countries. Grammar will include the use of the reflexive verbs, the perfect and imperfect tenses, the use of pronouns (objective and subjective) and differences of agreement. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. MANDARIN III CREDIT 1 PREREQUISITE: Mandarin II CONTENT: This course is a continuation of Mandarin I and II. It includes increased vocabulary, grammar, reading, writing, listening and speaking skills. The emphasis is on communication. The approach is based on the communicative purposes of young people. Communication skills are reinforced through the presentation of dialogues, role-playing, cultural readings and films, ultimately leading students to function with increased proficiency in many new situations. Many activities are based on authentic cultural realia: they will answer questions and talk about real life situations, asking and giving directions, advertising a product and more. Each exercise in its totality adheres to a communicative situation or context CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook.

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MANDARIN IV CREDIT 1 PREREQUISITE: Mandarin III CONTENT: The students taking this course will have succeeded in Spanish III or its equivalent. The objective of this course is to further develop their communication skills bringing them, at the end of the year to a good level of fluency, expressing opinions, ideas, justifying actions, expressing discontent and comparisons… Grammar will be consolidated using texts of contemporary issues and authentic material. Some of the text will provide an in-depth view of China, its culture and civilization by means of an introduction to Chinese history and literature. Furthermore, the students will be encouraged to read literature and Chinese newspapers and magazines in Spanish outside of the classroom. CORE INSTRUCTIONAL MATERIALS: Various resources including Chinese textbook. PHYSICAL EDUCATION, HEALTH AND LIFE SKILLS PHILOSOPHY At the American Academy, Physical Education, Health and Life Skills are considered to be an integral part of the total educational program. Through the medium of sport and movement all students will participate in a sequential, differentiated program that fosters each student’s personal health, fitness and skill acquisition. The teacher’s methodology will place enjoyment and fun at the heart of the learning experience, while striving to ensure that each student’s physical development is nurtured and their true potential realized. Specifically we believe a physically educated person will:

Learn the skills necessary to perform a variety of physical activities

Become physically fit

Participate regularly in physical activity

Know the implications and benefits of involvement in physical activities

Value physical activities and its contribution t a healthy active lifestyle The Physical Education department is committed to and supports the development of a positive and appropriate value driven curriculum. Socials skills, such as respect, cooperation, communication, teamwork and sportsmanship are taught throughout. We believe that physical education develops, teaches and provides the opportunity for the mastery of various movement skills, concepts and principles needed in everyday life. It provides the opportunity for enjoyment, self-expression, challenge and social interaction.

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Physical Education enhances cognitive skills such as problem solving, decision-making and critical thinking, by allowing differentiated instruction for all students with varied cognitive and physical abilities. Physical Education establishes the foundation for the pursuit and development of health related fitness and develops an understanding and appreciation of lifetime physical activities. The values, principles and concepts associated with a quality PE/HE/LS program at AAVN, surpass the boundaries of the gymnasium, classroom or playing fields. As a result the PE/HE/LS curriculum acts as catalyst for learning and the development of the whole child. The AAVN Health curriculum provides a KG1 through Grade 12 program including social and emotional health, wellness and personal safety to prepare all students to understand themselves, look after themselves in a healthy way and be able to make responsible and meaningful choices regarding their personal health. Health education will be integrated into core curriculum such as science, physical education and guidance and taught in a secondary health course. Health concepts will be introduced with sensitivity to the cultural diversity of our students at developmentally appropriate levels building on prior knowledge to expand learning. PHYSICAL EDUCATION DEPARTMENT COURSE DESCRIPTIONS PE/HE/LS 6 CONTENT: In this year long course, students will be introduced to basic skills and fundamentals of various team and individual sports. Physical Education strives to provide an enjoyable, satisfying and balanced program, with opportunities for all pupils to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of experiences to meet the needs of individual pupils and encourage active involvement by all performers and observers. This course includes Health units related to wellness, fitness and nutrition, growth and development and safety. CORE INSTRUCTIONAL MATERIALS: Decisions for Health, Holt, Reinhart & Winston, Green Level 2004 PE/HE/LS 7 CONTENT: During this year long course students, are introduced to individual, dual and team activities including volleyball, basketball, softball, tennis, floor hockey, soccer, Track and field and swimming. Physical Education / Health 7 encourages participation in healthy lifestyle activities and promotes a positive self-esteem. Emphasis in physical activities is placed on skill progression. As a result of participating in physical education / health classes students will be physically active, understand the need to maintain physical fitness, and possess an understanding of how to assess, develop, and maintain a healthy lifestyle. This course includes Health units related to wellness, fitness and nutrition, growth and development and safety. CORE INSTRUCTIONAL MATERIALS: Decisions for Health, Holt, Reinhart & Winston, Red Level 2004

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PE/HE/LS 8 CONTENT: In PE/Health 8, students will refine their game skills and continue to develop game strategies and tactics. Physical Education strives to provide an enjoyable, satisfying and balanced program with opportunities for all pupils to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of experiences to meet the needs of individual pupils and encourage active involvement by all. This course includes Health units related to wellness, fitness and nutrition, growth and development and safety. CORE INSTRUCTIONAL MATERIALS: Decisions for Health, Holt, Reinhart & Winston, Blue Level 2004 DECISIONS 6 CONTENT: Decisions 6 is a quarter length class designed to help sixth graders deal with issues of peer pressure, violence, and anger management. Class discussions focus on what good choices are and how to make them even when it isn't popular. Using role playing, skits, and group activities, students get a chance to learn many of the skills vital to making the middle school experience as friendly and non-threatening as possible. Health units include making good decisions regarding: personal wellness; relationships with friends and family and conflict and stress. CORE INSTRUCTIONAL MATERIALS: Holt, Reinhart and Winston, Decisions for Health, Green Level Life Skills 7 CONTENT: Life Skills 7, a semester length class, focuses on study skills and health. The study skills component is designed to help students understand and practice good study habits. The class focuses on developing study habits, time management, note taking and organization. Through this class we explore the different types of learning styles such as: visual, auditory and tactile-kinesthetic learners. This exploration will help each student understand what kind of a learner they are, and give them appropriate strategies that will enhance their study skills. The development of good life skills is critical for success today and for the future. Health units include making good decisions and setting goals regarding: personal wellness; healthy relationships; mental and emotional health and stress management. CORE INSTRUCTIONAL MATERIALS: Decisions for Health, Red Level, Holt, Reinhart and Winston CHOICES 8 CONTENT:

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In Choices 8, a semester length class, our students will learn to understand themselves in terms of personality, talents, abilities and preferences. We will be using this information in exploring future education and career possibilities. As well as discussion and self-assessment, we will be using internet resources and possible guest speakers in our search for this important knowledge! Health units include making good decisions regarding: personal wellness; managing mental and emotional health; building responsible relationships; and managing conflict and stress. CORE INSTRUCTIONAL MATERIALS: Decisions for Health, Blue Level, Holt, Reinhart and Winston PHYSICAL EDUCATION 9 CREDIT 1 CONTENT: In PE 9, students will continue to develop and monitor their fitness level with the Fitnessgram program over a two semesters. Students will refine their skills and continue to develop ideas about game strategies and tactics using small-sided games, progressing to full-sided games when appropriate. Physical Education strives to provide a safe, enjoyable and balanced program with opportunities for all pupils to develop physically, socially, morally, emotionally and cognitively. The program offers a comprehensive range of physically challenging experiences to meet the needs of individual pupils and encourage active involvement by all participants. CORE INSTRUCTIONAL MATERIALS: PE facilities include 5-lane swimming pool, artificial surface soccer field, rubber floor gymnasium, 6-lane rubberized tartan track, 2 outdoor tennis courts and one grass playing field. PHYSICAL EDUCATION 10 CREDIT 0.5 CONTENT: PE 10 is a semester long course that encourages students to become physically active, fostering a desire to maintain life-long physical fitness. The course gives students the knowledge and practical skills necessary to assess, develop and maintain a healthy lifestyle. The goals of the program are to model and enforce sportsmanlike behavior, encourage participation in healthy lifestyle activities and promote a positive self - concept. CORE INSTRUCTIONAL MATERIALS: 5-lane swimming pool, artificial surface soccer field, rubber floor gymnasium, 6-lane rubberized tartan track, 2 outdoor tennis courts and one grass playing field. HEALTH GRADE 10 CREDIT 0.5 CONTENT: Health is a semester long course which encourages the lifelong understanding of health related issues of adolescence and adulthood. The course will give the skills and knowledge necessary to assess risk, develop understanding of health related issues and to make educated choices. The encouragement of

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healthy living habits and the consequences of good / bad decision making in regards to all aspects of health. CORE INSTRUCTIONAL MATERIALS: Prentice Hall; HEALTH: SKILLS FOR WELLNESS VISUAL ARTS PHILOSOPHY The American Academy’s program for the Visual Arts provides students the opportunity to articulate on, apply aesthetic knowledge to as well as acquire and employ technical skill within the Arts. The program emphasizes creativity, but the foundation of this creativity is based on the exploration and investigation into practical art, art theory and art history. The interrelationship between research and art production leads to purposeful art creation. Students are challenged through a process based artistic experience. Teachers act as facilitators to build students’ skill set through modeling behaviors and artistic processes necessary to engender lifelong learning in and out of the classroom. Students will develop a sense of ownership for their work and ideas and realize the responsibility that comes with the decisions they make. Through this experience, students acknowledge their impact on the larger community. Lessons that encompass knowledge, understanding and skill will build connections to lifelong learning without denying avenues of accessibility to any child.

PERFORMING ARTS PHILOSOPHY AAVN believes that drama has been an essential component of human life throughout history. Drama has a part to play in the ideal growth and development of the individual. It creates a sense of belonging and involvement in a nurturing and humanizing environment. The drama form stimulates the development of personal expression, self confidence, as well as creative and collaborative thinking. Our goal is to promote a lifelong appreciation of this craft. We encourage students to apply their knowledge to enhance their own lives and the lives and well being of others. Music is a basic form of human thought, and every child is born with the potential to comprehend, create, and communicate its meanings. To access its richest literature, music must be studied. That study involves expanding and refining distinct skills, contents and contexts, with the goal of guiding each child to achieve in accordance with his or her innate musical potential. To develop the aesthetic understandings and sensitive performances that are the hallmarks of musicianship, all students listen and move, sing and play, create and improvise, and read and write music representing a variety of cultures, genres, and styles. Learning is differentiated by aptitude, and is enhanced throughout by music history, theory, and cross-curricular connections. Thinking musicians—fostered through individualized instruction and diverse subject matter—are empowered to experience and share the emotional meanings music uniquely offers. At the American Academy, delivering quality musical learning, with its concomitant impact on the quality of the human spirit, is our commitment to every child.

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“The greatest moments in the history of the human spirit may be deduced from the greatest moments in the history of music.” --Thomas Jefferson FINE ARTS DEPARTMENT COURSE DESCRIPTIONS ART 6 CONTENT: Art 6 is an introductory course in which the student explores a variety of media in the areas of drawing, painting, printmaking, ceramics, textiles, sculpture, and/or design. The course helps students develop the critical thinking and fine motor skills necessary to use art tools, appreciate, understand, and create art. An understanding of various art styles and techniques is developed through hands-on experiences. Basic gesture, contour, mass, and value drawing styles Art appreciation and discussion of artwork are introduced. Studio emphasis is on creative problem solving, experimentation, and a highly individualized response and expression. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructor’s books, and computers. ART 7 CONTENT: Art 7 is an intermediate course in which the student develops & broadens specified studio skills in the areas of drawing, painting, color theory and design. Observational and value drawing exercises are expanded. Color studies are reinforced using wet & dry media. Emphasis is on the development of visual language and artistic skills in various media. Creative problem solving and experimentation continue, maintaining a highly individualized response and expression. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructor’s books, and computers. ART 8 CONTENT: Art 8 is an advanced course in which the student develops & broadens specified studio skills in the areas of drawing, painting, printmaking, ceramics, sculpture, and/or design. Gesture, contour, mass, and value drawing exercises are expanded. Emphasis is on the development of visual language and artistic skills in various media. Creative problem solving and experimentation continue, maintaining a highly individualized response and expression. CORE INSTRUCTIONAL MATERIALS:

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Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructor’s books, and computers. ART I CREDIT .5 CONTENT: A wide variety of drawing, print making, and painting materials as well as ceramics, textiles and sculpture are presented in this course to all students interested in exploring both traditional and modern techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture in both two- dimensional and three- dimensional forms. Art I is both an academic and practical program. Research involving art movements and artists are integrated to art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers. ART II CREDIT .5 Prerequisite: Art I CONTENT: A wide variety of drawing, print making, and painting materials as well as ceramics, textiles and sculpture are presented in this course to all students interested in exploring both traditional and contemporary techniques. Students are encouraged to develop individual responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture in both two-dimensional and three-dimensional forms. Art II is both an academic and practical program. Research involving art movements and artists are integrated to art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers. DRAWING & PAINTING CREDIT .5 PREREQUISITE: Art I, Art II CONTENT: A wide variety of drawing and painting materials is presented in this course to any student interested in exploring both traditional and contemporary techniques. Students are encouraged to develop individual

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responses and solutions to the concepts presented in class. Students develop skills in the basics of line, shape, shade and texture. Emphasis is on creative thinking, independent judgment and individualized instruction. Among the many materials that are used are pencils, ink, charcoal, pastels, watercolors, gouache and acrylics. Field trips to galleries and museums provide the opportunity to view and experience art in various phases. Drawing and painting is both an academic and practical art program. Research exploring art history cultural and societal connections are integrated to art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructors’ books, and computers. CERAMIC & SCULPTURE CREDIT .5 PREREQUISITE: Art I, Art II CONTENT: This course focuses on contemporary handcrafts. Instruction is provided in many areas including ceramics, printmaking, sculpture and paper-making. Among the many materials that are used are wire, clay, paper, found objects, tin, and wood. All who like to work with a variety of tools and different media will find this course a rewarding experience. Ceramic and sculpture is both an academic and practical art program. Research exploring and connected to art history, cultural and society are integrated to art production. CORE INSTRUCTIONAL MATERIALS: Handouts developed by teacher, class demonstrations, Art department posters and transparencies, library books, instructor’s books, and computers. VISUAL ARTS 11 AND ART 12 CREDIT 1 PREREQUISITE: Course acceptance is based on teacher recommendation. It is essential that students have previous art experience and a working knowledge of the elements and principles of art. CONTENT: The Visual Art program is both an academic and practical program which emphasizes the interrelationship between research and artistic production. The course expounds creativity; however the foundation of this creativity is research and the exploration into practical art, as well as art theory, history and culture. Candidates integrate independent workbook research with studio work through purposeful individual theme exploration. Growth and commitment is integral and is attained through the exploration of art concepts and skills, solving formal and technical problems encountered in studio practice, and exhibiting technical skills and appropriate use of media. Candidates are expected to produce a thought provoking, imaginative body of work consisting of 20-30 high quality pieces to be showcased and discussed with an external examiner.

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AP Visual Arts allows candidates the opportunity to construct their learning based on a theme of their choosing which is of relevance and interest to them. Due to the independent nature of the course, it is imperative that candidates are self-motivated and highly organized, in addition to upholding a genuine interest in making art. Students choose a Visual Arts option, based on their art knowledge, skill and experience levels. Higher Level is designed for the specialist visual arts student, with creative and imaginative abilities, who may pursue the visual arts at university or college level, while Standard Level is designed for the visual arts student with creative and imaginative abilities. Both the SL and HL options require candidates with previous art experiences as well as a working knowledge of the elements and principles of art. CORE INSTRUCTIONAL MATERIALS: A variety of materials are available for students to choose suitable materials for their given projects. Students receive individual instruction and are encouraged to explore areas of personal interest. Critical studies are integrated into personal research work and aided by teacher guidance. MUSIC 6 CONTENT: This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening and applying knowledge and understanding. Grade 6 Music students explore music in the following units: the bridging unit (exploring musical processes); form and structure (exploring structures); soundscapes (exploring acoustic and electronic sounds using music technology); musical cycles (exploring cyclic patterns); musical clichés (exploring the way music is used). CORE INSTRUCTIONAL MATERIALS: Musical technology applications MUSIC 7 CONTENT: This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening and applying knowledge and understanding. Grade 7 Music students explore music in the following units: shanty time (exploring musical arrangements); variations (exploring ways to develop musical ideas); jazz improvisation (exploring improvisation); music for dance (exploring musical conventions); hooks and riffs (exploring riffs, hooks and grounds and the use of music technology). CORE INSTRUCTIONAL MATERIALS: Musical technology applications MUSIC 8

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CONTENT: This course is an exploration of the basic elements of music through the following four domains: 1. controlling sounds; 2. creating and developing; 3. responding and reviewing; 4. Listening and applying knowledge and understanding. Grade 8 Music students explore music in the following units: overtures (exploring introductions and the development of themes); Vietnamese music (exploring Vietnamese musical genres); music and media (exploring how music is used); the concerto (exploring characteristics of a selected genre); song (exploring song and the use of music technology). CORE INSTRUCTIONAL MATERIALS: Musical technology applications MUSIC 9 CONTENT: In Music 9, individual work is balanced with shared tasks. The shared tasks continue to build on students’ skills and experience, to broaden their musical expertise, as well as to consolidate a special interest. Students are introduced to how to extend chords and use them in jazz idioms. They are asked to identify in specific pieces as many of the compound chords as possible and to work out aurally how they are formed. Each student works on a keyboard or computer to try out formations and to sequence them into the accompaniment for a well-known jazz piece. Students compare differences each of the versions sounds. Computer software is used to make musical arrangements of student creations and other pieces of their choice, so that the whole group can then play it as an ensemble on their acoustic instruments. CORE INSTRUCTIONAL MATERIALS: Musical technology applications MUSIC 10 CONTENT: Music 10 builds upon Music 9 skills. Individual work is balanced with shared tasks. The shared tasks continue to build on students’ skills and experience, to broaden their musical expertise, as well as to consolidate a special interest. Students are introduced to how to extend chords and use them in jazz idioms. They are asked to identify in specific pieces as many of the compound chords as possible and to work out aurally how they are formed. Each student works on a keyboard or computer to try out formations and to sequence them into the accompaniment for a well-known jazz piece. Students compare differences each of the versions sounds. Computer software is used to make musical arrangements of student creations and other pieces of their choice, so that the whole group can then play it as an ensemble on their acoustic instruments. CORE INSTRUCTIONAL MATERIALS: Musical technology applications DRAMA 6

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CONTENT: This course is an exploration of the basic elements of drama using literature as a thematic focus and springboard for lessons. A variety of literary genre is used, including novel, poetry, script, fable and picture book to engage the imagination and enrich the creativity of our students. Some of the themes explored are the following: humor, fantasy, mystery, relationships, the future, diversity and equity. Each theme is accompanied with a literary source, and most drama activities either lead into or extend from the literature. CORE INSTRUCTIONAL MATERIALS: The New Drama Themes, 3rd Edition, by Larry Shwartz On Stage, by Lisa Bany Winters DRAMA 7 CONTENT: Drama 7 is an exploratory course which emphasizes the basic skills of drama through the creation of the ensemble. Theater games, pantomime, voice, scene building and improvisation are used to enhance and strengthen the drama experience. Students use acting skills, design and produce informal productions, direct scenes and demonstrate competence in writing scripts. Work is collaborative and non-competitive. The course promotes and encourages language development and personal growth to give each student a sense of success, thereby, building self-confidence. CORE INSTRUCTIONAL MATERIALS: Theater Games for Young Performers, by Maria Novelly On stage, by Lisa Bany Winters DRAMA 8 CONTENT: This course builds on the former by emphasizing drama across the curriculum, social awareness drama, personal development and performance skills. The format of the class is the ensemble and students are expected to examine concepts and issues in greater depth using the language of space, movement, and words. Students use acting skills, design and produce informal productions, direct scenes and demonstrate competence in writing scripts. Language development and personal growth remain the key goals of the course. CORE INSTRUCTIONAL MATERIALS: Theater Games for Young People, by Maria Novelly Let’s Improvise, by Milton Polsky DRAMA I CREDIT: .5 CONTENT: Course objectives emphasize the active exploration of dramatic forms and techniques, using material from a wide range of genres and cultures. Students will construct, discuss, perform and analyze drama,

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and reflect upon their experiences to develop an understanding of themselves, the art form and the world around them. Students will be introduced to the basic conventions of theater: tableau, mime, improvisation, and dance drama. All students will be challenged to participate in a creative, team building class structure, taking risks, and assisting in the creation of original drama, in a safe and open learning environment. CORE INSTRUCTIONAL MATERIALS: Improvisation: Learning Through Drama, David W. Booth, Charles, J. Lundy Ensemble Technique in Theater, Patricia Zich DRAMA II CREDIT: .5 PREREQUISITE: Drama I CONTENT: Drama II course objectives are as follows: to build upon the development of students’ personal resources begun in Drama I; to deepen student’s understanding of self in relation to others, with particular emphasis on student’s awareness of and responsibility toward their community; to promote understanding of groups and how they function, and to develop group problem solving and decision making skills; to develop students’ abilities to interpret and reflect on text; to provide opportunity for students to work in a variety of dramatic genre, to explore various specialized aspects of theatrical stagecraft, production and playwriting. CORE INSTRUCTIONAL MATERIALS: Dramatic Interpretation, David Booth and Charles Lundy; Theater Arts I, Alan and Penny Engelsman On Cue I and On Cue II, Diane F. Eaton Ed. ENGLISH LANGUAGE LEARNERS PROGRAM In order to expedite language acquisition and ensure equal access to the curriculum, AAVN supports a Sheltered Immersion Model K-8, which includes classroom support as well as pullout. We provide our students with language instruction and content support through both direct instruction in ESL and mainstream classes according to need and through indirect means such as team planning, co-teaching and materials development. We aspire to ensure authentic language development in appropriate learning environments so that all students develop English language proficiency and learner autonomy for social and academic success. ELL Philosophy The ELL program at the American Academy recognizes the importance of international students to our

community of learners. In the context of our rapidly changing world, the interaction among students of

differing geographical, national, ethnic, and linguistic backgrounds provides the basis for future

understanding and cooperation.

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The ELL program encourages individuality and appreciation of all cultures, while giving students the skills to competently communicate in the English language. This program prepares and supports students to function successfully in the regular classroom through interactive experiences. It also develops higher level thinking skills by teaching towards different learning styles. The ELL teachers use ongoing assessments to monitor student progress using a standards based curriculum. They maintain motivation and enthusiasm by differentiating instruction to meet the needs of the whole child. Students are provided with meaningful experiences through which they can feel confident in effectively communicating in the English language THE ACHIEVEMENT CENTER The AAVN Achievement Center believes that all children can learn, and that individual students have distinctive learning differences and styles. Specialists in The Achievement Center deliver a sheltered inclusion model for students with learning differences, including high ability students, low ability students and students with disabilities. Sheltered inclusion, like sheltered immersion for ELL students, includes classroom support as well as pullout where inclusion in the mainstream classroom is possible without compromising the quality of the educational environment required to attend to the needs of all students. AAVN teachers are continuously trained in differentiated instruction strategies that meet the needs of students with learning differences. High ability students, low ability students and students with learning differences benefit from the use of lessons that are differentiated horizontally and vertically; horizontal differentiation uses Howard Gardner’s multiple intelligences and Benjamin Bloom’s taxonomy of thinking skills to make lessons relevant and engaging to students at all levels; Vertical differentiation compacts and accelerates curriculum for high ability students, and breaks lessons into manageable tasks for ELL and attend to individual students’ needs. There are many practical strategies that are effective in the classroom. It is up to the classroom teacher and The Achievement Center teacher to ensure that appropriate strategies are being used in the classroom to assist individual learning styles and provide access to lessons for students with learning differences. A multi-modal approach is used; visual, auditory, kinesthetic and tactile for optimum success.

Classroom Environment

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

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Time Management and Transitions

Space short work periods with breaks. Provide additional time to complete assignment. Allow extra time for homework completion. Inform student with several reminders, several minutes apart, before changing from one

activity to the next. Reduce amount of work from usual assignment. Provide a specific place for turning in assignments.

Presentation of Materials

Modify expectations based on students needs. Break assignments into segments of shorter tasks. Give alternative assignments rather than long written assignments. Provide a model of end product. Provide written and verbal direction with visuals if possible. Break long assignments into small sequential steps, monitoring each step. Highlight to alert student attention to key points within the written direction of the

assignment. Check that all homework assignments are written correctly in some kind of an

agenda/homework book. Sign it and have parents sign it as well. Number and sequence steps in a task. Provide outlines, study guides, copies of overhead notes. Explain learning expectations to the student before beginning a lesson. Make sure you have the student’s attention before beginning a lesson. Allow for student to use tape recorders, computers, calculators and dictation to obtain and

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

Assessment, Grading and Testing

Provide a quiet setting for test-taking, allow tests to be scribed if necessary and allowing for oral responses.

Exempt student from external testing if possible. Divide test into small sections.

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Grade spelling separately from content. Allow as much time as needed to complete. Avoid time test. Change percentage of work required for passing grade. Permit retaking the test. Provide monitored breaks from test.

Behavior

Avoid confrontations and power struggles. Provide an appropriate peer role model. Modify rules that may discriminate against student with neurological disorder. Develop a system or code that will let the student know when behavior is not appropriate. Ignore attention seeking behaviors that are not disruptive to the classroom. Arrange a designated safe place that student can go to. Develop a code of conduct for the classroom and visually display it in an appropriate place

where all students can see it, review it frequently. Develop a behavior intervention plan that is realistic and easily applied. Provide immediate reinforcers and feedback.

Delivering an academic program for unique students is certainly a challenge. Implementing the listed strategies provides a comfortable learning place for all students regardless of their academic abilities.

CO-CURRICULAR ACTIVITIES

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

Sports: - Basketball - Volleyball - Football - Soccer - Track and Field - Badminton - Swimming - Tennis

The Visual Arts: - Fine Arts Festival Team - New York Film Academy - Mural Painting Team - Yearbook - School Newspaper

Technology: - Robotics - Media Lab - Digital Photography - Digital Animation - Website Design - CyberFair Team - Yearbook

The Performing Arts: - The Winter Concert - The Spring Production - New York Film Academy

Experiential Learning: - The United Nations Day

Delegation - The Model United

Nations Delegation - Young Entrepreneurs

Competition - Johns Hopkins Center for

Talented Youth

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

16 Vo Truong Toan Street, An Phu Ward, District 2, Ho Chi Minh City, VietnamTel: (84-8) 3898 9098 - Fax: (84-8) 3519 4110Email: admissions@aavn.edu.vn

www.aavn.edu.vn