course information booklet€¦ · adolescent brain’s need for emotional engagement, assistance...

COURSE INFORMATION

BOOKLET

20162017

Grade 10 – Course Information Booklet

Table of Contents

School Philosophy 3

School Mission Statement 3

School Educational Belief Statement 3

IB/UAS Learner Profile 4

ConceptuallyBased Curriculum Overview 5

Assessment 7

Reporting 12

ELL – English Language Learners 13

LSC – Learning Support Center 14

Counseling 15

Individual Investigation 17

IB Course PreRequisites 18

Language A – English 22

Language B – French/Spanish/AFL 23

Arabic 27

Islamic Education 29

Social Studies –History/Geography/Economics/Business 31

Sciences – Chemistry/Environmental Science/Biology/Physics 33

Mathematics 37

The Arts – Music/Drama/Visual Arts/Media & Design 39

Programming and Robotics 44

Physical Education and Health 46

Page | 2


UAS PHILOSOPHY

Universal American School provides an American and international program of instruction and

cocurricular activities that aims to develop the full potential of all students. The curriculum for

PreK to 6th grade is the International Baccalaureate Primary Years Programme (PYP). A

conceptuallybased curriculum in grades 7 to 10 prepares students for entry into the International

Baccalaureate Diploma Programme (IBDP) in grades 11 and 12.

Teaching and learning is dedicated to high standards of academic achievement, active inquiry, and

the development of leadership, service, and creativity. The school actively promotes lifelong

learning, respect for diversity, and opportunities for intercultural learning.

MISSION STATEMENT

UAS provides a challenging, inquirybased American and international education that empowers

students to be caring individuals, critical thinkers, and responsible global citizens.

BELIEF STATEMENT

We believe the Universal American School community should:

Challenge themselves academically, artistically and athletically

Think and act critically, creatively and independently

Communicate proficiently in English and at least one other language

Be internationallyminded leaders who participate in local and international

projects that better humanity and contribute to a sustainable and peaceful

world

Conduct themselves in a principled manner

Enjoy positive selfesteem and a healthy lifestyle

Page | 3


UAS / IB LEARNER PROFILE

INQUIRERS

We nature our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPENMINDED

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CARING

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

RISKTAKERS

We approach uncertainty with forethought and determination, we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCED

We understand the importance of balancing different aspects of our livesintellectual, physical and emotionalto achieve wellbeing for ourselves and others. We recognize our interdependence with other people and with the world in

which we live.

REFLECTIVE

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Page | 4


CONCEPTUALLYBASED CURRICULUM 910

The curriculum is challenging. Students must learn to think critically, make judgments and

consider alternative viewpoints. Within the classroom students solve difficult challenges, apply

new information, complete difficult processes and justify positions they take. The students’

learning involves active, interactive, purposeful and meaningful engagement within a supportive

context.

We promote project and problembased learning. Inquirybased learning approaches that require

students to think, collaborate, problem solve, and build new knowledge promote student inquiry,

discussions, teamwork and an understanding of multidisciplinary concepts. They also appeal to the

adolescent brain’s need for emotional engagement, assistance and extension, and intellectual

stimulation. In the May 2009 issue of the IB World magazine, Julie Lindsay, head of information

technology and elearning at Qatar Academy in Doha, is quoted as saying:

“People need to know there are better methods out there to engage students – you’ve

got to have interaction, collaboration, opportunities for creativity. Textbooks just don’t

cut it any more.”

Our aim is that the students do not merely “absorb” information to reproduce it, but they actively

construct personal meaning on how they relate to or make sense of what they are trying to learn

or understand.

A traditional model of education, or models used in the past, would see students memorizing facts

and reading large text books and although recalling facts is important it does not demonstrate

students’ ability to think. At UAS we use a range of textbooks and also a range of other resources

and tools for learning. By using the content to explore the ‘big ideas’ or concepts, our students are

able to develop critical and higher order thinking skills. Tackling these complex issues allows

students to make connections with the real world and retain new knowledge faster and more

permanently.

They create effective learning environments that depend on student thinking.

Our teaching and learning model reflects best practice and prepares students for the models used

in modern accredited Universities throughout the world. It will look different to classrooms of

former generations and will potentially create different students also.

Page | 5


A conceptbased curriculum is important because conceptual understanding requires

content knowledge, but the reverse is not true.

A conceptual structure requires students to think about topics of information.

A conceptual structure provides an instructional model that is rigorous and engaging

for both the students and teachers.

A conceptual structure provides the flexibility to allow students to search and

construct knowledge.

Teachers provide a range of different strategies to meet the diverse needs of the

students.

Teachers use a variety of resources to discover the ‘big ideas’ or concepts.

Students will be engaged in a variety of activities to develop high order thinking

skills, critical thinking and problemsolving.

Page | 6


Assessment Policies and Practices

What is Assessment?

Assessment is the ongoing collection of information which describes the learning taking place as teachers teach and students learn. It provides evidence of student performance and measures learning and growth. Assessment enables students and teachers to identify and understand individual student strengths and weaknesses in the school setting. This information is used to guide future teaching and learning and curriculum innovation. Assessment allows students to be active participants in their continued learning and teachers to be accountable for the learning opportunities they provide for students.

Assessment Philosophy at UAS

As UAS there is a greater emphasis on qualitative (describing the learning taking place) assessment as opposed to quantitative (reporting information using numbers or an amount). Qualitative practices provide students, parents, and teachers with a more accurate description of how the student is developing and what she/he has to do to get to the next level. Developing clearly stated descriptors and rubrics allows students to better understand and selfassess their learning as opposed to assigning them percentages that convey no information to improve learning strategies At UAS authentic assessments are used that are most often performance based. Authentic assessments are not tests or quizzes, but are tasks that require students to demonstrate their understanding through performance such as an experiment, presentation, multimedia project, etc. Content knowledge, skills, processes, and conceptual understanding are measured in an authentic assessment. Authentic assessments involve the use of higherlevel thinking, engage students in meaningful tasks, and take into account a student’s interest, talents and learning styles. In August 2007, all UAS faculty members came to a consensus agreement on non negotiable “Essential Agreements” about assessment. Assessment at UAS is designed to maximize student learning and understanding, to allow students to reach their individual potential.

Page | 7


The UAS Essential Agreements on Assessment:

Clarity: There will be no mystery for students. Students know what will be

assessed, how they will be assessed, and when the assessment will place.

Consistency: To avoid teacherdependent assessment that is subjective the use descriptors and other qualitative assessment strategies will be used the extent possible.

Transparency: Grades awarded to students will be related to descriptors, rubrics other tangible and qualitative assessment strategies, easily understood by teachers, parents and students.

Formative: Teachers will use formative feedback in many forms to generate “commas” in student learning that provide information reflective pauses necessary for further learning.

Summative: Teachers will use various summative assessment strategies to determinehow well students have understood concepts and complex issues.

Moderated: Teachers will frequently check each others’ assessments to ensure consistency in the use of various assessment strategies. The process of moderation will be a regular feature of assessment at UAS.

Planned: Teachers have committed to the use of a timetable of assessments in grade level to avoid student assessment conflict and overload.

Demonstrated Understanding:

Teachers will use many different forms of assessment to ensure all students have opportunities to demonstrate their understanding learning regardless of their particular learning style and learning needs

Reported: Teachers at UAS will provide feedback to students and parents at regular intervals to ensure that progress is being effectively communicated.

Parents and students are encouraged to begin thinking like an assessor when viewing assessment and the student’s performance. Before responding to an assigned task students need to ask themselves:

What evidence must be provided in my response to an assignment to demonstrate understanding? What skills knowledge, strategies and critical thinking skills must be used when I respond to a particular task?

What do I need to include in my work to show how well I have used the

descriptors to demonstrate my depth of understanding?

Page | 8


Why do we assess at UAS?

We assess to:

Determine prior knowledge Provide valid measures of student performance Reflect student growth, development and learning Identify strengths and weaknesses Differentiate instruction to meet the learning needs of students of differing

abilities Provide direction for future planning Develop a common language for discussing evaluation Evaluate the curriculum (howmight the curriculum bemodified to better meet the

individual learning needs of students) Promote goal setting Empower students to be active participants in their own learning Develop individual grade level expectations and establish standards vertically and

horizontally Provide specific information and relevant feedback to parents Provide information about how best to promote learning in the school by

providing additional resources, developing new curriculum materials and providing specifically targeted professional development.

When do we assess at UAS?

Assessment is an ongoing process at UAS. Formative assessment provides specific information for students to use to improve

learning skills and strategies. Summative assessment provides a snapshot of attainment at a specific point of

time for a specific body of knowledge, set of skills or concept.

Who assesses at UAS? All teaching faculty at UAS are involved in assessing students at UAS. All students at UAS are directly involved in assessing their own work and use the information provided in formative assessments to improve their learning and understanding. All parents at UAS are able to use descriptors to assess the work of students and stay well informed about the progress students are making by reading reports and attending conferences about student learning.

Page | 9


LEVEL OF ACHIEVEMENT

Students will be awarded a grade of 17 for each subject

General Achievement Levels:

Level 1 Minimal achievement in terms of objectives

Level 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

Level 3

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Level 4 A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Level 5

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Level 6

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

Level 7

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

Behavior Codes:

O – Outstanding The student consistently upholds and respects the school code of conduct and

sets a good example for other students

G – Good The student generally upholds and respects the school code of conduct

S – Satisfactory The student upholds and respects the school code of conduct

Page | 10


N – Needs improvement The student sometimes upholds and respects the school code of conduct

U – Unacceptable The student rarely upholds and respects the school code of conduct

Effort Codes:

O – Outstanding The student is highly motivated, is always prepared for class and consistently

contributes positively during lessons

G – Good The student is motivated, is generally prepared for class and usually

contributes positively during lessons

S – Satisfactory The student shows motivation, is sometimes prepared for class and attempts

to contribute positively during lessons

N – Needs improvement The student shows limited motivation, is rarely prepared for class and makes

minimal contributions during lessons

U – Unacceptable The student lacks motivation, is unprepared for most classes and rarely

contributes during lessons

GPA SCALE:

7 6 5 4 3 2 1

4.3

3.8

3.3

2.8

2.3

1.8

0

Page | 11


REPORTING

PROGRESS REPORT Each student will receive a midquarter progress report in first

quarter.

Only students achieving BSP’s of 1 or 2 will receive progress reports

in quarters 23. These students may be placed on academic warning

or probation.

END OF QUARTER

REPORT

Each student will receive an end of quarter report at the end of Q1

and Q3 (2 per year)

There will be an overall grade for the Best Sustained Performance

There will be a Behavior and Effort rating

Teachers will write a short comment for each subject/course

END OF SEMESTER

REPORT

Each student will receive an end of semester report at the end of

each semester (2 per year – at end of Q2 and Q4)

The Best Sustained Performance for each preceding quarter will be

indicated with an end of semester grade

An end of year grade will be included at the end of Q4

No comments will be included

Parents are encouraged to contact individual teachers to obtain information

regarding their child’s progress between reporting periods

Page | 12


ENGLISH LANGUAGE LEARNERS (ELL)

GRADE LEVEL:

The high school English Language Learners (ELL) Department provides English language

support to students in grades 910 identified by testing and screening that takes place at the

time of admission. Results of the screening will determine the amount of ELL support.

Students in grades 1112 will be given additional support.

STRUCTURE:

Emphasis is placed on learning English in context through differentiated instruction, and the

ELL teacher supports the students in and outside the regular classroom setting. ELL lessons

are made available in place of an otherwise regularly scheduled elective class in a separate

location and with English language specialist teachers.

AIMS:

The objective of the ELL Department is to identify the English proficiency level of students

with sufficient specificity in order to develop an English Language support plan for each

student they work with.

LENGTH:

Length is dependent on the individual needs of the students and ranges from

QuarterSemesterYear. Support is commonly provided for the duration of the year.

LESSONS PER CYCLE:

Students attend five ELL classes per cycle where they are provided with individualized support.

Extra support in the form of pushins, pullouts, peer tutoring, or teacherlead tutoring may be

utilized depending on the level of the student.

FOR FURTHER INFORMATION PLEASE CONTACT:

[email protected] (Ms Sofia Cox)

Page | 13

mailto:[email protected]


LEARNING SUPPORT SERVICES

GRADE LEVEL:

The high school Learning Support Center provides academic support services to students

with identified learning differences. Students in grades 912 are eligible to receive LSC

support. The majority of students receive support in grades 910, and are gradually

integrated into the mainstream after building academic skills and strategies.

STRUCTURE:

Students may receive support in small group settings to address individual academic subject

area support. LSC lessons are made available in place of an otherwise regularly scheduled

elective class in a separate location and with Learning Specialist teachers.

AIMS:

The objective of the LSC is to provide academic and subject area reinforcement to students

so that they may reach their full learning potential.

LENGTH:

Length is dependent on the individual learner needs and ranges from QuarterSemester and

year. Services are commonly provided for the duration of the year.

LESSONS PER CYCLE:

Typically students attend LSC for 5 lessons per 10 day cycle. However, because LSC lessons

take place during regularly scheduled elective classes, the number of lessons is dependent

on which elective is dropped in place of LSC.


[email protected] (Mr Allen Finney)

Page | 14



COUNSELING

High School Students’ Developmental Needs High school is the final transition into adulthood and the world of work as students begin separating from parents and exploring and defining their independence. Students are deciding who they are, what they do well, and what they will do when they graduate. During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behavior while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face highstakes testing, the IB curriculum, and the challenges of college admissions, and entrance into a competitive job market. How do High School Counselors meet this challenge? Secondary school counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today’s diverse student population. High school counselors do not work in isolation; rather they are integral to the total educational program. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help the student achieve success in school. Professional school counselors align and work with the school’s mission to support the academic achievement of all students as they prepare for the everchanging world of the 21st century. This mission is ideally accomplished through the design, development, implementation and evaluation of a comprehensive, developmental and systematic schoolcounseling program. Why High School Counselors? High school years are full of growth, promise, excitement, frustration, disappointment and hope. It is the time when students begin to discover what the future holds for them. High school counselors enhance the learning process and promote academic achievement. School counseling programs are essential for students to achieve optimal personal growth, acquire positive social skills and values, set appropriate career goals and realize full academic potential to become productive, contributing members of the world community. (American School Counselor Association)

Page | 15


High School Counselors Implement and support the Counseling Program by Providing:

Academic skills support Organizational, study and testtaking skills Postsecondary planning and application process Career planning Education in understanding self and others Coping strategies Peer relationships and effective social skills Communication, problemsolving, decisionmaking, conflict resolution and study skills Career awareness and the world of work Multicultural/diversity awareness Individual Student Planning Child Study Team meetings Goal setting Academic plans Tracking Academic / Behavior Career plans Problem solving Education in understanding of self, including strengths and weaknesses Transition plans TOEFL/SAT and other external test preparation and registration Organizing for standardized tests such as ACER, PSSS, PISA Preparing transcripts – Gr. 12 Running credit checks – Gr. 12 Generating and administering course selection information Responsive Services Individual and smallgroup counseling Individual/family/school crisis intervention Peer mentoring/tutoring program Consultation/collaboration Referrals In 20162017, secondary counseling is divided in the following way: Mr. Patrick Cunningham will be the counselor for students and parents in Grades 9 and 10.

Email: [email protected]

Ms.Zeina Mouganie will be the counselor for students and parents in Grades 11 and 12.

Email: [email protected]

Ms. Carolina Barajas will be the College and Careers Counselor for Grades 912. Email: [email protected]

Ms. Roda Legaspi is the secondary school counseling Administrative Assistant. Email: [email protected]

Page | 16




INDIVIDUAL INVESTIGATION Outline of the Project: The Individual Investigation is an extended project of the students’ choice, designed to prepare

them for the rigors of the Extended Essay and the IB Diploma/Certificate Programme.

The topic/goal of the investigation is selected by the student. The format in which the final

product will be presented is also chosen by the student. This project is not linked to a specific

subject and therefore allows each student to be independent and responsible for their project and

accompanying essay.

The Individual Investigation is completed outside of class time with the assistance of a supervisor

(teacher). Each student will be given a handbook with the requirements of the project. Time will

be be built in to the Homeroom program to support students.

An Individual Investigation Fair where all the products will be on display for parents to view will

be held after the completion of the project.

Assessment Criteria


[email protected] (Ms Cara Marlowe)

Page | 17



UAS IB Course PreRequisites (Class of 2018)

To ensure correct placement, we will adhere to the course prerequisites as outlined in the

following pages:

English (Group 1) English A Language and Literature HL/SL – for those who excel at literary analysis and written and

spoken communication; a literature and language course; grade minimum of 5 by Quarter 3

needed for higher level placement.

English B HL/ SL – a language acquisition course; by recommendation of English teacher

Language Acquisition (Group 2)

Group 2 course placement will always be decided by department’s analysis of student skills and

guided by the regulations as outlined below.

Ab Initio: For the beginner who has little (a year or less) or no previous

experience of the language

BSL: Has 24 years of experience in the target language

BHL: Has 4 5 years of experience in the target language

A: Language and Literature: Is a nearly or total bilingual student

Arabic Arabic A Language and Literature HL/SL

Arabic B HL/SL

Arabic Ab Initio

If a student holds a passport from an Arab Country (registered on UAS file in admissions)

Student must take Arabic B SL/HL or Arabic A2 HL/SL

The Ministry of Education will not endorse High School diploma (which a student will

need) without one of these courses

Grade 10 teacher and Curriculum Leader will determine appropriate level in

accordance with IB regulations

French and Spanish French A: Language & Literature HL/SL

French/Spanish B HL /SL

French/ Spanish Ab Initio (SL)

Grade 10 teacher and Curriculum Leader will determine appropriate level in accordance with IB

regulations. Pretests will be administered where needed.

(*Students who take Grade 10 ‘regular’ language classes cannot take AB Initio*)

Page | 18


Individuals and Societies (Group 3)

Geography SL/HL Business & Management SL/HL, Economics SL/HL

History SL/HL Informational Technology in a Global Society SL/HL

All courses except Economics: To be eligible for an HL course, a student must have

achieved a 5 in the 10th grade course of the same. If a student did not take a desired

course in Grade 10, a total of 9 must have been reached in the 2 grade 10 Social

Science courses to qualify for a SL course (by Quarter 3).

Economics HL: A student should have achieved a 5 in Grade 10 Economics and a 5 in

Grade 10 Math

Economics SL: A student should have achieved a 4 in Grade 10 Economics

Economics SL: If a student did NOT take Economics in Grade 10, he should have a

combined Social Science grade of 9 and a 5 in Grade 10 Math.

If prerequisite conditions are met, students may elect to take Business and

Management in combination with another Group 3 Course. If this option is chosen, a

student cannot take a group 6 Art, Theatre or Music course.

Experimental Sciences (Group 4)

Chemistry:

For HL Chemistry, a student should have a 5 or higher in 10th grade Chemistry.

For SL Chemistry, if a student did not take Chemistry in 10th grade, he should have a Math grade of 5 or higher in 10th grade (by Quarter 3).

Physics: For HL Physics, a student should have a 5 or higher in 10th grade Physics and a

minimum of 5 in in PreCalculus by Quarter 3; Algebra 2 students must have a 7 and

teach and coordinator approval.

For SL Physics, if a student did not take Physics in 10th grade, he should have a PreCalculus grade of 5 or higher by Quarter 3; Algebra 2 students must have a 7 and

teach and coordinator approval.

For SL Physics, if a student did take Physics in Grade 10, he should have achieved a 4

by Quarter 3 for placement. If an Algebra 2 student, he must have achieved a 5 by

Quarter 3.

Biology: For HL Biology, a student should have a 5 or higher in 10th grade Biology (by Q 3).

ESS:

If a student did not take ESS in 10th grade, he/she should not take ESS if the biology grade was below a 4 or if English scores are below a 4.

Page | 19


If prerequisite conditions are met, students may choose a combination of Biology/ Chemistry,

Biology/Physics, Biology/ESS, Chemistry/ESS or Chemistry/ Physics. If this double science is

chosen, a student cannot take a Group 6 Art, Music or Theatre course.

Math (Group 5)

Some students will have the opportunity to apply for HL or SL

Some students will have the opportunity to apply for SL or Studies

Some students will have Studies as their only available option.

The Mathematics course application options available to a student will be carefully determined by

the Mathematics Department at the end of Quarter 3.

To have HL as a course application option, a student must:

Be recommended for HL by their teacher and have demonstrated the following:

Have a work ethic indicating the potential to successfully meet the high demands of the IB HL

course:

A BSP of 5 or more in Math 10 Advanced B

OR a BSP of 3 or more in Math 10 Advanced A

To have SL as a course application option, a student must:

Be recommended for SL by their teacher and have demonstrated the following:

Have work ethic indicating the potential to successfully meet the high demands of the IB SL

course:

A BSP of 4 or more in Math 10 Advanced B

A BSP of 5 or more in Math 10

In June 2017, at the end of Quarter 4, a student's Mathematics course for 20162017 will be

confirmed on the basis of the full year's work with all requirements listed above applied a second

time. If these are not met at the end of G10, then the student will have to reselect.

It has been clearly illustrated in the past that students not fulfilling these requirements do not

succeed in IB Math SL or HL. In the interests of our students' success, we will adhere firmly to these

conditions.

Arts (Group 6)

Visual Arts HL/SL

Music HL/SL

Theatre HL/SL

If student is interested in Music, Theatre or Art at HL or SL, he/she must have teacher written

consent, to be submitted by March 13. Students must submit Art portfolio for Visual Arts, show

level of musical aptitude (instrument or voice) for Music and perform a short dramatic piece/

conversation for Theatre Arts. Only 1 Group 6 subject may be chosen.

Page | 20


Please note that the information contained in the

course outlines may change during the year, as

teachers make adjustment to cater for the

individual students in their classes.

This means that the content may change, units

may be studied at different times or assessment

items may vary.

Should you have any questions regarding a

specific course, please contact the Curriculum

Leader or your child’s teacher.

Page | 21


English AIMS OF COURSE: This is a yearlong course combining the study of reading, writing, speaking and listening. This course is designed to be a whole language approach to reading and writing effectively and with a sense of purpose. Students will be able to harness the skills acquired in 7th, 8th and 9th grade English to advance critical thinking and analytical skills. At this level, the instructional emphasis shifts towards the study of language and literature

as an art form. Students will begin to analyze the writer’s craft and identify effects of literary

technique on the overall meaning or significance of a given text. Critical, analytical and

thinking skills will be stressed in all areas of the program, as will an appreciation of the

similarities and differences between literary works from different ages and cultures.

The goal of the grade 10 English course is to refine the skills needed for the study of English

at the IB level through a vigorous study of literary technique and function. Students should

not only be able to understand and use an extensive range of vocabulary, but should also be

able to express ideas with clarity, coherence, conciseness, precision and fluency in a range

of situations.

LENGTH OF COURSE: One Year LESSONS PER 10 DAYCYCLE: 9

Unit Concept Main Skill Focus Content Main Text/s Summative Task

1 Culture

Reading,

evaluating,

speaking

Element of Gothic

literature, graphic &

film

Passages, Short

Stories,

(Graphic) Novel

Oral Presentation

2 Identity Reading, writing,

analyzing

Focus on Literary

Techniques &

Elements

Novels Comparative

Essay

3 Relationships Reading,

analyzing,writing

Written Commentary

skills through

various text types

Short Stories,

Poetry

Written

Commentary

4 Conflict

Listening,

analyzing,

speaking

Oral Commentary

skills using

Shakespeare’s

Macbeth

Play

Creative response

text; Oral

commentary

FOR FURTHER INFORMATION PLEASE CONTACT THE CURRICULUM LEADER:

[email protected] (Margaret L. Raleigh)

Page | 22



French/Spanish/ AFL

AIMS OF COURSE:

The beginner/ pre intermediate course is designed to introduce the students to a variety of

vocabulary and grammatical structure to enable them to communicate in everyday situations. The

students will be introduced to the Francophone, Spanish and Arabic culture. Equal emphasis will

be placed on the four skills of: listening, reading, writing and speaking. Through the essential

questions of each unit, students will be able to express ideas and opinions, develop

comprehension and analysis skills, and understand cultural differences.

The intermediate and advanced courses are designed to use the students’ previous knowledge of

French/Spanish/Arabic to expand on the language, grammatical and cultural aspects of the

beginner/ preintermediate course. The texts studied will be more complex and students will be

expected to express themselves in detail using a range of language.

LENGTH OF COURSE: One Year (French/Spanish) LESSONS PER 10 DAY CYCLE: 5

LENGTH OF COURSE: One Year (AFL) LESSONS PER 10 DAY CYCLE: 6

Beginners Spanish/French/AFL

CONCEPT CRITICAL CONTENT

RESOURCES ASSESSMENT TYPES

IDENTITY

Descriptions (self/ location)

Alphabet Numbers Colors Time and Date Nationalities Classroom Vocabulary Parts of the Body

Teacher produced handouts Variety of websites Selected chapters from textbooks

Students will be given a number of formative tasks, such as quizzes, comprehension, dialogues and writing passages during the course of each unit. Summative task/s will be given at the end of each unit. These tasks will assess the students’ speaking, writing, reading and listening skills.

RELATIONSHIPS

Family and Pets Sports School Subjects Feelings/emotions

CHOICES

Food Likes and Dislikes Food Restaurants Hobbies

CONNECTIONS

House (my bedroom) Directions Furniture Prepositions Chores(Introduction)

Page | 23


PreIntermediate Spanish/French/AFL



RESPONSABILITY

Daily Routines Chores Reflexive Verbs Daily activities Household chores



IDENTITY and RELATIONSHIPS

Go shopping Shops Fashion / Clothing item Sizes

CHOICES

Healthy Lifestyle Sports Food choices Diet

CONNECTIONS

Directions Buildings in Town Giving instructions Understanding directions

Intermediate Spanish/ French/AFL



IDENTITY and RELATIONSHIPS

Cultural Awareness Traditional Costumes Traditions



CHOICES

Health (doctor / pharmacy) Following Instructions Expressing pain and injury

RESPONSIBILITY

Environment Endangered animals Pollution Greenhouse effect Global warming Deforestation

CONNECTIONS and SYSTEMS

Travel (itineraries / bookings) Transport Reserving flights Booking Rooms

Page | 24


Making a complaint Forms of transport

Advanced Spanish/ French/AFL



IDENTITY

Entertainment Cinema Theater Music Dance



SYSTEMS CHOICES

School and University Historical events of target country Comparing educational systems Government systems Cause and effect

RESPONSIBILITY

Future Plans Professions Careers Job applications (resumes)

CONNECTIONS

Holidays Places Accommodations Activities

During the course of the year, the teacher will select a minimum of 4 concepts to study with the

students. This will be dependent on the level of language, interests of the students and time

available.

The critical content taught will vary according to the level of the course.

The students will sit a 2 hour IB style exam at the end of the year. All other assessment will be

conducted continuously in class time throughout the year.


[email protected] (Ms Brisa Rings – French and Spanish)

[email protected] (Mr Mahmoud Ali – AFL)

Page | 25




French First Language Grade 9 and Grade 10

LESSONS PER 10 DAY CYCLE: 5

Unit Concept Main Skill

Focus

Content Main Text/s Summative Task

1 Culture Reading,

evaluating,

speaking

Element of Gothic

literature, graphic & film

Passages, Short

Stories and

Novels

Oral Presentation

2 Identity Reading,

writing,

analyzing

Focus on Literary

Techniques & Elements

Novels Comparative Essay

3 Relationships Reading,

analyzing,

writing

Written Commentary

skills through various

text types

Short Stories,

Poetry

Written

Commentary

4 Conflict Listening,

analyzing,

speaking

Oral Commentary skills Play Creative response

text; Oral

commentary

AIMS OF COURSE: The grade 9 and 10 French First Language course aims to introduce First

Language students to the skills required in the IB DP French A Language and Literature course.

Students who choose to continue this program will have the opportunity to apply for a bilingual

diploma in the IB DP.

It provides a framework of learning that encourages students to become creative, critical and

reflective thinkers. It emphasizes intellectual challenge, and encourage students to make

connections between their studies and the real world. It fosters the development of skills for

communication, intercultural understanding and global engagement – essential qualities for young

people who are becoming global leaders.

Students need to develop an appreciation of the nature of language and literature, of the many

influences on language and literature, and of its power and beauty.

· Please note that the above document is a temporary draft of the course. It will be revised

during the year.


[email protected] (Ms. Brisa Fernandez)

Page | 26



Arabic

COURSE OUTLINE:

إن أهمية هذا الصف تكمن في كونه متابعة لما قد تم البدء به في الصف السابق من تحضير الطالب جيدا لمنهج البكالوريا العالمية، لذلك يتعمق الطالب في دراسة األدب حتى يتمكن من فهم اآلداب العربية والتفاعل معها في خطها التاريخي وأبعادها الحضارية، واستيعاب أهم القضايا التي

شغلت األدباء عبر العصور وخاصة في عصرنا هذا ومناقشة آرائه والمقارنة بينها

تحليل مضمون النصوص األدبية وتسليط الضوء على قيمها سيساعد الطالب في تنمية طاقته الفكرية والوجدانية والسلوكية وسيغني حصيلته الثقافية (تاريخية، جغرافية، اجتماعية، فكرية...) من خالل دراسة النصوص. هذا باإلضافة إلى إغناء حصيلته اللغوية بمفردات وتراكيب مكتسبة تساعده

.على تنويع أساليب الكتابة بين إبداعية وتواصلية

يجب أن ال ننسى أن الطالب في هذه المرحلة سيتعلم أيضا األساليب البالغية والبديعية واستيعاب قيمتها الجمالية في النصوص األدبية، باإلضافة إلى .دراسة أصل الوزن الشعري وإحساس اإليقاع الموجود في الشعر

من الجدير ذكره، أن هذه السنة سنخوض تجربة جديدة وهي "دراسة الفن العربي الروائي" نشأته وتطوره، والتركيز على دور االرواية األدبية في .النقد والتوعية والترفيه

يرجى أخذ العلم بأننا نعمل على تطوير المنهج ليتوافق مع متطلبات البكالوريا العالمية المتبعة في الفصلين الحادي عشر والثاني عشر لذلك قد يطرأ

.بعض التعديالت على ما سبق ذكره

LENGTH OF COURSE: One Year LESSONS PER 10 DAY CYCLE: 6

CONCEPT Language

Skills

CONTENT Texts ASSESSMENT

TYPES

Identity IV

Culture

الهوية والثقافة

مناقشة

استماع

قراءة

كتابة

المقال: علمي

أدبي

علمي ادبي

قراءة، محادثة واستماع:

نص معلوماتي: معمل

كيميائي

رجال في الشمس

نص أدبي : أغنية الخليج

قة : ميادير

بالغة وعروض:

التقديم و التأخير

التشبيه المفصل/ المجمل

و البليغ

الطباق

المقابلة

قواعدو الصرف:

صيغ مبالغة اسم الفاعل

الصفة المشبهة باسم الفاعل.

كم الخبرية وكم

االستفهامية

امتحان محوري

يتناول نوع من

األنواع األدبية التي

درسها الطالب.

كتابة مقالة تحليلي

تطبيقات نحوية

مناقشة تحليلية


Page | 27


Relationship IV Value

العالقات والقيم

استماع

قراءة

كتابة تواصلية

النص المعلوماتي

نص معلوماتي اإلنسان و

الروبوت

نص أدبي : واحر قلباه شعر

ألبي الطيب المتنبي

نص أدبي اإلبداع و المبدعون

االستماع و التحدث : نص:

زمن ( الواتس أب) للكاتب

عبداهللا الساعد


الداللة اإليحائية و الغرض

البالغي لألساليب اإلنشائية

التشبيه الضمني والتمثيلي

االستعارة التصريحية والتمثيلية

والمكنية

قواعد:

اسلوب االستثناء

العدد المفرد

العدد المركب والمعطوف

جملة النداء





كتابة ورقة بحثية عن

فكرة أو قضية مهمة


Responsibility IV System

المسؤولية والنظام

محادثة

استماع

قراءة

كتابة إبداعية

الرواية األدبية


نص معلوماتي الدول بين

االبتكار و االندثار

نص أدبي قصيدة شيخ العرب

قصة قصيرة مناقير

للمطالعة:

رواية أدبية مقررة في منهاج

البكلوريا الدولية

قواعد:

اسلوب التعجب

إعراب االسم المنقوص

والمقصور (تثنية وجمع)

ال النافية للجنس

مراجعة عامة

إعراب الجمل


االستعارة المكنية

التشبيه الضمني والتمثيلي

االستعارة التصريحية والتمثيلية

والمكنية





كتابة سيرة غيرية


FOR FURTHER INFORMATION PLEASE CONTACT THE HEAD OF ARABIC PROGRAM:

MR. Mahmoud Ali: [email protected]

Page | 28


Islamic Education

COURSE OUTLINE:

To acquaint the students with Islamic beliefs, the pillars of Islam, the life of the Seal of the

Prophets, and surahs from the Holy Qur’an and its basic teachings (justice, freedom, relationships,

values, identity, caring).


TITLE CRITICAL CONTENT RESOURCES ASSESSMENT TYPES األخالق في اإلسالم

الحج؟مناقشة ارا د إذ ا المؤمن يفعل ماذا فضائل الحج

عمل مخطط يبين االحكام التكليفية ؟في ؟االحسان االسواق حماية كيفية

استخدام المرافق العامة؟بعض في ورد بما لقمان وصايا مقارنة

االحاديث النبوية .

القدرة على الحكم على االشياء. معرفة الصواب من الخطأ .

معرفة القيم االكثر أهمية.

االيجابية

الدروس:

توضيح احكام الحج وانواع الحج وفضائل الحج

تحقيق مصالح العباد هي مقصد التشريع االسالمي

شرح االحكام الخمسة اهمية اداب السوق وآداب

ارتياد الحدائق والمتنزهات وصايا لقمان التي وردت في موعظة لقمان

البنه

القران الكريم

كتب السنة النبوية

كتب تفسير القران

الكتاب المدرسي

المراجع:السمعيات,البصريات,البحث على

المواقع ذات العالقة من خالل شبكة

االنترنت

البحوث تقديم

والتقارير.

أمام التقرير عرض

الطلبة.

نهاية امتحان

الوحدة .

القصيرة. االختبارت .1

البيتية. الواجبات .2

الحفظ. قياس .3

بفقرة. الفكرة عن التعبير .4

ا لعقلية اإليمانية منهج القرآن في تكوين العقل المسلم. بنمباركفي اهللا عبد به قام الذي الدور

خدمة السنة النبوية.

اإلنسان شخصية بناء في المحن اثر المؤمن.

وغير المسلم بين العالقة نوع يبين

المسلم.

الدروس: القرآن والعقل الجاهلي. عبد اهللا بن مبارك.اهللا الحسين(رضي بنت سكينة

عنها) حقوق أهل الكتاب.

المراجع: القران الكريم





والتقارير.


الطلبة.


الوحدة .





Page | 29




االنترنت

اإلنسان والكون

في الكتاب ألهل المشرعة الحقوق العقيدة اإلسالمية.

يبين عواقب التبذير واإلسراف . حكم ومنافع القصد في االستهالك.

الدروس:

حقوق أهل الكتاب(2). القصد في االستهالك.

النجاة في القصد.

:المراجع

القران الكريم






االنترنت


والتقارير.


الطلبة.


الوحدة .






[email protected] (Mr Ayman Fayez)

Page | 30



Social Studies

AIMS OF COURSE:

The aim of the grade ten Social Studies curriculum is to develop students literacy, through

developing their communication, collaboration, reflection, organizational, research and

criticalthinking skills in line with UASD’s mission of empowering students to be caring individuals

and responsible global citizens. More specifically, the courses are designed to prepare students

for the IB Diploma Programme in content, skills and types of assessment used. Students take two

of the four courses for one semester each. Participation in the grade 10 course is a prerequisite for

taking the class subsequently in the IBDP.

LENGTH OF COURSE: One Semester LESSONS PER 10 DAY CYCLE: 7

CONCEPT CRITICAL CONTENT RESOURCES ASSESSMENT TYPES GEOGRAPHY (RELATIONSHIPS)

Physical Systems Quarter 1

Climate Change

Weather and Hazards

Deserts

Coasts and coastal

management

Oceans

Population and

Development

Quarter 2

Population Change

High and Low Fertility

Development and

Industry

“Tomorrow’s Geography” “GCSE Geography for Avery Hill” “Geography Skills 1.4” “Natural Hazards, 2nd Ed.” “Global Interactions” “Higher Geography” Geography pods Teacher Generated Resources

Formative Research Assignment In class Essay Summative In Class Test: Graph Analysis, Short Answer and Essay Questions Formative Research Assignment In class Essay Summative In Class Test: Graph Analysis, Short Answer and Essay Questions

WORLD HISTORY 1 (CONNECTIONS)

Pre Columbia Americas Spanish Conquest Independence movement in South America 19th & 20th century China & Russia

“World History, Connections to Today” Teacher Generated handouts

Formative Test Presentation Research project Essay Summative Test

ECONOMICS (SYSTEMS)

(RELATIONSHIPS)

Introduction to Economics What is the Economic Problem? Opportunity Cost Supply and Demand Indirect and Direct taxes Subsidies Elasticity

Economics for IGCSE and

O levels Moynihan and

Titley

Economics Revision

Guides Titley & Carrier

Reffenomics.com

Teacher Generated

Resources

Videos

Formative Transition Economy Research Paper. Newspaper Article Commentary. Summative Quarter Exam

Page | 31


Development Characteristics of Development Sources and consequences of Economic Growth and Economic Development Barriers to development. International trade Specialization Benefits of trade Globalization Exchange rates

Formative Development indicator project. Case Study Test. Summative Semester exam

BUSINESS (RELATIONSHIPS)

(SYSTEMS)

The Market Price, Promotion, Place and Product Market Research Sources of Finance Budgets and Cash Flow forecasts Cost and Breakeven Analysis Financial Statements

OCR Business Studies for IGCSE , 2nd ed.,Kennerdell, Williams and Schofield, Hodder Education2009 Business Studies , Hoang, Ducie, and Cleary, Anforme Ltd. 2011. Supersize Me , video Longman Business Studies for IGCSE , Chambers, Hall and Squires, Pearson 2006. Business Studies , Hoang, Ducie, and Cleary, Anforme Ltd. 2011. OCR Business Studies for IGCSE, 2nd ed.,Kennerdell, Williams and Schofield, Hodder Education2009.

Formative Case studies Formative Quiz Summative Exam Formative Case studies Formative quizzes Summative Exam


[email protected] (Mr. Robert Haag)

Page | 32



Physics

AIMS OF COURSE: The main goal of this course is to prepare students for the IB Physics course.

The material will be presented in a context based fashion. Topics covered in this course will cover

a wide range of scientific concepts which will allow students to gain a better understanding of the

world they live in. Students will also be expected to demonstrate their growth and comfort using

scientific language when explaining scientific principles.


CONCEPT CRITICAL CONTENT RESOURCES ASSESSMENT TYPES

RELATIONSHIPS

Physical measurement Measurement & units Scalars & vectors Mechanics Kinematics Forces and dynamics Work, energy and power

Powerpoint handouts Textbook – Glencoe Science: Physics, Principles and Problems Variety of websites

Formative Quizzes Assignments Worksheets Labs Summative Tests Lab Reports Final exam

CHANGE

Waves Longitudinal & transverse waves Reflection and Refraction of Waves Huygens Principle Snell’s law, constructive and destructive interference

PATTERNS

Electricity Charging by conduction and induction Coulomb’s law Electric current, electromotive force and Ohms law Resistances in series and parallel

SYSTEM

Magnetism Earth’s magnetic field Magnetic field pattern due to currents. Direction of a force on a current carrying conductor in a magnetic field, Lorentz force , DC & AC motor, Electromotive Induction, Transformers


[email protected] (Ms. Jill Cardinal)

Page | 33



Biology

AIMS OF COURSE: The main goal of this course is to prepare students for the IB Biology course.

Students will familiarize themselves with concepts that will be covered in greater detail at the

senior levels. They will also develop the technical lab skills required to succeed in conducting

experiments in a laboratory setting.

Students will develop critical analysis skills by interpreting data obtained from labs as well as hone

their summarizing skills through the writing of research papers.



SYSTEMS Plant and animal tissues Human body and function, tissue, and cell function

Human digestion and metabolism

Respiratory system Lungs Circulatory system Heart Filtration system Kidney Sensory system

Textbook: Glencoe Science, Biology, Dynamics of Life Teacher generated materials Variety of websites Lab and related resources Class demonstrations Informational power point Academic research papers

Formative Labs Quiz Research reports Summative Unit tests

CHANGE

Chemistry of life – Organic and inorganic compounds

Cellular respiration Photosynthesis Gaseous exchange Chemical digestion Homeostasis



Page | 34



Environmental Science

AIMS OF COURSE:

The objective of the grade 10 Environmental Science course is to give students a solid foundation for exploring and understanding the function and diversity of natural capital and evaluate relationships between the impacts of human activities and the environment.

Students examine strategies to maintain and protect the ecological sustainability and health of the environment while meeting the needs of a human society.

The students will develop critical thinking skills and an understanding of the values and attitudes that underpin environmental decisions and learn to develop strategies in changing these behaviors for positive environmental outcomes.

The students will investigate and develop skills in practical scientific investigations, report writing, research and analysis. In preparation for the IB Environmental Systems course both summative and formative assessments will be implemented.

LENGTH OF COURSE: one semester LESSONS PER 10 DAY CYCLE: 9


RELATIONSHIPS

Effects of pollution on a local

and global scale

Fresh water storages and

shortages

Water pollution

Conservation of energy

Renewable and

nonrenewable energy and

resources

Textbook: Brooks/Cole, Environmental Science, International Edition (14th Edition) Case studies Worksheets Websites

Formative: Research reports Labs Assignments Summative: Scientific reports

Lab reports

Final exam



Page | 35



Chemistry

AIMS OF COURSE:

This course offers students a more indepth exploration of chemistry and the major concepts.

Students will improve on their science inquiry skills through handson activities, practical labs and

lab design. The nature of the course will draw upon previous knowledge and prepare students for

the rigor of the IB program. Assessment will be both formal and informal, and will include lab

reports, written tests, projects and practical exams and a comprehensive semester exam.

Length of course: One semester Lessons per 10 day cycle: 9

Concept Critical Content Resources Assessment Types

Patterns

Scientific Method

Recording and processing of quantitative and

qualitative observations

Calculations of uncertainty

Atomic theory

Use of empirical evidence to develop and

support theories that cannot be observed

directly

Subatomic particles

Existence of orbitals

Predicting chemical and physical properties of

atoms based on patterns found within the

periodic table

Textbook: Prentice

Hall, Chemistry

Teacher produced

workbook/worksheets

Lab experiments

Excel graphs

Lab experiments

Formative

Worksheets

Diagrams

Oral Presentation

Summative

Tests

Lab reports

Interactive project

Final exam

Relationships

Chemical Bonding

Relating a compound's molecular shape with

its physical properties

Reaction types

Use of dimensional analysis to solve

quantitative chemistry problems

Industry and technologies impacts on the

environment.



Page | 36



Mathematics 10

AIMS OF COURSE:

This course enables students to broaden their understanding of relations, extend their skills in multistep problem solving, and continue to develop their abilities in abstract reasoning. Students will extend their skills with linear functions and relations and extend their skills in solving linear equations and inequalities. Students will solve and apply linear systems, investigate quadratic functions and use these skills in applications, investigate the basics of trigonometry of right and acute triangles and use these skills to solve trigonometric problems using these ratios; and develop supporting algebraic skills.

Students will develop facility in using function notation and communicating mathematical reasoning. Students will investigate the characteristics of the graphs of polynomial functions of various degrees and to use these skills to understand transformations of other base functions, such as radical, absolute value, and exponential functions. Students will investigate properties and applications of trigonometric functions as well as polynomial and rational functions.



Introduction to Functions

Use functional notation to evaluate compositions and combinations of functions

Find the inverse of functions Graphing functions Build new functions from existing

functions.

PreCalculus – Larson Mathematics for the International Student MYP5+ Haese & Harris PreCalculus – Houghton Mifflin TINspire Graphing Calculator Teacher produced handouts Mathletics MyiMaths Autograph Software

Formative Quizzes Mathletics/MyiMaths Tasks Investigations Summative Written Tests Projects/Investigations Presentations

Quadratic Functions

Complete the square in a quadratic expression

Solving quadratic equations by inspection

Use the method of completing the square

Graphing quadratic equations

Complex Numbers

Perform arithmetic operations with complex numbers.

Use complex numbers in polynomial identities and equations.

Exponent and Logarithmic Functions

Graphing exponential and logarithmic functions

The inverse relationship between exponents and logarithms

Interpret expressions for functions in terms of the situation they model.

Sequences & Series

Arithmetic and geometric sequences

Arithmetic and geometric series Sigmanotation Finite and infinite series

Page | 37


Systems and Matrices

Represent systems of linear equations as a matrix

Use matrix row operations and inverses of matrices to solve systems of linear equations

Rational Functions Graphing rational functions Identifying zeros and asymptotes Behavior of rational functions

Trigonometry

Unit circle Trigonometric ratios Model periodic phenomena with

trigonometric functions Trigonometric functions

Geometry

Theorems about circles Equation for a conic section Area and Volume formulas Relation between

twodimensional and threedimensional objects

Statistics & Probability

Probability distributions based on possible outcomes and their respective probabilities

Determining expected values, variance and standard deviation

Cumulative frequency tables, medians and interquartile ranges

Bayes' theorem

Vectors Represent and model with vector

quantities Operations on vectors


[email protected] (Ashton Campbell)

Page | 38


The Arts:

Acting and Directing (Drama)

AIMS OF COURSE:

This course will build on the earlier introductory course at 9th grade andhelp prepare students for the IB course.

Acting and Directing is an advanced course in the art of theatre. Students primarily focus on advancing their

techniques in acting and begin their studies in direction. Students will direct each other in work on smallscale

productions. Equal emphasis is placed on the four assessment areas; Knowledge andUnderstanding, Application,

Reflection and Evaluation and Personal Engagement.


CONCEPT CRITICAL CONTENT RESOURCES ASSESSMENT TYPES Communication

Acting: Through readings, workshops and exercises, students will continue to develop their acting technique. Students will critique each other as well as look at famous actors, asking themselves what makes them effective performer. Focus is kept on developing the actor as an artist. Movement: Students will explore a theatre tradition in a different acting style focusing on the movement of a actor.

Trust and Team Building Exercises Teacher’s Own Collections of Books and Resources Script Handouts Music Masks

Formative Journal Group Exercises Daily Work Performances Summative Movement and Voice Daily Work Performances

Creativity

Direction: Through readings and exercises students will be

introduced to the art of direction and the way a director

must think and work. Students will look at some of the

most influential directors in history from all over the world.

Students will explore the following career roles in theatre;

designer and playwright.

Performances: Students will perform and direct 10 minute

plays. Each student will have a chance to be a director,

leading or supporting character, as well as the stage

Note: Every student must be a ACTOR and a DIRECTOR.

Teachers Own Collection of Books and Resources Props Costumes Set pieces

Formative Journal Group Exercises Daily Work Performances Summative Movement and Voice Daily Work Performances

This is a performance subject. Students must be prepared to participate fully. They will perform

for each other and for invited audiences. Students are required to see one live performance each

semester.


[email protected] (Ms Victoria Williams)

Music

Page | 39



AIMS OF COURSE:

Continuation of music studies at the junior high school level. We will focus on preparing student

for entry to IB music at the 11th grade level. Areas of focus include music performance, composing

music, how to individually prepare an arts presentation, a performance of written works and a

written essay reflecting on the process of performance. Students will also listen to a selection of

works, and will learn to make critical analysis of pieces.



Communication

Music Literacy

Speaking the language

of music, reading and

writing more complex

rhythms and melodies,

interval training

(singing and writing)

Teacher resources

Singing in small groups

and alone

Rhythmic chants in

groups and alone

Different musical

modes

Formative

Authentic Assessment

(Sung/Spoken)

Written Quizzes/Tests

Listening exercises

Summative

Listening exercises

Written test

Choice

Active Listening – Listening

skills

Writing and speaking

about music using

specific language

Class rehearsals

Listening to playing

quizzes

Diagnostic Quiz

Formative Written

works

Summative Written test

Emotion

Composition/Performance

Composing and

performing students’

own music

Individual Practice

Creativity

Performances

Formative Playing quizzes

Written assignments

Summative Write and

perform work

This is a performance subject. Students will be expected to participate fully and perform in front

of their peers.



Visual Art

Page | 40



AIMS OF COURSE: This course will focus on mirroring the IB Visual Arts course, as a preparation

for IB Visual Art. Students will learn to develop their research, generation & clarification of ideas,

as well as extend and improve their technical control over media. A great deal of emphasis will be

placed on understanding and employing the creative process, as well as building confidence,

experimentation and fluency in artistic processes and procedures.

Equal emphasis is placed on the four assessment areas; Knowledge and Understanding,

Application, Reflection and Evaluation and Personal Engagement.



Choice

Use and application of drawing materials

Introduction to use of different dry media and drawing tools

Artist Models Primary sources Paper Pencil, pastel and

other dry media

Formative: Studentteacher conferencing Investigation workbooks Summative: Practical Assignments/projects

Context

Introduction and application of Artist Models (contexts, skills, ideas, media)

Exploration of different painting & printmaking media, styles and materials

Model Artist Resources

Information technology

Critique practice guidelines

Investigation workbook

Formative: Studentteacher conferencing Investigation workbooks Summative: Practical Assignments/projects

Communication Understanding and application of reflective practices when creating own artwork

Investigation workbook

Critique practice guidelines

Formative: Studentteacher conferencing Investigation workbooks Summative: Practical Assignments/projects Investigation workbooks

This is a practical subject. Students will be expected to participate fully and practice new skills

taught in order to develop their competency and understanding.



Media and Design – G10

AIMS OF COURSE:

Page | 41



The aim of the course is to challenge all students to understand the theoretical, creative, and technological bases for the production of new media products. This course is hands on and project based. Students will utilize skills in word processing, spreadsheet construction, desktop publishing, graphic design, video production, and mobile technology to complete real world projects that would benefit them and society.

LENGTH OF COURSE: One Year LESSONS PER 10 CYCLE: 5

Concept Critical Content

Resources Assessment Types Skills

DIGITAL

RESPONSIBILITY

The rapid changes of technology and how it affects us as individuals and societies

Digital citizenship: netiquette, cyberbullying, copyright, plagiarism, digital law, etc.

Digital rights and responsibilities

Internet

Common Sense Media

School Portal

Formative assessment:

Class activities

Portal discussions

Online blog Picture

Probes Sensory

Explorations

Summative assessment: Team Presentation

Navigating the online world

Keeping a small digital footprint

Understanding copyright

Online vs Offline Conflict Resolution

Sharing vs Caring

Private vs. Public

INFORMATION

OVERLOAD

MEDIA CHALLENGES

The rapid changes of technology and how it affects us as individuals and societies

Raising awareness about what can go wrong: Issues arising from the misuse of technology (camera phones)

News articles

News Reports


Class activities

Portal discussions

Online blog Multimedia

Presentation

Summative assessment:

Written Essay

Use Different resources to collect data Evaluate the reliability of the resources used to data collection

Internet

Page | 42


CONNECTING IDEAS BLOGGING PHOTO/VIDEO SHARING MOBILE COMMUNICATIONS WORDS AS ART IMAGINATION TO INNOVATION DIGITAL STORYTELLING PRESENTATIONS SPREADSHEETS

Collaboration and instant feedback is changing education How has media evolved Knowing and engaging an audience Evaluate how companies advertise Gathering and analyzing information How can I deliver messages

Google Apps Edublog/ Google Classroom OnLine Tutorials/ Videos

iMovie

Garageband

Adobe CS6

Camera/ mic

Activity handouts


Class activities

Portal discussions

Online blog Digital

portfolio Multimedia

Presentations

Picture Probes

Sensory Explorations

Summative assessment:

Digital Portfolio

Video Projects

Collaboration using online tools Phone Photography Writing Poetry Advertising Storyboarding Analyzing data collected and presenting Desktop publishing Creating all content for multimedia

FOR FURTHER INFORMATION, PLEASE CONTACT THE CURRICULUM LEADERS:

[email protected] (Mr. David Jackson)

[email protected] (Ms. Victoria Williams)

Page | 43


Programming and Robotics AIMS OF COURSE: The aim of the course is to challenge all students to apply practical and problemsolving

skills to develop IT systems and solutions that would benefit the individuals or the society. In

addition, the course aims to raise students’ awareness of the significance of using and

misusing IT systems. The course will also enable students to master skills in a variety of open

source software as well as latest application software and handson training in Robotics.


Concept Critical Content Resources Assessment Types Skills

SYSTEMS

RESPONSIBILITY

The rapid changes

of technology and

how it affects us as

individuals and

societies

Description of how

IT systems work in

terms of input,

output and

processing.

Digital citizenship:

Our rights and

responsibilities

Raising awareness

about what can go

wrong: Issues

arising from the

misuse of

technology

Internet

IT related News articles

School computers, personal laptops or tablets.

School Portal

Adobe CS6 package

Movie maker

iMovie (for MAC users)

Online tutorials

Assessment handouts


Class activities

Portal discussions

Online blog . Digital


Presentation Summative assessment:

Written Portfolio

Video Project

Use Different resources to collect data Evaluate the reliability of the resources used for data collection Develop storyboards for a movie. Convert digital video to a digital computer file. Record additional audio tracks for use in a video production. Synchronize audio and video tracks. Add transitions, titles, and effects for their video production. Video

watermarking

Page | 44


SYSTEMS

Definition and history Different forms of robots The role of robots Capabilities and limitations of robots

News articles


Class activates

Portal discussions

Online blog . Digital


Presentation Summative assessment:

Written Portfolio

Use Different resources to collect data Evaluate the reliability of the resources used to data collection

ALGORITHMS

Hardware fundamentals: The basic electronic components of the robot and their functions. Programming: Getting to know the software Robot assembly and control: Assemble simple robots that are programmed to do simple actions.

Lego NXT Robotic kits

OnLine Tutorials/ Videos

iMovie/ Movie Maker

Camera/ mic

Activity handouts

School Portal

Formative Assessment:

Robotics assembly

programming activities

Algorithms/ flowcharts activities

Summative Assessment:

Algorithms test

Robotics final project

Write an

algorithm

Draw a flowchart

Assemble a robot

using Lego NXT

kits

program a robot

to perform a

number of

specified tasks

Develop problem

solving

techniques

Develop effective

team work

techniques


[email protected] (Ms. Sherifa Ali)

Page | 45



Physical Education and Sport Science

AIMS OF COURSE:

Students will incorporate the lessons taught in Physical Education, Personal Health and

Fitness (PHF) and Sports Science into their everyday life.

Students will partake in a new aspect of the course, Sports Science, where topics such as

Anatomy, Exercise Physiology, Sport Psychology, Biomechanics and Movement Analysis

will be the central focus.

Teaching will enhance the student's’ ability and commitment to lead a balanced and

healthy lifestyle, through exploring decision making, interpersonal, physical, and social

skills. Students will demonstrate an understanding of the values in line with the UAS learner

profile such as respect, punctuality and uniform.


CONCEPT CRITICAL CONTENT ASSESSMENT TYPES

Personal

Health and

Fitness

Students apply understanding in

both nutrition and fitness into their

everyday lives.

Summative assessment

examples:

Promote an element of good

nutrition by designing a

promotional product

(poster/survey etc.)

Accepts various roles as a

member of a sports roster such

as player, referee, scorer,

equipment monitor.

Develop a fitness/activity plan

according to personal fitness

goals

Analyze a modified sport,

describing the benefits of

these for participants versus

traditional sport.

Health An in depth analysis of proper

health related topics such as

Nutrition, Fitness, Dimensions of

Health and Relationships.

Invasion

games

By working towards a strong

understanding of physical

movements and strategies, an

individual can apply those actions

in many forms to enhance

performance and enjoyment in

Physical Education.

Students will understand the

benefits from, and make

contributions to, various teams

within the Physical Education

Cooperative

games

Individual

games

Page | 46


environment. Fair play is an

essential aspect to Cooperative

games.

Students will have a clear

understanding of the different

roles that are necessary to build

strong relationships within the

Physical Education environment. A

core focus on individual sports such

as track and field, badminton and

swimming will be applied.

Formatively assessed on:

commitment and

responsibility, effort and

behavior, observation of skill

development, knowledge

through participation,

organization, quizzes and

refereeing throughout lessons.

The three concepts are applied

in a holistic manner across all

PE and Health units where

appropriate.

Personal Health and Fitness is an initiative in the school that gives students a skill set that will

improve their overall fitness goals. Students will have a better understanding of: time

management, goal setting, components of physical fitness, and a healthy active lifestyle as it

relates to their personal fitness.

Sport Science is a new component to grade 9 Physical Education that will teach students about

Human Anatomy, Human Kinetics, and Human Movement. Topics included are listed above.

The 3 areas of assessment in Physical Education, Personal Health and Fitness and Sport Science at

UAS are:

Personal Commitment and Responsibility: Students contribute positively and safely to lessons

through an enthusiastic, organized and respectful approach. Taking on a variety of leadership and

organizational roles within the class is highly valued.

Knowledge: Students develop their knowledge of a range of physical activities and health topics,

with the aim to understanding the benefits of an active and healthy lifestyle.

Movement Skills: Develop competence in movement skills and fitness in a variety of activities,

applying these skills in practice, games and other challenges.

Students need to wear their Physical Education uniform and proper footwear during every class.


[email protected] Jonathan Miller

Page | 47

course information booklet€¦ · adolescent brain’s need for emotional engagement, assistance...

Documents