HIGH SCHOOL COURSE CATALOGUE · 2021. 8. 2. · This course catalogue is arranged in two sections....

1

HIGH

SCHO

OL

COUR

SE CA

TALO

GUE

2021 - 2022

2

CONT

ENTS

THE ORGANIZATION OF THIS COURSE CATALOGUEThis course catalogue is arranged in two sections. Section 1 gives an overview of the structure of the High School academic programs. This includes key information around the high school pathways at grade 11 and 12 (the HSP and the IBDP) and graduation requirements as well as language pathways for English Language Learners.

Section 2 gives detail about the courses that are on offer from the various departments in the High School. Some courses are core courses that are pre-selected for students before the course selection process starts, some are based on teacher recommendations (specifically Language Acquisition courses and Mathematics Courses) and some are elective choices.

3

CONT

ENTS

SECTION 1: AISJ HIGH SCHOOL ACADEMICS - GRADUATION REQUIREMENTS 5- WAIVER OF GRADUATION REQUIREMENTS 6 - ENGLISH LANGUAGE LEARNERS 7- HIGH SCHOOL PATHWAYS 8- GRADE 9 & 10 9- GRADE 11 & 12 9- HIGH SCHOOL PROGRAM (HSP) 10 - ISITHELO 12- INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) 13

SECTION 2: AISJ HIGH SCHOOL COURSES - STUDIES IN LANGUAGE & LITERATURE 17 - LANGUAGE ACQUISITION 20 - INDIVIDUALS & SOCIETIES 27 - SCIENCES 31 - MATHEMATICS 34 - THE ARTS 39 - PHYSICAL EDUCATION AND HEALTH 43 - TECHNOLOGY 44 - IBDP CORE | GRADE 9 HIGH SCHOOL SKILLS | ISITHELO 48 - LEARNING SUPPORT 49 - COURSE SELECTION TIMELINE 49

APPENDIX 1: COURSE SELECTION FORMS

4

SECTION 1: HIGH SCHOOL ACADEMICS

5

GRADUATION REQUIREMENTS AISJ offers an American style curriculum, enriched with a diversity of international courses and programs. Twenty-six (26) credits are required for graduation. Students will not be given high school credit for any courses taken before highschool. Students receive 0.5 credit for each semester of a completed course. The following minimum number of creditsmust be earned in each course area:

Requirements for graduation are established by the Director and approved by the school’s Board of Directors. They are consistent with the stated philosophy and goals of the school, as well as the requirements for admis-sion to the most selective colleges and universities in the world.

Admission to the High School will depend on the applicant’s previous academic records, including his/her abili-ty to complete AISJ’s graduation requirements before his/her 20th birthday.

SUBJECT NUMBER OF CREDITS COURSES

English 4English 9, ELL English 9, English 10, ELL English 10IBDP English A: Language and Literature, IBDP Language B: English B, HSP English

Social Studies 3Social Studies 9, Social Studies 10, International Relations, Global Issues, IBDP Geography, IBDP Economics, IBDP History, IBDP ESS

Mathematics 3Integrated Math I, Integrated Math II, Integrated Math III, Integrated Math III Integrated Math IV IBDP Math Analysis, IBDP Math Applications, Applied Math

Science 3Science 9, Science 10 - IBDP Biology, IBDP Chemistry, IBDP Physics, IBDP Environmental Systems and Societies, Applied Science

World Languages 2French or Spanish (must be same language)French: Beginner, Pre-Intermediate, Intermediate, AdvancedSpanish: Beginner, Pre-Intermediate, Intermediate, AdvancedIBDP French B, IBDP Spanish B, IBDP French ab initio, IBDP Spanish ab initio

Physical Education 2

PE 9, PE 10, & PE 11

Health 0.5Well-being

Fine Arts 1Band, Choir, Visual Art, Digital Art, Theater, Theater Production & Design, IB DP Visual Art, IBDP Music, IBDP Theatre

Service Learning 0.5Full participation in at least one service project over the course of each year of HS.

Electives 7

If a student does extra credits in any subject area, the first credits will fulfill the credit requirements and the others will be counted as elective credit. For example with 3 credits of world languages, the first 2 credits will count towards the World Language requirement, the 3rd credit is counted here as an elective. Electives not already listed include the technology electives.

TOTAL 26

6

WAIVER OF GRADUATION REQUIREMENTSIn rare and exceptional circumstances, the Principal may waive a particular graduation requirement.

7

WIDA LEVEL 5.5 COLUMN

1. The bilingual diploma path2. Exited from ELL based on criteria above3. SSST Lang A + LangLit English A + Lang B French/Span

ish OR other (group 6 ?)

MAINSTREAM ENGLISH COLUMN

1. Separate column three from the Non-English mothertongue pathway table

ENGLISH LANGUAGE LEARNERSEnglish Language Learner (ELL) students are welcome in the High School at AISJ. Students will be assessed using the WIDA test. This is an English Language Proficiency Standard for English Language Learners admin-istered from Grade 1 through Grade 10 at AISJ. The results of the WIDA test determines students’ English level and allows them to be placed in courses that will best support their learning. There are six levels: Enter-ing, Emerging, Developing, Expanding, Bridging and Reaching and a WIDA score from 0 to 6 (expressed as a decimal) represents where a student is on those levels.

ELL students take an English Acquisition class (see the course descriptions in section 2). The aim of this class is for students to learn the language of English and to support them on a language pathway that will allow them to access IBDP English B at either Higher or Standard level.

ELL students are encouraged to study their mother tongue language as a School Supported Self-Taught (SSST) course. An SSST course requires families to locate and pay for an external tutor. The AISJ SSST Co-ordinator will help families locate a suitable tutor and liaise with this tutor to facilitate the students learning from entry into the High School in Grade 9.

Students with a WIDA Level of 1.0 - 5.5 are offered an extra class of ELL Support. The aim of this class is to support student learning across the academic studies in High School.

SUBJECT AREA WIDA Level 1.0 to 5.5 WIDA Level 5.5 MAINSTREAM ENGLISHStudies in Language and Literature SSST or Elective* SSST or Elective*

Language Acquisition English Acquisition English Acquisition

Elective ELL Support2x one-semester

Elective

English

French or Spanish

2x one-semester Elective

Social StudiesSciencesMaths [I,II,III or IV]PE

All students in G9 or 10 follow the same program

Elective1x One Semester Elective as follows:

G9 Semester 1: Community Seminar - One Elective | G9 Semester 2: Two ElectivesG10 Semester 1: Two Electives | Grade 10 Semester 2: Two Electives

*Students not wishing to study an SSST may select an elective instead

NOTES:WIDA LEVEL 1.0 TO 5.5 COLUMN

1. ELL support class for students up to WIDA exit at 5.5Exit process includes a review grades and an approval from teachers

2. Three language learning classes (SSST, English Acquisition and ELL Support)

3. Leads into the IBDP SSST + IBDP Lang B English HL path4. Admission to 10th grade according to the policy is based on a 3.0+

score on the WIDA

8

HIGH SCHOOL PATHWAYSThere are two pathways designed to give students flexibility to personalize their High School journey to meet their individual needs.

9

GRADE 9&10THROUGHOUT GRADES 9 AND 10, STUDENTS FOLLOW YEAR-LONG CORE CLASSES IN:

- Studies in Language and Literature- Language Acquisition*- Individuals and Societies- Sciences- Mathematics*- Physical Education

*Based on teacher recommendation

IN ADDITION TO THESE THERE ARE SEMESTER LONG COURSES:

GRADE 9

Semester 1:- All students follow a community seminar course to learn about the transition into High School andset students up for success in the four pillars of academics, athletics, arts and service. ServiceLearning in particular is emphasized.

- Students have a choice of elective for their remaining block.

Semester 2:- Students have the choice of two electives in semester 2.

GRADE 10



GRADE 11&12- Students make a choice about their Grade 11 and 12 High School Pathway during their Grade 10 year.

Choice should be informed by conversations with teachers and counselors. There are two pathways opento students: The High School Program (HSP) and the International Baccalaureate Diploma Program (IBDP).

10

HIGH SCHOOL PROGRAM (HSP)The High School Program is designed as a framework that allows students to select courses that best suit their needs, free from the constraints of the requirements of an external examination body.

An HSP student must gain a minimum of 26 credits for graduation (as detailed in the section Graduation Requirements). In selecting their courses an HSP student must enroll in two years of English and at least one year of Math, Social Studies and Science. The remainder of students’ scheduled 8 blocks can be selected from a variety of elective options.

HSP ACADEMICS

An HSP student selects their English from the following options:

- IBDP English A Language and Literature SL or HL- HSP English- IBDP English B SL or HL

Note: Students taking IBDP English B may select IBDP Language A in any IBDP language as a School Sup-ported Self-Taught (SSST) course.

An HSP student selects their Math from the following options:

- IBDP Math Analysis and Approaches SL or HL- IBDP Math Applications and Interpretations SL or HL- HSP Math

HSP SERVICE

An HSP Student must commit to a service group for the duration of their time at ASIJ.

HSP PROJECT

The HSP Project is an individual project that students complete over the course of their HSP. The project goes through various stages and is supported by mentorship from a students’ Eagle Forum Teacher. The HSP project should span at least a month and might be collaborative in nature.

11

HSP EXPEDITION

The HSP Expedition is chosen each year by the HSP Grade 11 cohort in collaboration with the HSP Coordinator. The project has an overarching aim that individual students can work towards with their own specific sub-projects. The criteria for selecting an HSP Project are as follows:

- Successful completion of the project will bring a benefit to the community- The project should be sustainable- The project should be physically accessible by students taking 0,1 or 2 HL IBDP courses

The degree to which each individual student participates is dictated by the other demands on their time during the High School Isithelo Days at the end of Semester 2 of their Grade 11 year.

HSP EXHIBITION

The HSP Exhibition happens on the same day as the Grade 9&10 Isithelo Exhibition and the Grade 11 IBDP TOK Exhibition. HSP students use this opportunity to exhibit their progress on their HSP Project and to exhibit as a group the results of their HSP Expedition.

12

ISITHELO PROJECTAll Grade 9 and 10 Students participate in the Isithelo Project that takes place during the High School Isithelo Days. Over the Isithelo days our HS Schedule changes, and the High School’s resources are poured into the Isithelo Project. The culmination of this whole experience is a student presentation at the Isithelo Exhibition and a reflection on the process during an interview with their mentor. Students then submit a written reflection which is included on their Semester 2 report.

The Isithelo Project is an intensive two-week project where a student focuses on a personal project. “Isithelo” is the isiZulu word for fruit “a tree is known by its fruit.” Students design their project by specifying their success criteria and then manage the project. Each student has a faculty mentor who they meet twice a day.

13

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) WHAT IS THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP)?

The IBDP is a rigorous, demanding pre-university curriculum that is designed for highly motivated high school students aged 16 to 19. The IBDP has earned a global reputation for the depth, breadth and challenge of its assessment, thus giving IBDP holders access to the world’s leading universities. For over 40 years, the Inter-national Baccalaureate has shown that IB Diploma students are often better prepared for university work than their peers and are now widely accepted by colleges and universities worldwide.

THE IBDP: CONTENT, STRUCTURE AND REQUIREMENTS

The IBDP is taught over Grades 11 and 12. It provides a rigorous educational experience across six academic subjects allowing for focus and depth to occur in the Higher-Level subjects and breadth to occur in the Stan-dard Level subjects. The Diploma is made up of the following:

- Six academic subjects studied over two years,- One to be selected from each of Groups 1 to 5, with the sixth subject from any Group.- Three subjects must be studied at the Higher Level (HL), three at the Standard Level (SL).- Theory of Knowledge (ToK)- Extended Essay (EE)- Creativity, Activity and Service (CAS)- Environmental Systems and Societies can be taken as a Group 3 or a Group 4 subject

14

THE CORE REQUIREMENTS OF THE IBDP

The Extended Essay (EE) offers students the opportunity to investigate a topic of special interest and ac-quaints them with the independent research and writing skills expected at university level. Every IB Diploma candidate must submit an Extended Essay in order to obtain the Diploma. The essay is expected to take ap-proximately 40 hours of work and be 4,000 words in length. Every student works with a supervisor whom they meet on a number of occasions throughout the essay-writing process.

The Theory of Knowledge (TOK) course is central to the educational philosophy of the IBDP. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge while en-couraging students to become aware of themselves as thinkers. Teachers engage students in a critical exam-ination of knowledge and encourage them to gain and apply their own knowledge with greater awareness and responsibility.

Participation in Creativity, Activity and Service (CAS) is a requirement of the IBDP. The students themselves decide on their own CAS programme by the activities they create and in which they become involved. CAS activities need to be done throughout the two-year period and some sustained activities are required.

15

Group 1 – Studies in Language and Literature

IBDP English A – Language and Literature HL & SLIBDP Language A SSST SL

Group 2 – Language Acquisition

IBDP English B HL & SLIBDP French B HL & SLIBDP French ab initio SLIBDP Spanish B HL & SLIBDP Spanish ab initio SL

Group 3 – Individuals and Societies

IBDP Economics HL & SLIBDP Environmental Systems and Societies SL*IBDP Geography HL & SLIBDP History HL & SL

*Can be taken as a Group 3 or 4 subject

Group 4 – Sciences

IBDP Biology HL & SLIBDP Chemistry HL & SLIBDP Environmental Systems and Societies SL*IBDP Physics HL & SL

Group 5 – Mathematics

IBDP Mathematics Applications HLIBDP Mathematics Analysis HLIBDP Mathematics Applications SLIBDP Mathematics Analysis SL

Group 6 – The Arts

IBDP Music HL & SL (grade 12 only)IBDP Theatre HL & SL (grade 12 only)IBDP Visual Arts HL & SL

AISJ’S CURRENT IBDP COURSE OFFERINGS

16

SECTION 2: HIGH SCHOOL COURSES

17

STUDIES IN LANGUAGE & LITERATUREFigure 3 below shows the pathway for Studies in Language and Literature through the high school.

18

ENGLISH 9

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Communication, Creativity, Perspective, Identity, Culture.

Overview:English 9 students engage with a variety of short stories, speeches, advertising, film, drama and poetry with a detailed focus on how authors make choices to tell their ‘story’. They develop their understanding of the elements of fiction, oral skills and written commentary as well as their knowledge of the language of narrative, persuasion, drama and poetry. Students independently read a wide range of novels and discuss why stories matter. Students develop their academic and creative written responses. The course helps students under-stand how language is used to influence an audience. This helps our students be critical thinkers as well as responsible human beings, who use their words knowingly.

Course prerequisites: Fluency in EnglishCourse requisites: None

ENGLISH 10

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Identity, Global Issues, Truth and deception, The Writer’s Voice, Power and perspective, Expression of emotion.

Overview:In English 10, students study a variety African short stories, news in a range of modes, political cartoons, novels, a play and poetry. They develop their understanding of the elements of fiction as well as their literary analysis skills. Students study the conventions of a variety of texts and apply their understanding by writing and speaking in different forms, both analytical and creative. Students work to develop informed personal respons-es to their set texts and learn to make connections between texts and global issues that affect us all.

Course prerequisites: Fluency in English. Course requisites: None

HSP ENGLISH

Offered at: Grade 11Credits: 1 (one year course)Concepts Include: Identity, Culture, Creativity, Communication, Perspective, Transformation, Representation.

Overview:In this course, students study a wide range of literary and non-literary texts in a variety of media. Students investigate cultural implications of language and develop their own digital literacy portfolios to share with a reading audience and to establish a positive digital footprint. The course is wide ranging and individualized, in terms of skill development and content. The course focuses on producing creative texts, reading individually and as a class, and annotation and analysis of texts.


19

HSP ENGLISH Offered at: Grade 12Credits: 1 (one year course)Concepts Include: Identity, Communication, Representation, Culture, Creativity, Perspective.

Overview:This course is wide ranging and individualised in terms of content. Students study texts in a variety of media. Students improve their writing and editing skills and develop their formal academic language. They research the requirements of a personal essay, which they need to write to apply to a college or university. Students design and develop independent projects. The course focuses on how students might represent themselves to the world, both personally and professionally.


IBDP ENGLISH A: LANG & LIT HL & SL Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Culture, Creativity, Communication, Perspective, Transformation, Representation.

Overview:In this course, students study a wide range of literary and non-literary texts in a variety of media. Students in-vestigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguis-tics, media studies and critical discourse analysis among others.


IBDP SSST LANGUAGE A: LITERATURE SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Culture, Creativity, Communication, Perspective, Transformation, Representation.

Overview:This course follows the IB School Supported Self-Taught (SSST) Guide and offers students the opportunity to study literature in their mother-tongue language.

Course prerequisites: Fluency in mother-tongue languageCourse requisites: School Approved tutor (paid for by families)

20

LANGUAGE ACQUISITIONThe acquisition of a second language is a core part of the AISJ High School curriculum. There are three lan-guages offered at AISJ: English, French and Spanish. Each student will follow their own language acquisition pathway with all students being required to complete a minimum of 2 years consecutive study of a second language in order to meet AISJ’s graduation requirements. All students following the IBDP pathway should take either a second language (Language B or Ab Initio - see the diagram below) OR complete a bi-lingual diploma via a second Language A as outlined in the AISJ High School Language Philosophy and Procedures.

21

FRENCH (BEGINNER)

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Identity, Social organization.

Overview:This course is an introduction to French, it is designed to provide students with a basic grounding in their new language. They will start to develop the four skills of listening, speaking, reading, and writing in the target lan-guage. They will also be introduced to some cultural aspects of interest.

Course prerequisites: NoneCourse requisites: None

FRENCH (PRE-INTERMEDIATE)


Overview:The purpose of pre-intermediate French is to continue the development of the four skills in a variety of social, private, and public situations. Students will have the opportunity to manipulate the language and they will learn new structures and vocabulary.

Course prerequisites: Beginner French or the equivalentCourse requisites: None

FRENCH (INTERMEDIATE)

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Experiences, Sharing the planet.

Overview:The main objective of this course is to prepare students for a more advanced study of the language. Students will continue exercising the four skills and will investigate more complex texts, including some literary texts of the target language. They will also learn about new aspects of the corresponding culture.

Course prerequisites: Pre-Intermediate French or the equivalentCourse requisites: None

22

FRENCH (ADVANCED)

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Global and social issues.

Overview:The purpose of this level is to offer students the option of further language study before they enter the IB program. Students will continue to develop all skills in the target language and will have the opportunity to examine cultural aspects more in depth, i.e. the geography, history and literature of the people that speak the target language.

Course prerequisites: Intermediate French or the equivalentCourse requisites: None

IBDP FRENCH AB INITIO SL Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Experiences, Social organization, Sharing the planet, Human ingenuity.

Overview:The IB course for beginners is a two-year course that is an intensive, accelerated version of the normal three-year high school sequence, allowing highly motivated students to work towards the intermediate level of profi-ciency in the selected language during their junior and senior years of high school. There is an external exam as well as an internal oral exam, which are moderated externally. This course fulfills the Group 2 requirement of the IB Diploma.


IBDP FRENCH B HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Social organization, Experiences, Human ingenuity, Sharing the planet.

Overview:This is an advanced foreign language course that is designed to allow students to progress to the Advanced level of proficiency in their world language. In this course, students practice using the target language flexibly and effectively for a wide range of social, academic and professional purposes. Emphasis is placed on pro-ducing clear, well structured, detailed texts on a variety of complex subjects, fluently and precisely. Students are introduced to a demanding selection of literature, reading at least two literary texts over the two years when selecting our HL option. There is an external exam as well as an internal oral exam, which are moder-ated externally. This course fulfills the Group 2 requirement of the IB Diploma.

Course prerequisites: Students’ level should correspond to upper intermediate/advanced Course requisites: None

23

SPANISH (BEGINNER)


Overview:This course is an introduction to Spanish, it is designed to provide students with a basic grounding in their new language. They will start to develop the four skills of listening, speaking, reading, and writing in the target language. They will also be introduced to some cultural aspects of interest.


SPANISH (PRE-INTERMEDIATE)


Overview:The purpose of pre-intermediate Spanish is to continue the development of the four skills in a variety of social, private, and public situations. Students will have the opportunity to manipulate the language and they will learn new structures and vocabulary.

Course prerequisites: Beginner Spanish or the equivalentCourse Requisites: None

SPANISH (INTERMEDIATE)

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Experiences, Sharing the planet.

Overview:The main objective of this course is to prepare students for a more advanced study of the language. Students will continue exercising the four skills and will investigate more complex texts, including some literary texts of the target language. They will also learn about new aspects of the corresponding culture.

Course prerequisites: Pre-Intermediate Spanish or the equivalentCourse Requisites: None

24

SPANISH (ADVANCED)

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Global and social issues.

Overview:The purpose of this level is to offer students the option of further language study before they enter the IB pro-gram. Students will continue to develop all skills in the target language and will have the opportunity to exam-ine cultural aspects more in depth, i.e. the geography, history and literature of the people that speak the target language

Course prerequisites: Intermediate Spanish or the equivalentCourse requisites: None

IBDP SPANISH AB INITIO SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Experiences, Social organization, Sharing the planet, Human ingenuity.

Overview:The IB course for beginners is a two-year course that is an intensive, accelerated version of the normal three-year high school sequence, allowing highly motivated students to work towards the intermediate level of profi-ciency in the selected language during their junior and senior years of high school. There is an external exam as well as an internal oral exam, which are moderated externally. This course fulfills the Group 2 requirement of the IB Diploma.


IBDP SPANISH B HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Social organization, Experiences, Human ingenuity, Sharing the planet.

Overview:This is an advanced foreign language course that is designed to allow students to progress to the Advanced level of proficiency in their world language. In this course, students practice using the target language flexibly and effectively for a wide range of social, academic and professional purposes. Emphasis is placed on produc-ing clear, well structured, detailed texts on a variety of complex subjects, fluently and precisely. Students are introduced to a demanding selection of literature, reading at least two literary texts over the two years when selecting our HL option. There is an external exam as well as an internal oral exam, which are moderated externally. This course fulfills the Group 2 requirement of the IB Diploma.

Course prerequisites: Students’ level should correspond to upper intermediate/advanced Course requisites: None

25

ENGLISH ACQUISITION 9

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Identity, culture, belonging, bilingualism/multilingualism

Overview:This course is designed to allow students entering AISJ without a background in the English language to gain the fluency needed to access the curriculum.

This course would be taken concurrently with English Language Learners (ELL) Support

Course prerequisites: NoneCourse requisites: ELL Support

ENGLISH ACQUISITION 10

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Identity, culture, belonging, bilingualism/multilingualism

Overview:This course is designed to allow students entering AISJ without a background in the English language to gain the fluency needed to access the curriculum.

This course would likely be taken concurrently with English Language Learners (ELL) Support

Course prerequisites: NoneCourse requisites: Possibly ELL Support

ENGLISH LANGUAGE LEARNER (ELL) SUPPORT Offered at: Grade 9, Grade 10Credits: 1 (one year course)

Overview:The ELL program in grades 9 and 10 is designed to support non-native English speaking students who require extra focus on academic vocabulary in content area classes and developing successful academic comprehen-sion and expression in an English learning environment. Students enrolled in this program participate during designated periods as part of their schedule. Student enrollment is determined through standardized assess-ment of English reading, writing, speaking and listening proficiency, using teacher referral, student observation/interviews, and course transcripts from previous schools. The principle ELL goal is ultimately achieving a near-native English level in order to function productively in the AISJ mainstream English curriculum. Addi-tionally, students explore developing proficient levels of bilingual learning; their mother language is developed and used in the learning process. Lastly, students are encouraged to learn how to develop independent editing skills to not only improve their English but also to enjoy more academic success in all their disciplines at AISJ.

Skills Focus: Self-advocacy, time management, translanguaging, testing skills, ownership of learning, communi-ty building, stress management, and critical thinking skills.


26

IBDP ENGLISH B HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Identity, Social organization, Experiences, Sharing the planet, Human ingenuity.

Overview:This is an advanced foreign language course that is designed to allow students to progress to the Pre-ad-vanced or Advanced level of proficiency in their world language. In this course, students practice using the target language flexibly and effectively for a wide range of social, academic and professional purposes. Em-phasis is placed on producing clear, well structured, detailed texts on a variety of complex subjects, fluently and precisely. Students are introduced to a demanding selection of literature, reading at least two literary texts over the two years when selecting our HL option. There is an external written exam as well as an internal oral exam and a written assignment, which are moderated externally. This course fulfills the Group 2 requirement of the IB Diploma.

Course prerequisites: Students need to be taking their native language as Language A if they wish to fulfill the Group 1 requirement of the IB diploma. This course will be offered as a School Supported Self Taught lan-guage (SSST)Course requisites: None

27

INDIVIDUALS & SOCIETIESAll AISJ High School students take a conceptually driven Social Studies course in grades 9 and 10. In addition to this, they may select one of two elective courses.

In Grade 11 and 12 there are six additional courses offered, five of which are IBDP courses. HSP student may also continue to select the Social Studies electives.

28

SOCIAL STUDIES 9

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Culture, Conflict, Equity, Causality, Sustainability.

Overview:The intention of the course is to provide students with a broad introduction into major social studies topics including: culture, identity, conflict, cooperation, and inequality. The students will focus on formal academic writ-ing throughout the year and will be given the opportunity to showcase this through a variety of written summa-tive assessments.


SOCIAL STUDIES 10

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Change, Causality, Power, Resources, Production and exchange.

Overview:The Grade 10 Social Studies course is an integrated course combining both a thematic / conceptual approach to teaching and learning, with a broad focus on causality and chronology. Throughout the course students are encouraged to make connections between topics, and understand the interactions between shifts in society, political thought, the economy and environments.


INTERNATIONAL RELATIONS

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: State Sovereignty, Nationalism, Globalization, Diplomatic Relations, International security, Economic Development, Global finance, Terrorism, Human rights, Liberalism, Realism, Anarchy.

Overview:The study of International Relations as a subject helps students make better sense of the world around them. We have created many different systems and layers of identities to help structure how we interact to avoid conflict, and to manage the quest for scarce resources. Understanding our history and how it has shaped the development of these systems help students better understand different cultures, perspectives and behaviour around the world. AISJ’s goal is to prepare global citizens - that is only possible when you have a wide point of view of how our various social, political and economic systems operate. International Relations provides a foundation to that perspective.


29

HSP GLOBAL ISSUES

Offered at: Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Scale, Change, Global Interaction, Globalization, Sustainability.

Overview:This integrated Social Studies course provides opportunities for enquiry into, and reflection on, key global issues from a personal, local/South African and global perspective. As global citizens we face unprecedented challenges in an interconnected and information-heavy world, not least in how we gain a sense of our own active place in the world and cope with changes – socio-cultural, economic, political and environmental - that will impact our lives. The Sustainable Development Goals (also known as the Global Goals) will help drive the framework of the course, focusing on economic, political, social, environmental and demographic global issues.

By studying this course students will become aware of global issues and offer possible solutions to these through cooperation and collaboration with their teacher and classmates. The course does not aim to get everyone thinking identically, instead it aims to open minds to the complexity of the world and the diversity of human experience and human thought.


IBDP ECONOMICS HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Scarcity, Choice, Efficiency, Equity, Economic well-being, Sustainability, Change, Interdepen-dence, Intervention.

Overview:The IB Economics course is driven by nine big concepts outlined above. The course aims to develop an under-standing of microeconomic and macroeconomic theories and concepts and their real-world applications. Stu-dents will develop an appreciation of the impact on individuals and societies of economic interactions between nations. Inequality, poverty and Economics of the environment are significant areas of study.


IBDP GEOGRAPHY HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Place, Processes (human and physical), Power, Possibilities, Scale, Interaction.

Overview:The IB Geography course aims to help students develop an understanding of the interrelationships between people, places, spaces and the environment. Through our analysis of contemporary issues and challenges we develop a global perspective of diversity and change. Geography is somewhat unique as it bridges the human-ities and sciences. Themes we study include population change, global climate change, resource consumption, freshwater, extreme environments, the geography of food and health and globalization.

30

IBDP HISTORY HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Change, Continuity, Causation, Consequence, Significance, Perspectives.

Overview:The intention of the course is to educate students on the years 1870-1945 in European History. The focus in terms of skills is on essay writing, historical interpretation and critical analysis of sources. Students will learn about the causes of World War 1; reasons for the defeat of Germany in both WWI and WWII; The Rise of Dictatorships (Mussolini, Hitler, Castro); The Aims and Results of Dictatorship policies; The Causes and Effects of 20th Century Wars.

Course prerequisites: Grade 9-10 social studies with a focus on writing and analysisCourse requisites: None


31

SCIENCESSCIENCE 9

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Relationships, Structure, Function, Changeability, Matter, Linear Motion, Energy transforma-tion, Interaction, Communication.

Overview:The course provides an introduction to topics typically linked to Biology, Chemistry, Environmental Science, and Physics. Students gain an appreciation for the basic principles, approaches, and skills of each discipline through a combination of theoretical and practical studies. The course aims to develop successful students who have the required understanding, knowledge and scientific skills essential for a sound foundation for future science study.


SCIENCE 10

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Relationships, Structure, Function, Changeability, Matter, Energy, Movement, Interaction, Communication, Systems, Change.

Overview:The course gives students the opportunity to study an integrated science curriculum that includes topics typi-cally linked to Biology, Chemistry, Environmental Science, and Physics. Students gain an appreciation for the basic principles, approaches, and skills of each discipline through a combination of theoretical and practical studies. The course aims to develop successful students who have the required understanding, knowledge and scientific skills essential for a sound foundation for future science study.

Course prerequisites: Successful completion of a grade nine science course.Course requisites: None

HSP SCIENCE AND TECHNOLOGY

Offered at: Grade 11, Grade 12Credits: 1 (one year course)Concepts Include: Cause and effect, Systems, Scale (quantity, both relative and absolute), Models, Change, Structure and function, Variation, Relationships.

Overview:The course gives students the opportunity to study an integrated science curriculum that includes topics typi-cally linked to Biology, Chemistry, Environmental Science, and Physics. Students gain an appreciation for the basic principles, approaches, and skills of each discipline through a combination of theoretical and practical studies.

32

IBDP BIOLOGY HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Structure and function, Universality versus diversity, Equilibrium within systems, Evolution, Bal-ance, Relationships.

Overview:The IB biology course allows students to theoretically and practically investigate living systems. The aim of the course is to allow students to formulate good understanding of how life on Earth has evolved and now oper-ates. There is also a heavy focus on the nature of science allowing students to appreciate that science itself is a collaborative and international endeavor that is ever developing and is constantly in search of new discovery. The course is broad in terms of content and gives students a good foundation to continue more specialized biological studies at university level should they choose to.

Course prerequisites: Completion of grade 10 science (For HL grade of 5+)Course requisites: None

IBDP CHEMISTRY HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Changeability, Matter, Energy, Organization, Communication, Relationships, Balance, Conditions.

Overview:Chemistry is sometimes called the Central Science, as chemical principles underpin both the physical environ-ment in which we live and all biological systems. Through studying Chemistry, students will become aware of how chemists work and communicate with each other. The emphasis will be on a practical approach through experimental work.

Course prerequisites: Completion of grade 10 science (For HL grade of 5+)Course requisites: None

IBDP ENVIRONMENTAL SYSTEMS & SOCIETIES (ESS) SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: System modelling, Sustainability, Communication, Relationships.

Overview:ESS is firmly grounded in both a scientific exploration of environmental systems and their structure and func-tion, as well as in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment.

The course aims to develop successful students who have the required understanding, knowledge and scientif-ic skills essential for a sound foundation for future science study.


33

As a result of studying this course, students will become equipped with the ability to recognise and evaluate the impact of our complex system of societies on the natural world.

Course prerequisites: Completion of grade 10 science Course requisites: None

IBDP PHYSICS HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Matter, Energy, Movement, Communication, Transformation, Change.

Overview:Physics has always been a science of theory and explanation. This two-year course is a combination of com-plementary activities. The first part is theoretical: abstract models and mathematical systems are formulated to explain phenomena and make predictions. The second aspect is experimental, in which these abstract con-cepts are linked to reality.

Course prerequisites: Completion of grade 10 science (For HL grade of 5+)Course requisites: HL Physics are strongly recommended to be taking an HL Maths course.

34

MATHEMATICSMath courses in the High School are by teacher recommendation. There are three possible levels of math that a student may study in grade 9 and 10 and five different courses in grade 11 and 12. Typical pathways are shown in figure 6 below

Math 1

Math 2

Math 3

Math 2

Math 3

Math 4

HSP Math

IBDP Math Applications and Interpretations SL

IBDP Math Analysis and Approaches SL

IBDP Math Applications and Interpretations HL

IBDP Math Analysis and Approaches HL

Grade 11 & 12

Grade 9 Grade 10

35

INTEGRATED MATH 1

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System.

Overview:This is an integrated mathematics course. The fundamental purpose of this course is to formalize and extend the mathematics that students learned in earlier grades. The goals are for students to experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Students are also introduced to the graphic display calculator.


INTEGRATED MATH 2

Offered at: Grade 9, Grade 10Credits: 1 (one year course)Concepts Include: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System.

Overview:This is an integrated mathematics course. It is intended for students with good computational skills and basic algebraic skills on linear equations. The goals are the attainment of an adequate understanding of fundamental algebraic and geometric concepts, the ability to solve word problems, the acquisition of necessary manipulative skills and the appropriate use of a graphic display calculator.

Course prerequisites: Gr8 SL or Math 1Course requisites: None

INTEGRATED MATH 3

Offered at: Grade 9, Grade 10Credits: 1 (one year course)Concepts Include: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System.

Overview:This is an integrated mathematics course which focuses on extending algebra, functions, trigonometry and probability/statistics. There will also be additional opportunities for extension material and rigorous analysis. It is in Math 3 that students pull together and apply the accumulation of learning that they have from previous courses in preparation for the IB DP math courses.

Course prerequisites: Gr8 HL or Math 2Course requisites: None

36

INTEGRATED MATH 4

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System.

Overview:This is an integrated mathematics course aimed for students who have covered and mastered the Math 3 course. It goes further in pace, depth and content to provide a very demanding grade 10 course in preparation for the IB DP math HL courses.

Course prerequisites: Math 3Course requisites: None

HSP MATH

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System.

Overview:In this two-year course, grade 11 and 12 students engage in practical, hands-on activities to explore the ques-tion of ‘when will we use mathematics in real life’? The goals are the attainment of an adequate understanding of fundamental algebraic and geometric concepts; and the ability to solve real life problems through the ap-propriate use of technology and the application of mathematical concepts. To this end, the intention is present Mathematics is a way that shows the students that it is not a subject to be feared, but to be intrigued by.


IBDP MATH AND INTERPRETATIONS SL


Overview:This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and sta-tistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Students who choose Mathematics: applications and interpretation should enjoy seeing mathematics used in real-world contexts and to solve real-world problems.

Course prerequisites: Math 2Course requisites: None

37

IBDP MATH APPLICATIONS AND INTERPRETATIONS HL


Overview:This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course, such as calculus and sta-tistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.

Course prerequisites: Math 4 or Math 3 with teacher’s recommendationCourse requisites: None

IBDP MATH ANALYSIS AND APPROACHES SL


Overview:This course recognizes the need for analytical expertise in a world where innovation is increasingly depen-dent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof. The course allows the use of technology, as fluency in rele-vant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Students who choose Mathematics: analysis and approaches should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns.

Course prerequisites: Math 3 Course requisites: None

IBDP MATH ANALYSIS AND APPROACHES HL


38

Overview:This course recognizes the need for analytical expertise in a world where innovation is increasingly depen-dent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof. The course allows the use of technology, as fluency in rele-vant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Course prerequisites: Math 4 or Math 3 with teacher’s recommendationCourse requisites: None

39

THE ARTSBAND

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 2x0.5 (offered S1&S2)Concepts Include: Presentation and communication, Musical conventions, Construction and form, Intention and purpose

Overview:High School Band is an instrumental music instruction and performance course for all students who already play a woodwind, brass, string, or percussion instrument. Students will rehearse as a large ensemble and perform music appropriate to the high school level.

Course prerequisites: At least one year of experience on the musical instrument to be played in the band.Course requisites: None

CHOIR

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Melody, Harmony, Rhythm, Sight-reading, Improvisation, Vocal technique, Ensemble performance

Overview:HS Choir is a vocal ensemble open to all students who want to develop their singing voices within an ensemble context. Students work together to discover musical concepts through a diverse set of high-school level reper-toire and then perform their work for the community.


MUSIC

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Musical conventions, Construction and form, Presentation and communication

Overview: This course is intended for students who wish to develop musical skills in a personalized setting. Students will develop their own musical pieces and work on improving solo performance skills, studying music theory or working with music technology. This course may be repeated if the student wishes. The curriculum andassessment criteria for each student will be designed in collaboration with the teacher.


40

HS THEATER

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: The Actor and the Audience, Telling the Story, Character development and The Creative Ensemble

Overview:The content of the HS Theatre course is provided in a two-year rotation, meaning that a student can take HS Theatre in any or all semesters of Grade 9 and Grade 10 without repeating content. HS Theatre is a practical based class that focuses primarily on the student as a Performer as well as a Creator, Designer, Director and Spectator. The course is also open to students in Grades 11+12 following the HSP pathway.


THEATER PRODUCTION AND DESIGN

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Creativity, Communication, Efficiency, Initiative

Overview:This course gives students exposure to several aspects of theatre production. There are opportunities to gain knowledge and practical experience in set design and painting, designing and making props, as well as work-ing with costumes and make-up. There will also be opportunities to explore the technical side of theatre design through lighting and sound.


41

DIGITAL ART

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Visual literacy, Form, Connections, Communication, Systems

Overview:The Digital Arts elective is open to all grade level and students are able to select the course at any point in this AISJ High School journey due to the rotating course focus. Each semester is unique and not dependent on having taken another semester. Areas of focus in each semester vary from graphic design, moving images, photo manipulation and other digital art medium and techniques.


HS VISUAL ART

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Form, Connections, Communication, Systems.

Overview:The Visual Art course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. Taking at least two semesters of the HS Visual Art course would provide a good foundation for students thinking of choos-ing Visual Art as their Arts course in the Diploma Programme. The course is also open to students in Grades 11+12 who are not taking the IB Diploma. In Visual Arts lessons, students build aesthetic awareness and a strong foundation in their art skills, use of techniques and the use of different media. Students will concentrate on using the elements and principles of art, but also analyse existing art and connect it to real-world contexts. Students will explore art movements and artists and they will be given the tools to improve their own skill sets through inquiry driven and conceptual units. Students will learn about what motivates artists, how art is per-ceived, why art is created and how to create art using one or more media combined.


IBDP MUSIC HL & SL

Offered at: Grade 12 onlyCredits: 2 (two year course)Concepts Include: Construction and form, Reactions and responses, Presentation and communication, Intention and purpose, Devices, Means of creation

Overview:The IB Music program uses a broad approach to music which integrates critical thinking, performance, theory, history, and composition. The course is designed for students to build on prior experience in music while en-couraging the development of new skills, techniques, and ideas. Students will have an opportunity to engage in a wide range of musical activities to facilitate the skills to become lifelong participants in music.

42

Course prerequisites: All students interested in IB music must have a prior background in music. Students interested in HL must have approval from the instructor.Course requisites: None

IBDP THEATRE HL & SL

Offered at: Grade 12 onlyCredits: 2 (two year course)Concepts Include: Theatre in context, Theatre processes, Presenting theatre

Overview:The IB DP theatre course at SL & HL is a multifaceted theatre-making course giving students the opportunity to participate as creators, designers, directors and performers—working both individually and collaborative-ly as part of an ensemble. Throughout the two-year course, students will actively engage in world theatre traditions, explore a variety of theatre theory, examine classic and contemporary scripts and performances, and transform ideas into action as inquisitive and productive artists through the process of devising. The aim of the course is for students to become aware of their own personal and cultural perspectives and develop an appreciation of the diversity of theatre practices and processes while gaining a richer understanding of them-selves, their community, and the world.


IBDP VISUAL ARTS HL & SL

Offered at: Grade 11, Grade 12Credits: 2 (two year course)Concepts Include: Aesthetics, Creativity, Development

Overview:The aims of the Visual Arts course at HL and SL are to enable students to investigate past, present, and emerging forms of Visual Arts and to engage in producing, appreciating and evaluating these. Students will thus develop an understanding of arts from a local, national, and international perspective. The production of a Process Journal will provide an avenue in which to do this. Students will respond visually and creatively to personal and cultural experiences through their studio work, in preparation for an exhibition in year 2. They will develop skills in, and sensitivity to, the creation of works that reflect their active and individual involve-ment, and create work in which they develop their own conceptual ideas. Students will take responsibility for the direction of their learning through the acquisition of effective working practices.

Course prerequisites: Two completed semesters of Visual Art. All students interested in IB Visual Art must have a prior background in art. Course requisites: None

43

PHYSICAL EDUCATION & HEALTHPHYSICAL EDUCATION 9

Offered at: Grade 9Credits: 1 (one year course)Concepts Include: Communication, Collaboration, Strategies, Technique, Knowledge

Overview:In Grade 9 Physical Education, students will experience a wide range of physical activities in order to help nur-ture a healthy and active lifestyle and encourage lifelong movement. Students will be working towards achiev-ing an improved skill level in various activities whilst demonstrating knowledge and understanding of principles and strategies for gameplay. Students will start to develop leadership skills through student-led activities.


PHYSICAL EDUCATION 10

Offered at: Grade 10Credits: 1 (one year course)Concepts Include: Communication, Collaboration, Strategies, Technique, Leadership, Knowledge

Overview:The focus of this course is to educate Grade 10 students on the concepts of a healthy lifestyle using their knowledge of personal fitness, lifetime games, and sports with the opportunity to collaborate with their peers. Students will grow in the knowledge of their own personal fitness through guided exploration of various fitness trends.

Course prerequisites: Grade 9 Physical EducationCourse requisites: Grade 9

PHYSICAL EDUCATION 11

Offered at: Grade 11Credits: 0.5 (semester course)Concepts Include: Communication, Collaboration, Strategies, Technique, Leadership, Knowledge

Overview:The focus of this course is to allow Grade 11 students access to campus facilities to promote a healthy life-style. Students will be using their knowledge of personal fitness, lifetime games, and sports acquired in previ-ous years.


44

TECHNOLOGYTechnology courses offered in the High School are offered as semester-long modules. These include: Robotics (two levels), Computer Science, Computer and Technology Design, Animation, Game Design and Tech Crew. Modules are offered at Level 1 and level 2. During the course selection process students will select “Technolo-gy” and will be able to finalize their choice of module during the first two weeks of the semester.

45

TECHNOLOGY

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)Concepts Include: Computing systems, Design cycle. Prototyping, Algorithmic thinking, Systems development, Software development lifecycle, User interface design, Gameplay and gameplay mechanics, Control systems, Gears, Storytelling, Animation principles, Production support, Technology end-user support

Overview:Students choosing the Technology course can explore multiple personalized pathways through the Technology curriculum based on their interests and background. There are three levels at which students can explore the technology curriculum. Students may choose between level 1, 2 or 3 modules. They have the option to choose a breadth-wise approach and try multiple introductory i.e. Level 1 modules or choose a depth-wise approach and specialize in a specific domain like Computer Science or Robotics by moving from Level 1 to Level 2 and 3 modules.

Course prerequisites: Please see the Organisational Table aboveCourse requisites: None

DISCOVER COMPUTER AND TECHNOLOGY DESIGN

Overview:The primary goal of the Discover Computer and Tech Design module is to use the design cycle to manage and implement technology projects. Using powerful and versatile prototyping tools like the Raspberry Pi, Arduino Uno and the Makerbot 3D printer students will work with elements of hardware, programming, 3D design, and Virtual Reality. The module is specifically designed to be flexible enough to keep up with changing trends in computer technology.

Course prerequisites: Please read Technology overview above.

DISCOVER COMPUTER SCIENCE

Overview:This is an introductory module in algorithmic thinking and coding using Java. Students will have the opportunity to use their logical and procedural thinking abilities to solve problems. The culminating project of the module will require students to plan, design, develop and evaluate a software solution. The module is specifically de-signed to prepare students for the IB Diploma Computer Science course.


ROBOTICS 1

Overview:This is a problems-based module in which students work primarily in teams to design, build, and program robots. The main materials for building consist of VEX Robotics equipment and RobotC is the software used for programming. Creativity, teamwork, critical thinking and a solid grounding in the design cycle is crucial for success.


46

DISCOVER ANIMATION

Overview:This is an introductory project-based module in which students will have the opportunity to learn the basics of different types of animation like Stop-motion, 2-D and 3-D animation. Understanding and being able to apply the various principles of animation is crucial for success in the module. .


You may choose to do as many as five Level 1 modules for a breadthwise approach.

Or, as a logical next step after doing one or more Level 1 modules, you may choose to sign up for a Level 2 or 3 module for a depthwise approach.

The following modules are offered under the Tech Level 2 umbrella:

ROBOTICS 2

Overview:This is the advanced Robotics module and will pick up where Robotics 1 left off. With VEX Robotics hard-ware and a sufficient knowledge of programming, student teams will take on more challenging problems, some of which will require them to apply their knowledge of Math and Science in practical Robotics scenari-os. Robotics 2 will emphasize the use of sensors, autonomous control, and changing environments that the robot must respond to.


INTRO TO GAME DEVELOPMENT

Overview:In this module, students practice designing and developing games through hands-on practice. Composed of a series of “game jams,” the course asks students to solve problems and create content, building the design and technical skills necessary to build their own games. Students learn how to use Unity, a profes-sional game development tool and become familiar with the methodologies of constructing a game using such assets as graphics, sounds, and effects, and controlling events and behavior within the game using the C# programming language. In the second unit of the course, students will work in teams to brainstorm and develop new games in response to a theme or challenge. Students will develop their skills in communication, project- and time-management, and creative problem-solving.


47

CYBER-SECURITY

Overview:The cyber-security course offers students the chance to experience the technical side of keeping our digital world safe. The courses topics cover real-life scenarios and give students the opportunity to engage in prob-lem-solving approaches in order to gain a fuller understanding of the complexities of cyber-security. This is a semester course offered as part of the technology options.


48

IBDP CORE | GRADE 9 COMMUNITY SEMINARCOMMUNITY SEMINAR

Offered at: Grade 9Credits: 0.5 (semester course)Concepts Include: Learning, me as a learner, The Service Learning stages

Overview:This is a semester course offered only in the first semester of grade 9. The aim of the course is to enable stu-dents to make a smooth transition into High School. This entails both exploring themselves as a High School student and exploring aspects of the High School journey from the social and emotional to the essential en-gagements in the pillars of the school: academics, arts, athletics and service.


IBDP TOK

Offered at: Grade 11, Grade 12Credits: 1 (18 Months)Concepts Include: Truth, Perspectives, Value, Power.

Overview:The intention of the Theory of Knowledge (TOK) course is to stimulate student thinking about the nature of knowledge and how it is acquired. This should encourage students’ critical abilities in their wider studies. The core question at the heart of TOK is ‘How do we know?’.


49

SUPPORT PROGRAMSLEARNING SUPPORT

Offered at: Grade 9, Grade 10, Grade 11, Grade 12Credits: 0.5 (semester course)

Overview:The learning support class is designed to support the learning needs of the neurologically diverse students at AISJ. The course is structured around building metacognitive skills and strategies that these students need to successfully navigate high school and the academic demands placed on them during their time at AISJ.

Classes are based on routines to allow a predictability in sessions. Students begin lessons with communi-ty meetings where the focus is on developing a safe space for conversations on any topic. These meetings often include problem-solving strategies such as de Bono’s six thinking hats or the compass point strategy. Meetings are followed by the record of work - an organizational tool that integrates dates and class details for more effective time management and prioritization. The remainder of the session is spent with case managers focusing on the individual student’s needs and priorities. The aim of the class is always personalization of the time and energy spent in the session.

Skills Focus: Self-advocacy (particularly through the Individualized Learning Plan process), time management, organization skills, testing skills, ownership of learning, community building, emotional control, stress manage-ment, and critical thinking skills.

Prerequisites: Complete and up-to-date (within the last three years) Psych-Ed Assessment with both cognitive and academic standard measures and/or previous evidence of prior interventions.

COURSE SELECTION TIMELINEIn January, school leaders make presentations to individual grade levels about options for course selection. Presentations target students and parents, often together. The most complex course selection takes place in grade 10 because students will select what they will study through to graduation. Courses are selected in PowerSchool during February.

Further information about the course selection timeline including the dates of the presentations and information sessions will be communicated from the High School Office.

50

SECTION 3: APPENDIX 1: COURSE SELECTION FORMS

51

52

53

54

55

56

57

Date post:	17-Aug-2021
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

HIGH SCHOOL COURSE CATALOGUE · 2021. 8. 2. · This course catalogue is arranged in two sections....

Documents