ISHCMC-AA Curriculum Guide 2016-2017

CURRICULUM GUIDE

AN INTERNATIONAL SCHOOLFOR STUDENTS AGED 11-18

2

33

Table of ContentsWelcome

Graduation Requirements

Advanced Placement (AP)

Assistant Program

Electives

English as an Additional Language (EAL)

English Language Arts

Field Studies Program

Mathematics

Science

Social Studies

Syracuse University Project Advance (SUPA)

World Languages

The Keystone School

5

6

9

16

23

33

33

37

39

43

49

51

63

68

4

5

WELCOME

It’s an exciting time to be studying at ISHCMC - American Academy! Our school is proud to offer Middle & High school programs that equip students with academic language skills and offer a chance to study multiple university-level courses before graduating from high school.

Our Middle School program is tailored to meet the needs of students who enroll at varying levels of

English language development. Some key facts about our grade 6-8 program:

• Annual math course placement is by ability, not by grade level. This allows students who are above grade level in Math to follow an accelerated program and be on track to complete university-level Calculus before grade 12.

• All grade 6 students take Beginner Band. This introduces them to music theory and a variety of band instruments. After completing Beginner Band, students have the option to continue as members of the band throughout Middle & High School.

• All grade 7 students take Health. This course covers many areas related to student wellbeing, including an introduction to sexual health and reproduction. Positive Education concepts, as based on the successful model from Geelong Grammar School in Australia, are built into the course.

• All grade 8 students take 21st Century Skills. Based on the Agile Learning model, students learn to take charge of their own learning and organization. Agile is a model used by many successful and innovative companies such as Google. In the class, focused teams seek creative flow, adapt

through learning cycles, and use reflective tools to complete projects.

Our High School program is tailored to meet the needs of students seeking varying post-secondary career paths. Some key facts about our grade 9-12 program:

• We are the only school in Vietnam to offer dual-enrollment courses with Syracuse University Project Advance. This allows students to gain university credit directly from Syracuse University before high school graduation.

• We are one of 9 schools in Vietnam that is officially authorized to offer Advanced Placement courses through the College Board, and we have done so since 2012.

• We offer a Senior Seminar course for our grade 12 students in order to assist and guide them in the college application process. This course is taught by the Counselor and utilizes Agile Learning methods to promote self-directed learning and organization skills.

• Grade 9 students who are not enrolled in intensive EAL take Beginner Band. This introduces them to music theory and a variety of band instruments. After completing Beginner Band, students have the option to continue as members of the band throughout Middle & High School.

• Grade 10 students who are not enrolled in intensive EAL take a semester of Information Literacy. Based on the Agile Learning model, students learn to take charge of their own learning in regard to in-depth research projects. An important focus of the class is on planning, reflection, and self-evaluation. The course culminates is a TED-style talk where each student shares about the journey.

• Each grade 11 & 12 students has a completely custom-made schedule based on their academic interests and career plans.

• Positive Education and Agile Learning are built into core curriculum, field trips, and extracurricular activities in order to promote well-being and equip students to succeed in academics, their future

careers, and their personal lives.

I hope you enjoy reading about ISHCMC - American Academy’s academic program, and I hope you will enjoy it even more when your children share with you about their learning!

Yours faithfuly

Heather CarreiroDeputy Head of School & Curriculum Coordinator

6

GRADUATION REQUIREMENTS

Starting for Class of 2019

CORE SUBJECTS (16 credits)

Mathematics 4.0 credits

English Language Arts 4.0 credits

Sciences 3.0 credits

Social Studies 3.0 credits

World Languages 2.0 credits

OTHER REQUIRED SUBJECTS (3 credits)

Health Education 0.5 credits

Information Literacy 0.5 credits

Performing & Visual Arts 1.0 credits

Physical Education 0.5 credits

Technology 0.5 credits

TOTAL REQUIRED TO GRADUATE (24 credits)

The 5.0 additional credits required can be made up of credits from various subjects where the student

has already completed the minimum requirement. For example, if a student completes 4.0 credits

in Science, 3.0 will meet the Science requirement and the remaining 1.0 can be used to satisfy the

overall number of graduation credits. EAL Intensive, Reading Writing Workshop, and the Assistant

Program credits also count toward satisfying the overall 24 graduation credits.

Among courses taken from grades 9 to 12, students must complete at least one course that has been

designated as a Global Awareness course.

Class of 2017 & 2018

CORE SUBJECTS (16 credits)

Mathematics 4.0 credits

English Language Arts 4.0 credits

Sciences 3.0 credits

Social Studies 3.0 credits

World Languages 2.0 credits

OTHER REQUIRED SUBJECTS (3 credits)

Physical & Health Education 1.0 credits

Fine Arts / Technology 2.0 credits

7

TOTAL REQUIRED TO GRADUATE (24 credits)

The 4.0 additional credits required can be made up of credits from various subjects where the student

has already completed the minimum requirement. For example, if a student completes 4.0 credits

in Science, 3.0 will meet the Science requirement and the remaining 1.0 can be used to satisfy the

overall number of graduation credits. EAL Intensive, Reading Writing Workshop, and the Assistant

Program credits also count toward satisfying the overall 24 graduation credits.

An additional graduation requirement is for all graduating seniors to write 3 Gratitude Letters to people

who have helped or encouraged them to succeed in their education. These letters will be submitted to

the Head of School by May 1st of each school year. They may be typed or handwritten.

GRADING SCALE & GPA CALCULATION

We use number grades from 0 to 100, and we calculate both weighted and un-weighted GPA.

Percent Letter Regular Weighted

98-100 A+ 4.00 5.00

93-97 A 4.00 5.00

90-92 A- 3.67 4.67

88-89 B+ 3.33 4.33

83-87 B 3.00 4.00

80-82 B- 2.67 3.67

78-79 C+ 2.33 3.33

73-77 C 2.00 3.00

70-72 C- 1.67 2.67

68-69 D+ 1.33 2.33

63-67 D 1.00 2.00

60-62 D- 0.67 1.67

Below 60 F 0.00 0.00

Weighted courses include Advanced Placement (AP) and university-level dual enrollment with

Syracuse University Project Advance (SUPA). Only courses taken at ISHCMC - American Academy

count toward cumulative GPA. GPA is calculated quarterly.

8

9

ADVANCED PLACEMENT

ISHCMC - American Academy has been authorized to offer Advanced Placement (AP) courses by the

College Board since the 2012-2013 academic year. In Vietnam in the 2015-2016 academic year, only

6 schools in Ho Chi Minh City and 3 schools in Hanoi were authorized to offer these university-level

courses.

Our course offerings alternate yearly in order to offer a wider variety of classes. Faculty who teach AP

courses attend AP workshops and seminars around the world in order to gain valuable resources and

insight for teaching these high-level classes.

AP EXAM SCHEDULE MAY 2017

The 2017 AP Exams will be administered on the ISHCMC - American Academy campus over two

weeks in May: May 1 through 5 and May 8 through 12. The AP Coordinator is responsible for notifying

students when and where to report for the exams. Early testing or testing at times other than those

published by the College Board is not permitted under any circumstances.

AP Computer Science A Tuesday May 2nd 7:45 AM

AP Biology Monday May 8th 7:45 AM

AP Calculus AB / BC Tuesday May 9th 7:45 AM

AP World History Thursday May 11th 7:45 AM

If a student needs to request an alternate or late testing date, the student must contact the AP

Coordinator before January 31st of that academic year. Students may also request to take exams

which are not courses offered by the school. The deadline is also January 31st.

Further information: https://professionals.collegeboard.org/testing/ap/about/dates

10

ISHCMC - AMERICAN ACADEMY AP POLICIES

• Advanced Placement courses are open to grade 11 & 12 students.

• Students must meet course prerequisites in order to enroll. Pre-requisites are specific for each

course, however, generally a B or better in the previous course in that subject area and teacher

recommendation are required.

• Students have two weeks in the beginning of the school year to add and/or drop courses.

Dropped courses will not be on the school transcript.

• After the add/drop period, students must officially withdraw from the course with the

consultation of the course instructor and the Counselor. A “W” will be inserted on the transcript

in place of a grade. This “W” showing the course withdrawal will remain on the final transcript

and all future school reports.

• All students in Advanced Placement classes must register and pay for the corresponding AP

Exams.

• Exam fees are billed for each course and payable directly to the Accounts department.

• Students must take AP exams in order for the AP course designation to remain on transcripts.

• Should a student not take the corresponding AP exam, the course name will be changed to drop

the “AP” designation on the final transcript. The student will be charged an unused exam fee, as

published by College Board, plus taxes liable in Vietnam.

• Changing the course name and dropping the AP will also affect GPA weighting. The course will

now be weighted as as standard-level course for GPA purposes.

• If a student needs to request an alternate or late testing date, the student must contact the AP

Coordinator before January 31st of that academic year.

Senior students should bear in mind that college and university acceptances are made on the basis

of the student’s current course load, GPA, and expected final transcript. All college and university

acceptances are conditional upon your final transcript and diploma. Should you decide not to take

an AP exam, and thus the course name changes on your transcript, this may affect your college

admissions decisions.

Students may also decide to change their program, major, or university in the future. ISHCMC

American - Academy recommends always taking the AP exam if you are enrolled in the course, such

that your effort in this higher-level course can be accurately represented on your transcript for years to

come.

AP INTERNATIONAL DIPLOMA

IThe AP International Diploma (APID) is a globally recognized award for students interested in pursuing

university study outside of their native country. It requires students to display mastery on AP Exams

across several disciplines, and represent an exceptional level of achievement.

The APID is available to all students throughout the globe. It is an optional certificate that is available

to students attending secondary schools outside the U.S. and to students attending U.S. high schools

11

who are applying to universities outside the country. To earn an APID, a student attending a school

within the U.S. must indicate on at least one AP Exam answer sheet that the results should be sent to

a university outside the U.S. Please see AP International Recognition for a list of universities outside

the U.S. that use AP in admissions.

The APID is not a substitute for a high school diploma but provides additional certification of academic

excellence.

As the APID requires a score of 3 or higher on five AP Exams, it allows students to demonstrate

that they have exceeded most university entry requirements, and some of the most competitive

scholarship awards consider students’ AP Exam scores. Many universities also use AP Exam scores

to place students into honors classes.

APID Criteria

AP Exam Criteria Eligible AP Courses

Two AP Exams from two different world

language and culture courses*

(Please note English Language and Composition

and English Literature and Composition are not

world language and culture courses)

- OR -

Two AP Exams from one world language and

culture course and one English course

Path for ISHCMC - AA Students

Complete 2 of the 3 below:

Take SUPA Writing & take the AP English

Language Composition exam.

Request a letter from the AP Coordinator to

prove your mastery of Vietnamese language by

completion of Vietnamese 12.

Take the AP Chinese Language and Culture exam

after completing Mandarin 3.

World Language and Culture Courses

Chinese Language and Culture

French Language and Culture

French Literature**

German Language and Culture

Italian Language and Culture

Japanese Language and Culture

Spanish Language and Culture

Spanish Literature and Culture

English Courses

English Language and Composition

English Literature and Composition

One AP Exam offering a global perspective


Take AP World History in grade 10, 11 or 12

World History

Human Geography

Comparative Government and Politics

Art History

Environmental Science

Macroeconomics

12

One AP Exam from either the sciences, or

math and computer science


Take one of the following courses + exams:

AP Calculus AB

AP Calculus BC

AP Computer Science A

AP Biology

AP Chemistry

AP Physics C

SUPA Physics + AP Physics 1 exam

Math and Computer Science

Calculus AB

Calculus BC

Computer Science A

Statistics

Sciences

Biology

Chemistry


Physics 1

Physics 2

Physics C: Electricity and Magnetism

Physics C: Mechanics

One additional AP Exam; cannot be English or

a world language


Take one of the following courses + exams which

you did not count for another section:

AP Calculus AB

AP Calculus BC


AP Biology

AP Chemistry

AP Physics C

SUPA Physics + AP Physics 1 exam

AP World History

SUPA Economics + AP Macroeconomics exam

AP Capstone

AP Seminar (starting 2015)

AP Research (starting 2016)

Arts

Art History

Latin

Music Theory

Studio Art: Drawing

Studio Art: 2-D Design

Studio Art: 3-D Design

History and Social Science

Comparative Government and Politics

European History

Human Geography

Macroeconomics

Microeconomics

Psychology

U.S. Government and Politics

U.S. History

World History

Math and Computer Science

see above

Sciences

see above

13

* A student may submit a letter from an administrator at his or her school verifying the student’s

mastery of a language not currently available within the AP suite of exams. This verification, printed on

school letterhead, will satisfy the requirement for ONE AP Exam in the language category. However, a

student who utilizes this option must submit an additional AP Exam from another content area. Thus

all students, however they satisfy the two-exam English and/or world language requirement, must

submit a total of five AP Exam scores of 3 or higher to qualify for the APID.

See here for more information: http://international.collegeboard.org/programs/apid

AP COURSES AT ISHCMC - AMERICAN ACADEMY 2016 - 2017

AP Biology

Credit 1, weighted GPA

Prerequisite(s): Grade 11/12 standing, Biology, Chemistry, B or better is previous Science course,

teacher permission

Learn about the core scientific principles, theories, and processes governing living organisms,

biological systems, and natural phenomena.

Understand key science practices you can use to develop explanations and predictions of natural

phenomena, which you will test and refine through laboratory investigations. Develop advanced

reasoning and inquiry skills as you design experiments, collect and analyze data using mathematics

and other methods, and interpret that data to draw conclusions.

In order for the AP designation to remain on final transcripts, students must register for and complete

the official Advanced Placement exam in May.

AP Calculus AB


Prerequisite(s): Pre-Calculus, recommendation of instructor

AP Calculus AB is a full-year course leading up the AP exam. The AP Calculus AB Exam covers

differential and integral calculus topics that are typically included in introductory calculus courses at

the college level. Because graphing calculator use is an integral part of the course, the exam contains

questions that require students to use a graphing calculator.



14

AP Chemistry (Planned for 2017-2018)



teacher permission

The AP Chemistry course is designed to be the equivalent of the general Chemistry course usually

taken during the first university year by Science and Engineering majors. As in the first year

Chemistry class, the course is a survey of the main topics in Chemistry: atomic structure, periodic

trends, chemical bonding and reactions, gases, thermochemistry, electrochemistry, and kinetics.

Students are expected to pull from across all of Chemistry when answering questions or performing

laboratory work. The course also introduces students to a number of mathematical and graphical

methods for analyzing science data. At least 25% of class time is spent on laboratory work, much of

it inquiry-based, and students maintain a laboratory notebook as a record of this work. In order for

the AP designation to remain on final transcripts, students must complete an end-of-course AP-level

assessment.



*Note - we may substitute AP Chemistry for Syracuse University Project Advance Chemistry sequence

of 8 university credits.



AP Computer Science A focuses on the fundamentals of computer programming using the Java

programming language. Students learn how to develop computer programs using the Object Oriented

design model. Working with many data types including integers, 2-dimensional arrays and ArrayLists,

students will creatively solve real world problems.

Students will have the opportunity to take the full AP Computer Science A examination at the end

of the course which is valuable when applying for university entrance. This course is also equivalent

to a first semester college course and may ease the transition into a Computer Science-related

college course. Students will also be learning a real-world skill that can help them develop their

problem-solving skills and open doors to future employment. Java also acts as a great introduction to

programming so no matter what language students plan to study in the future (Python, PHP, RUBY,

HTML5/CSS3), they will have a strong grounding in building powerful computer programs. Course

requirements include up to 5 hours of Programming Lab assignments weekly.



15

AP World History


Prerequisite(s): Grade 10/11/12 standing, B or better is previous Social Studies course, teacher

permission

The AP World History course content is structured around the investigation of five course themes and

19 key concepts in six different chronological periods, from approximately 8000 B.C.E. to the present.

The themes, skills and key concepts are intended to provide foundational knowledge for future college

level coursework in history. Command of these course themes, skills and key concepts requires

sufficient knowledge of detailed and specific relevant historical developments and processes —

including names, chronology, facts, and events — to exemplify the five themes, four historical thinking

skills and nineteen key concepts of the course.



16

ASSISTANT PROGRAM

ISHCMC - American Academy’s Assistant Program is for motivated grade 11 & 12 students who are

ready to build their life and career skills by helping in various areas of the school program.

According to the P21 Framework for 21st Century Skills: Today’s students need to develop thinking

skills, content knowledge, and social and emotional competencies to navigate complex life and work

environments. P21’s essential Life and Career Skills include:

• Flexibility & Adaptability

• Initiative & Self Direction

• Social & Cross-Cultural Skills

• Productivity & Accountability

• Leadership & Responsibility

ISHCMC - American Academy students take 4 or 5 core classes each year and 2 or 3 electives. The

Assistant Program is a year-long commitment worth 1.0 credits. The grade is Pass/Fail and does not

go into the GPA. In order to receive credit, students must complete assigned projects, reflections,

blog entries, and an end-of-year survey.

Acceptance to the Assistant Program is by application. The application must be approved by the

Counselor, Curriculum Coordinator, and Supervisor. Available Assistant Program positions for 2016-

2017 are below. Positions offered change on an annual basis.

Administration Assistant

Credit 1

The Administration Assistant works directly with the Deputy Head of School. Do you want to know

what it’s like to be in a leadership position? Do you like figuring out logistical puzzles? Do you want

to know more about how a school works and how it is organized? This assistant will gain valuable

experience in leadership, teamwork, and organization.

Responsibilities

• assist with organization of daily school logistics and events

• assist with projects such as organizing field trips & student scheduling

• translate letters from English to Vietnamese for parents

• design PPTs and handouts for school events & homeroom curriculum

• build content in FireFly

• write a weekly blog in English & Vietnamese about school academics and extracurricular events

The Ideal Candidate

• pays close attention to detail

• is very organized

17

• loves spreadsheets

• is proficient with Google docs

• is a fast typer and strong writer in English & Vietnamese

• has some experience with design tools such as Photoshop & InDesign

• enjoys thinking about school events and organization

• is responsible and punctual with deadlines

Art Assistant

Credit 1

The Art Assistant works with the Art teacher, Allen Miles, during 3-D Art class with the 10th graders.

This position seeks to give the student better organizational abilities in the art studio, and hopefully

generate an interest and understanding of teaching as a potential future vocation.

Responsibilities

• set up equipment

• get things ready for lessons

• help pupils who need extra support to complete tasks

• help the teacher to maintain non-confidential records

• act as an English-language support person during lessons

• set up displays around the classrooms or in hallways

• organize or take inventory of materials

• tidy up the classroom or re-arrange furniture

• present short lectures with teacher assistance

• take inventory and manage art supplies

The Ideal Candidate

• has taken 3-D Art

• has a passion for visual arts and seeks to explore this further

• has excellent communication skills

• is punctual and responsible

Clinic Assistant

Credit 1

The Clinic Assistant works directly with the School Nurse. This assistant will gain valuable experience

in organization, student care & well being promotion.

Responsibilities

• take inventory of supplies and medicines

• assist with non-confidential records

• organize information sessions on Health & Safety for field trips

• design public health campaigns to increase student well being

The Ideal Candidate


18

• is very organized

• plans to pursue a career in medicine or public health

Counseling / College Assistant

Credit 1

The Counseling Assistants works directly with the Counselor. Ideally, this is a team of two students

who are able to schedule their assistant period at the same time. The Counselor will work with

the assistants to develop college, career, and/or counseling programs to help students across the

school. Assistants will begin the year by deciding on a specific goal to help the school, and with the

counselor’s guidance, develop a creative way to solve the problem. Students will use Design Thinking

and tools of social research to gather information about how to solve a problem and measure the

results.

Responsibilities

• Develop programming in support of college and social/emotional goals of the department

The Ideal Candidate

• A passion for helping others

• Has the ability to work independently

• A willingness to learn how to think like a counselor

EAL Assistant

Credit 1

EAL Assistants will learn various teaching methods for working with ELLs; have the opportunity to

teach in small group and whole class settings; have opportunity to express their creativity; and learn

to manage their time more effectively. Teachers will benefit by having extra support classroom and in

materials preparation.

Responsibilities








The Ideal Candidate

• is proficient in English & Vietnamese

• has strong organization skills

• is an excellent communicator

• is patient and caring

19

Library Assistant

Credit 1

The Library Assistants work directly with the Librarian to manage the school library. Library Assistants

will gain experience in organization, collaboration, and time management.

Responsibilities

• Check in and Check out books

• Shelving and general library upkeep

• Create and make displays

• Help with reading promotions and competitions

• Assist with cataloguing and maintaining electronic records of books

• Plan, write, design and produce library newsletter

• Assist with library website

The Ideal Candidate

• Organized

• Self-directed

• Creative

Main Office Assistant

Credit 1

The Main Office Assistant works with the School Secretary to help with daily logistics of running the

school. This includes all the nitty gritty such as report distribution and filing forms, as well as the

communication aspects for this Front of House position. This is a great opportunity for any students

planning to go into Hospitality, Management, or Human Resources.

Responsibilities

• assist with data entry

• print and organize materials for distribution

• translate school communication as needed

• answer phones


• file, copy, and collate materials

The Ideal Candidate

• has excellent communication skills in English & Vietnamese

• is responsible and punctual


Math Teaching Assistant

Credit 1

The Math Teaching Assistant works directly with the Sandra Orrego. This assistant will gain valuable

experience in organization, leadership, collaboration.

20

Responsibilities

• set up equipment and get things ready for lessons







The Ideal Candidate

• has completed Algebra 2 with a grade of B or better

• has excellent organization skills

• is a strong communicator

• is creative and enjoys facilitating project-based learning

Music Assistant

Credit 1

The Music Assistant works directly with our Band & Music Director during Grade 6 Beginner Band

or Grade 9 Beginner Band. This assistant will gain valuable experience in organization, leadership,

collaboration, and communication skills. One of the best ways to learn something thoroughly is to

teach it. A second year (or more!) experienced player is MILES ahead of a beginner, and could help

with students that are behind, or students that could use an extra challenge. There could be an

assistant in both classes, if interest warrants.

Responsibilities





• teach music lessons

• lead small group practice sessions

The Ideal Candidate

• plays a band instrument with at least one year of experience

Physical Education Assistant

Credit 1

The PE Assistant works with Darren DePass, our PE Teacher & Athletics Director. Duties could involve

classroom assistance and/or administrative assistance, depending on the candidate’s skill time and

schedule availability.

Responsibilities

• set up equipment and get things ready for lessons

21



• assist with running classroom games & coaching

• demonstrate new skills and teach mini lessons

• assist with organization of sporting events

The Ideal Candidate

• has a solid knowledge of team sports and play

• is committed to personal fitness

• demonstrates leadership skills

• enjoys working with younger students

• is positive, energetic, and enthusiastic

Science Assistant

Credit 1

The Science Assistant works directly with Jozef Bendik. This assistant will gain valuable experience in

organization, leadership, collaboration, and communication skills. Science Assistants also work with

Mr. Tuan Nguyen to learn about lab safety and equipment. Assistants in Middle School classes will

assist with Science Fair project ideas and design. This will be for Biology class.

*Any student who has taken AP Chemistry with a final grade of 85% or better may apply as a

Chemistry assistant for Grade 10 Chemistry.

Responsibilities

• set up lab equipment and get things ready for lessons







The Ideal Candidate

• enjoys working with others

• is a strong communicator

• has excellent command of English & Vietnamese

• received a B or better in Biology

The Assistant Program is overseen and evaluated by the Curriculum Coordinator on an annual basis

using student surveys, student blogs, and teacher/supervisor feedback.

22

23

ELECTIVES

The Electives Department offers students from Grades 6 to 12 the opportunity to explore a wide

variety of different subject areas, from Health to Music to Mandarin to Physical Education and

beyond.

Electives departmental aim is to help our students develop their critical thinking and creative

skills whilst collaborating and communicating with their teachers and peers. Our department is

determined to help students develop skills that will be useful to them inside and outside of school.

We support the school wide goals of helping students develop 21st Century Skills and expanding

students’ language proficiency for academic, social and creative pursuits.

MIDDLE SCHOOL

Middle School students who are not enrolled in Intensive EAL have two electives out of their

seven courses. The other five are core academic courses. EAL intensive students have one

elective and one EAL support course in addition to their five core academic courses.

GRADE 6 CORE ELECTIVES

Beginner Band 6

Beginner Band is an introductory-level course where students are introduced to band instruments

and group performance.

Technology 6

Students will be introduced to programming with using MIT Scratch. This will then lead into app

invention and the year will end with animation and game programming.


Health Education 7

Health Education emphasizes the importance of knowledge, skills, attitudes and practices relating

to health and wellness. In this class students will acquire the knowledge relating to the physical,

emotional, social health, practice positive healthy behaviors, develop wise decision-making skills,

demonstrate the ability to access accurate health information, analyze the influences on health,

use communication skills and advocate for personal and community health.

Physical Education 7

Grade 7 Physical Education is an in depth extension of the curriculum students experienced in

grade 6. Students will be asked to build upon their existing knowledge and actively contribute to

their own development. There will be more emphasis on individual and group responsibilities,

and concepts such as accountability, communication, and preparation are practiced. Students

will actively participate in a variety of games and activities. Students will be encouraged to

demonstrate maximum participation in physical activity. Students will be prepared for activities

24

they can use for their own lifetime of physical fitness.


21st Century Skills

21st Century Skills offers Grade 8 students an opportunity to reflect on and develop:

• Communication and collaboration skills

• Problem-solving skills

• Creative-thinking

• Risk-taking

• Digital-literacy skills

The students complete a range of individual and group projects during the year using the Agile

Framework for starting, running and completing each project. This is a year-long course co-taught by

a Physical Education specialist and a Technology coach.

EXPLORATORY WHEEL

The majority of our Middle School students opt to take the Exploratory Wheel during their Elective

period. This full-year course sequence takes students through four different elective options,

organized by academic term. In 2016-2017 the four parts of the Exploratory Wheel are as described

below.

Middle School Art

This is an introductory course in which the student explores a variety of media in the areas of drawing,

painting, printmaking, and design. The course helps students develop the critical thinking and the

necessary motor skills to use art tools, appreciate, understand, and create art. An understanding of

various art styles and techniques is developed through hands-on experiences. Basic gesture, contour,

mass, and value drawing styles are learned. Art appreciation and discussion of artwork are introduced.

Studio emphasis is on creative problem solving, experimentation, and a highly individualized response

and expression.

Middle School Technology

In Middle School, students are introduced to a variety of different technologies to help open their

minds to how things work in their everyday digital world. These technologies include Game-making,

Programming, 3D modeling, Robotics, Video Production and Digital Simulation. Students are

encouraged to work collaboratively and the project-based assignments challenge their creativity, too.

Middle School Robotics

Student will be introduced to robotics using Lego Mindstorms kits.

Middle School ‘Mad Science’

Taught by our Chemistry teacher, students will explore Chemistry in a real-world context.

25

FULL- YEAR ELECTIVE OPTIONS

Students who choose these options will not be enrolled in the Exploratory Wheel.

Mandarin 1, 2 & 3

Students may opt to study Mandarin language as their elective. See the World Languages section for

program description.

Middle School Band

The band offers the chance for students to play a musical instrument in the school band with their

friends. Students will learn saxophone, trombone, trumpet, flute, drums and clarinet individually, as

well as the skills needed to perform in a large group. There are many benefits in learning an instrument

- early musical training helps develop brain areas involved in language and reasoning. Musicians

learn to think creatively, are more successful on standardized tests such as the SAT, and enhances

teamwork skills and discipline. In order for an orchestra to sound good, all players must work together

harmoniously towards a single goal, the performance, and must commit to learning music, attending

rehearsals, and practicing.

HIGH SCHOOL

High School electives are offered by semester or full academic year. Students should check their

graduation requirements when choosing elective courses. In Grades 9 & 10, students who are not

enrolled in EAL Intensive and/or Reading & Writing Workshop are assigned a sequence of core

electives, each worth 0.5 credits for a total of 2.0 elective credits per year.

High School Core Electives

Grade 9 Beginner Band Health Education Drama Information Literacy

Grade 10 3-D Art Physical Education Technology Positive Education

26

Students who miss these core electives due to having EAL support classes will be assigned in later

grades after they test out of the EAL program. Placement will be determined based on credits needed

for graduation.

Grade 11 & 12 students who meet the prerequisites may take AP & SUPA courses to meet their

Elective credit requirements. See the Advanced Placement and SU Project Advance sections for more

details. EAL courses also count toward general Elective credit.

ART

3-D Art

Credit 0.5, Fall & Spring

This course focuses on 3-Dimensional Art (Sculpture). Among the many materials that are used are

wire, clay, paper, found objects, wax, plaster and wood. All who like to work with a variety of tools and

different media will make this course a rewarding experience. In addition to sculpture, an exploration of

serigraphy (silk-screen printmaking) that will utilize both paper and textile applications will be learned.

3-D Art is both an academic and practical art program. Exploring research are connected to art history,

culture and society are integrated to art production.

Visual Art

Credit 1, Full year

Prerequisite: Grade 11/12 standing

The Visual Arts program is both an academic and practical program that emphasizes the

interrelationship between research and artistic production. The course expounds creativity; however,

the foundation of this creativity is research and the exploration into practical art, as well as art theory,

history and culture. Students will develop art vocabulary, a general art history background, and various

art skills and techniques, all of which are needed to be successful at the next level. Students will

hopefully develop a lifelong interest in the visual arts as a result of taking this class. Students must

be willing to take risks by challenging themselves with new media, advanced complexity, and new

techniques in their projects. Successful students in Visual Arts are dedicated and give effort on various

levels to finish all started projects.

DRAMA

Drama: Acting for the Stage

Credit 0.5, Fall Semester Only

Prerequisite: Grade 10-12 standing

Students learn to explore stage acting, basic acting theory, theatre history, and dramatic analysis. The

course includes work in monologues and scene acting, as well as research and analysis on playwrights

and styles of theatre (African American, Women’s, Absurd, Existentialist, Classical/Modern). The

course is designed to improve communication skills, strengthen public speaking, create confidence,

increase collaborative awareness, and to sharpen social intelligence.

27

Drama: Acting for the Camera

Credit 0.5, Spring Semester Only

Prerequisite: Grade 10-12 standing

Students will learn the differences between acting for the stage and acting for the camera. They will

learn about particular techniques related to screen acting, and about the power of repetition. They will

work on three original sections that include: music videos, silent films, and mock-umentaries.

CAREER & COLLEGE PREPARATION

Senior Seminar

Credit 0.5, Fall Semester Only

Prerequisites: Grade 12 standing

Senior Seminar prepares students for college applications and career choices. Units will focus on

career exploration, how to research colleges, and strengthen your college applications. Students will

complete projects to develop a college and career plan, which will culminate in a Parent Seminar that

the students plan for their parents. The Counselor will teach this class, and visiting universities will

also provide workshops.

HEALTH EDUCATION

Health Education 9

Credit 0.5

Health Education emphasizes the importance of knowledge, skills, attitudes and practices relating

to health and wellness. In this class, students will acquire the knowledge relating to the physical,

emotional, social health, practice positive healthy behaviors, develop wise decision-making skills,

demonstrate the ability to access accurate health information, analyze the influences on health, use

communication skills and advocate for personal and community health.

*This course is required for graduation starting with the class of 2019.

Health Education 11/12

Credit 0.5


As we have just introduced our Health Education course for Grade 9 students in the 2015-2016 school

year, we are offering the same course as an elective for Grade 11 & 12 students who would like to

study Health Education before graduation. Course content is the same as described above.

28

INFORMATION LITERACY

Information Literacy

Credit 0.5

Information Literacy teaches students important skills needed for high school and college research.

Students experience the research process at a slow pace throughout the semester so they can fully

explore and learn techniques at each stage of the process. Students select a research topic, define

a central question, explore print and digital resources, learn to evaluate and select resources most

relevant to their topic, and synthesize their research into a research paper and presentation. Course

goals and objectives are based off of the American Library Association’s Standards for the 21st

Century Learner, and the Big 6 model for Information Literacy.

*This course is required for graduation starting with the class of 2019.

MUSIC & BAND

Beginner Band 9

Credit 0.5

Beginner Band is an introductory-level course where students are introduced to band instruments and

group performance.

High School Band

Credit 1.0 per academic year

Prerequisite(s): Beginner Band, Recommendation of Instructor, Audition

The band offers the chance for students to play a musical instrument in the school band with their

friends. Students will learn saxophone, trombone, trumpet, ute, drums and clarinet individually, as well

as the skills needed to perform in a large group. There are many benefits in learning an instrument

- early musical training helps develop brain areas involved in language and reasoning. , musicians

learn to think creatively, are more successful on standardized tests such as the SAT, and enhances

teamwork skills and discipline. In order for an orchestra to sound good, all players must work together

harmoniously towards a single goal, the performance, and must commit to learning music, attending

rehearsals, and practicing.

Vietnamese Traditional Music

Credit 1.0

Vietnamese Traditional Music is a year-long introductory course where students are introduced to

traditional Vietnamese instruments and musical styles. Beginner and experienced musicians welcome.

This class is a fun, hands-on activity where students will earn to play 2 or 3 of the instruments found in

traditional (and some modern!) Vietnamese musical groups.

+This course is designated as a Global Awareness credit.

29

PHYSICAL EDUCATION

Physical Education 9/10

Credit 0.5


The Physical Education program will concentrate on the cognitive, physical, and social skills necessary

to pursue a lifetime of activity, health, and fitness. The course will expose students to a variety of

global games and sports that help introduce them to a number of different cultures. Students will

develop their physical skills as well as be challenged to think creatively while applying that to a

variety of social settings. The idea is to help students and their passion, and to equip them with the

skills and knowledge necessary to succeed in life. Students must be willing to challenge themselves

and are expected to have an active role in every class. Successful students in Physical Education

must be prepared for class, offer a consistently high level of effort, and demonstrate respect toward

themselves, others, and school at all times.

Physical Education 11/12

Credit 0.5


This course is the same as above, but for Grade 11 & 12 students.

POSITIVE EDUCATION

Positive Education 10

Credit 0.5

Positive Education uses the science of Positive Psychology to “encourage and support individuals,

schools and communities to flourish.” ISHCMC - American Academy has based its Positive Education

program on Geelong Grammar School (GGS) in Australia. Following the GGS program model, we

refer to flourishing as “a combination of feeling good and doing good.” This course can be thought

of as a roadmap of what people want for themselves, the students and their children. Good health,

frequent positive emotions, supportive relationships, a sense of purpose and meaning, and moments

of complete immersion and absorption – a life where a person uses their character strengths in ways

that support themselves and others, and that has been flourished at the heart. This 0.5 credit course

focuses on specific skills that assist students to strengthen their relationships, build positive emotions,

enhance personal resilience, promote mindfulness and encourage a healthy lifestyle.

Positive Education Elective

Credit 0.5


As we have just introduced our Positive Education course for Grade 10 students in the 2016-2017

school year, we are offering the same course as an elective for Grade 11 & 12 students who would like

to study Positive Education before graduation. Course content is the same as described above.

30

PUBLICATIONS

Student Publications: Introduction to Magazine Writing & Production

Credit 1

This class revolves around a focus of students assessing their own sources of news and producing

the monthly magazine, Reverberations. Students will examine the question: “What is News?” in order

to understand and evaluate the elements of news and magazine reporting. They will then identify and

write news stories within the ISHCMC - American Academy school community. A major goal in the

class will be the actual production of a school magazine for students, faculty, and parents. Students

will become familiar with and start to use journalistic vocabulary to identify the parts of the page and

features. Students will also look at placement issues and be trained in magazine layout using Adobe

InDesign. Since this course is an introductory level course, vocabulary and English usage skills will be

emphasized and reinforced throughout the study of journalism, news values, design, and magazine

production.

Editorial Internship: Introduction to Administration of a Print Magazine

Credit 1

This class is a continuation of Student Publications for grade 12 students. As a second-year magazine

staff member, editorial interns will take on more responsibility for section editing, layout, design

and final production. Students must fill in an application. Successful applicants will have shown

commitment, punctuality, and attention to detail throughout their first year on the Reverberations staff.

This course meets at the same time as Student Publications. Students are graded on their leadership

roles as well as collaborative skills.

TECHNOLOGY & COMPUTER SCIENCE

Data Literacy

Credit 0.5

When data is processed, organized, arranged and displayed in a given context, we can call it useful

information. Students will gain insight into how data is gathered, sorted, filtered, processed and

displayed to make it meaningful for a given audience. Students will develop practical skills in Database

Design, Graphic Design and Web Design during the course and will be required to complete a variety

of projects in order to earn available credit.



See the Advanced Placement section for more details.

31

IST 263 Design and Management of Internet Services


See the Syracuse University Project Advance section for more details.

Web Design

Credit 0.5

Students will be introduced to the basics of web design and internet content management using

HTML, CSS, and PHP. Final projects include custom-designed websites.

32

33

ENGLISH AS AN ADDITIONAL LANGUAGE

Support entering, beginning and developing language learners by enhancing their social, instructional

and academic language in order to ensure optimal success in the American English curriculum.

MIDDLE SCHOOL COURSES

Intensive EAL 1, 2 & 3

This multi-level course (determined by WIDA and MAP test data) is designed to support beginner and

low-intermediate English language learners. Enrollment in the course is determined by test data and

teacher recommendation.

The goal is to increase English language skills at the sentence and word/phrase level through:

• Explicitly taught grammar and writing practice

• Building basic social, instructional and academic vocabulary through reading and writing

• Speaking and Listening skill-building activities

HIGH SCHOOL COURSES

Intensive EAL 1 & 2

Credit 1

This multi-level course (determined by WIDA and MAP test data) is designed to support low-

intermediate English language learners. Enrollment in the course is determined by test data and

teacher recommendation.

The goal is to increase English language skills at the sentence and word/phrase level through:

• Explicit grammar instruction with lots of practice

• Basic social, instructional, and academic English vocabulary development

• Speaking and Listening skill-building activities

Reading & Writing Workshop

Credit 1

This unique course has been created specifically to provide ISHCMC-AA students in Grades 9-12

with sufficient support and practice in reading and writing, in an effort to develop skills that will be

necessary throughout all of their core-content classes as well as at a university level. Exercises are

tailored to student ability, allowing for a diverse range of levels to be accommodated within one

classroom. The curriculum is built around principles of extensive and intensive reading and writing

approaches to aid in increasing students’ reading and writing repertoire.

ENGLISH LANGUAGE ARTS

We endeavour to teach and encourage students to use the English language as a means of

communication and as an outlet for creative and scholarly pursuits.

34

MIDDLE SCHOOL

English 6

Grade 6 English Language Arts is geared to help students make the transition from primary school

to middle school. While a heavy emphasis is placed on basic study and organizational skills, the

teacher also guides the students in exploring a variety of genres and types of literature. Students are

introduced to Literature Circles and taught to work independently and in groups. Students will learn

to identify, evaluate, and respond to literary elements in fiction, informative text, creative non-fiction,

drama and mythology,

English 7

In Grade 7 English Language Arts, students learn to become more independent readers, writers and

thinkers. A strong emphasis is placed on compare and contrast skill as well as visual organization and

pre-writing skills. Students read two longer texts: Walk Two Moons, a Newberry Medal winning novel

by Sharon Creech, and an informational text: Phineas Gage: A Gruesome but True Story about Brain

Science. Students continue to develop their understanding of the elements of nonfiction and fiction

prose as well as mythology, drama and poetry.

English 8

Grade 8 English Language Arts is meant to help students transition from middle school to high school.

Students are expected to read more independently, and more units are based on novels than short

stories; at least four full-length texts will be completed during the academic year. For some of the

texts, adapted or alternate versions are available for students with lower reading levels in English.

The course focuses on developing students’ ability to speak and write clearly and accurately, while

deepening analytical thinking skills and knowledge of various types of writing. Emphasis is placed

on organization, creative thinking, and analyzing the use of literary devices. These skills are taught

through a variety of texts including short stories, plays, poetry, and novels.

HIGH SCHOOL

English 9

Credit 1

In their first year of high school English Language Arts, students will learn the skills and strategies

to put literature and nonfiction text in greater rhetorical context. A large emphasis is placed on

understanding what “text” is and what documents or visual can be considered as text for analysis.

Many of the grade nine novels share similar themes related to individuality and social justice.

Emphasis is placed on strengthening creative and critical thinking skills, and students are encouraged

to develop connections between texts and the outside world. These skills are taught through a variety

of texts including short stories, plays, poetry, novels, and film.

English 9 Sheltered Instruction

Credit 1

This course is the same as described above in regard to content, skills, and course emphasis. The

35

difference is that this section is taught by an EAL specialist for only our intensive EAL students in

Grade 9. This allows the students to gain additional support, and for the instructor to adjust the course

pacing. Adapted or alternate texts are used to better suit student Lexile levels and overall reading

ability.

English 10

Credit 1

This course extends the range of analytical reading, writing, oral communication and thinking skills

that students need for success in secondary school academic programs. Students will study and

interpret challenging texts from contemporary and historical periods, including novels, poems, plays

and opinion pieces. An important focus will be the thoughtful use of spoken and written language.

Students continue to examine texts from different cultural and historical backgrounds, and they are

encouraged to view all texts in context. Library research skills are built up to help students prepare for

future AP courses.

English 11

Credit 1

Grade 11 English Language Arts is a college preparatory course. Analytical reading, essay

composition, and use of rhetorical and literary devices in presentations and writing are emphasized.

Critical thinking, close reading, literary analysis, and persuasive writing will focus on elements of

purpose, audience, argumentation, and style. Students will continue to examine texts from different

cultural and historical backgrounds, and will be required to view all texts in context. Research skills

and overall language development will continue to be areas of emphasis.

English 12

Credit 1

Grade 12 English Language Arts is a college preparatory course with a focus on literary & academic

non fiction, drama/screenplay, visual & rhetorical analysis, scholarly research and public speaking. The

first nine weeks of instruction is dedicated to studying personal narrative and writing the college essay.

This encourages students to examine themselves, their career aspirations, and their future plans. The

course instructor works alongside the Counselor to prepare Grade 12 students for academic and

professional pursuits in the English language in university and beyond.

Literature, University Credit


See full course description under Syracuse University Project Advance.

Writing, University Credit



36

37

FIELD STUDIES PROGRAM

Where Character is Built

Each year in November, teachers and students attend field trips in Southeast Asia. The field studies

program is meant to strengthen relationships, enhance awareness of culture and history, and build valuable

outdoor and physical fitness skills. The trips are built into our curriculum.

Trips also include community service elements such as working with schools in the Mekong Delta.

Graduating seniors often share that their best memories from high school took place during field study trips.

The 2016-2017 Field Trips will take place the week of November 7th. Exact dates and itineraries will be

communicated in the beginning of the 2016-2017 academic year.

A large part of our trip curriculum is focused on building character. We use the VIA Character Strengths

model and the fixed/growth mindset concept to introduce character to our students before the trips. Trip

benefits that we are looking for and that we focus on in the program include encouraging students to:

• Be a leader in their school community

• Assist people who need help

• Accomplish their goals

• Believe in their ability to succeed

• Take responsibility for their actions

• Participate in service to their community

• Take risks and/or challenge themselves

• Compliment others on their strengths

Trips span 1 to 5 days and, with the exception of the Grade 12 trip, take place annually in November. As a

school, your child’s safety is of our utmost importance. We have taken the follow precautions:

• All teachers chaperoning trips are First Aid & CPR trained.

• We work with International SOS medical insurance to provide high-quality care during trips.

• Each grade level attends a field trip Health & Safety orientation.

• Teachers work closely with tour providers to design itineraries that are educational, fun, and safe.

• Every trip undergoes an annual review using teacher and student feedback.

• New trips require an on-site risk assessment following international protocols and standards.

If a student does not attend the trip, please be aware that:

• The absences will be unexcused. This may affect the student’s ability to gain credit for the term if he

or she has additional absences.

• There will be no refund of trip fees.

• The student may not come to school during those days.

• The student will miss an experience which is an integral part of the school culture and curriculum.

38

39

MATHEMATICS

With the changes that are taking place in today’s world, students will need to be able to adapt to ever

changing conditions. Through studying mathematics they will learn to be critical thinkers who analyze,

assess situations, and solutions to problems. They will require the ability to use technology effectively

and the skills for processing large amounts of quantitative information. The mathematics curriculum

will prepare students for becoming a global citizen who can thrive. Our vision is to ensure our students

have the essential mathematical knowledge and skills; with skills of reasoning, problem solving, and

communication; and, most importantly, with the ability and the incentive to continue learning on their

own.

At ISHCMC - American Academy, Math placement is by student ability and academic readiness, not

by grade level. See the charts below for sample Math course progression as it corresponds to grade

level.

Path 1 Path 2 Path 3

Grade 6 Pre-Algebra 1 Pre-Algebra 1 Pre-Algebra 1

Grade 7 Pre-Algebra 2 Pre-Algebra 2 Pre-Algebra 2

Grade 8 Algebra 1 Algebra 1 Algebra 1

Grade 9 Geometry Geometry Geometry

Grade 10 Algebra 2 Algebra 2 Algebra 2

Grade 11 Pre-Calculus Applied Math Pre-Calculus

Grade 12 AP Calculus AB Statistics Statistics

New for the 2016-2017 school year, we are also offering a Foundations path and an Accelerated path.

Both of these paths are by departmental recommendation only.

Path 4 (Foundations) Path 5 (Accelerated)

Grade 6 Pre-Algebra 1 Pre-Algebra 1or 2

Grade 7 Pre-Algebra 1 Algebra 1

Grade 8 Foundations of Algebra 1 Geometry

Grade 9 Foundations of Geometry Algebra 2

Grade 10 Foundations of Algebra 2 Pre-Calculus

Grade 11 Applied Math AP Calculus AB

Grade 12 Statistics AP Calculus BC (Ind. Study)

Applied Math & Statistics are offered in alternating years for Grade 11 & 12 students.

Pre-Algebra I

Pre-Algebra I is a standard sixth grade level mathematics course. Students will review the foundations

of mathematics with an emphasis on problem solving. Students will work with fractions, number

theory, and tools of geometry.

40

Pre-Algebra II

Pre-Algebra II is a standard seventh grade level math course. Students will develop their problem

solving skills using a variety of tools. They will work with proportions, equations, inequalities, graphing,

and functions.

Foundations of Algebra I

Algebra I is an introductory course to algebra. Students will develop their ability to solve equations,

graph functions, and solve real-world problems. The Foundations course moves more slowly than

the standard Algebra 1 sequence and does not cover the final units of the Algebra 1 course. Students

taking Foundations of Algebra 1 who want to progress to Geometry must work with the Math

Department to come up with a summer study plan.

Algebra I

Credit 1

Algebra I is an introductory course to algebra. Students will develop their ability to solve equations,

graph functions, and solve real-world problems. Enrolled Middle School students do not receive High

School credit.

Geometry

Credit 1

Prerequisite: Algebra I, instructor recommendation

This course is designed to explore the concepts of reasoning and proof, as interpreted through the

understanding of geometric figures. Students will not only learn the basic rules of logical reasoning,

but also the formulation of mathematical proof and the foundations of trigonometry. Enrolled Middle

School students do receive High School credit.

Foundations of Geometry

Credit 1

Prerequisite: Foundations Algebra 1 or Algebra 1

This course presents the foundations of different geometry key concepts, the study of the

relationships of geometric figures, and an introduction to the use of axioms or postulates in proofs .

Students will be able to differentiated between deductive and inductive reasoning as well as modeling

real life problems using geometry.

Algebra II

Credit 1

Prerequisite(s): Algebra I, Geometry

41

Algebra II is the second course of algebra. Students will continue to develop their ability to solve

equations and inequalities with a focus in linear algebra, quadratics, graphing, and functions.

Applied Math (Planned for 2017-2018 academic year)

Credit 1

Prerequisite: Algebra II

Applied Math is a mathematics course for Grade 11 and 12 students who need more mathematical

support before taking our Trig/Pre-Calculus course. Applied Math is offered every other year opposite

of General Statistics.

General Statistics

Credit 1

Prerequisite: Algebra II

This course provides an introduction to statistical reasoning, including sampling, elementary

probability, statistical inference, and data analysis. Students will examine data analysis; correlation

and regression; sampling and experimental design; basic probability (random variables, expected

values, normal and binomial distributions); hypothesis testing and confidence intervals for means,

proportions, and regression parameters; and use of spreadsheet software.

Pre-Calculus

Credit 1

Prerequisite: Algebra II, recommendation of instructor

Trigonometry/Pre-Calculus is a course in trigonometry with a focus towards preparing students for

college level calculus. Students will spend a significant amount of time working with trigonometric

functions, as well as other more advanced functions. There will be a focus in graphing and problem

solving.

AP Calculus AB


Prerequisite(s): Pre-Calculus, recommendation of instructor

AP Calculus AB is a full-year course leading up the AP exam. The AP Calculus AB Exam covers

differential and integral calculus topics that are typically included in introductory calculus courses at

the college level. Because graphing calculator use is an integral part of the course, the exam contains

questions that require students to use a graphing calculator.



42

43

SCIENCE

The Science Department seeks to inspire our students to be lifelong learners. We strive to equip

students with scientific skills and problem-solving strategies, using materials and resources

appropriate to each developmental level. The program offers stimulating and enriching

experiences to challenge students across a range of learning abilities. Students are given the

opportunity to develop science skills through various techniques that include investigating

concepts through practical experimentations. Students are encouraged to apply their literacy skills

in science courses while being responsible, safety conscious and mindful of ethical practices.

Teachers, aiming to assist students in achieving academic excellence, will emphasize the

importance of science through hands on manipulation and report writing.

MIDDLE SCHOOL

Earth Science

In the 6th Grade, students will learn about a variety of Earth processes and ways of studying the

Earth, including Maps, the Earth’s Surface, Water, Earth History, the Earth’s Insides, Weather,

and Space. Students will experience science by doing experiments and creating models. As

an introduction to middle school science, the courses’ main aims are to 1) develop student

understanding of how science works, 2) teach school and study skills, and 3) increase science

literacy.

Life Science

The 7th grade Life Science course is designed to give students the necessary skills for a smooth

transition from elementary life science standards to high school biology standards. The purpose

is to give all students an overview of common strands in life science including, but not limited to,

diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological

evolution. Students will do a number of labs to enhance understanding as well as learn basic lab

techniques.

Physical Science

The 8th grade Physical Science course is designed to give students the necessary skills for a

smooth transition from elementary physical science standards to high school physical science

standards. The purpose is to give all students an overview of common strands in physical science

including, but not limited to, the nature of matter, laws of energy, matter, motion and forces, and

energy transformation. Students will discover how science affects every aspect of their lives.

Students will do a number of labs to enhance understanding as well as learn basic lab techniques.

With successful completion of this course, students should be ready for high school level of

expectations within the field of science.

44

HIGH SCHOOL

Biology

Credit 1

Prerequisite: Grade 9 Standing

Biology is devoted to the study of living things and their processes. Throughout this one-year course,

students are provided the opportunity to develop scienti c process skills, laboratory techniques,

and gain an understanding of the fundamental principles of living organisms. Students will explore

biological science as a process, cell structure and function, genetics and heredity, evolution and

classification and diversity of living.

Biology Sheltered Instruction

Credit 1

Prerequisite: Grade 9 Standing, Sheltered Instruction homeroom placement, enrollment in intensive

EAL

Biology is devoted to the study of living things and their processes. Throughout this one-year course,

students are provided the opportunity to develop scientific process skills, laboratory techniques,

and gain an understanding of the fundamental principles of living organisms. Students will explore

biological science as a process, cell structure and function, genetics and heredity, evolution and classi

cation and diversity of living. The course comes with a regular level of expectations for a high school

science course, but a more basic level of expectations is available for students receiving EAL support.

The course is taught by an EAL specialist who works closely with the Science faculty to ensure that

core standards are being met while also focusing explicitly on academic language development.

Chemistry

Credit 1

Prerequisite: Grade 10 Standing

This course explores the major topics within Chemistry, including atomic structure, periodic trends,

chemical bonding and reactions, gases, thermochemistry, and kinetics. Students in this class will gain

an in-depth understanding of the most important ideas within Chemistry, making them well-prepared

for further study in AP Chemistry or a university course. Regular laboratory work will be focused on

applying science concepts and becoming comfortable with equipment and techniques. The meet of

this class is focused on understanding and applying concepts rather than memorization.

45

Conceptual Physics

Credit 1

Prerequisite: Grade 11/12 Standing, Algebra I

This one-year course focuses on concepts and applications of physics, including laboratory

investigations, and the use of basic algebra skills. The students will gain a thorough understanding of

the laws of physics that surround them in their natural world. Students will develop an understanding

of the concepts underlying the phenomena of motion, force, energy, matter, sound, electricity,

magnetism, light and the atom. The course comes with a regular level of expectations for a high

school science course, but a more basic level of expectations is available for students who have this

need.


Credit 1

Prerequisite(s): Grade 11/12 standing, Biology, Algebra I

This course is a laboratory-based class focused on understanding the earth and how humans interact

with the environment. Students are engaged in the scientific principles, concepts, and methodologies

which are required to understand the interrelationships of the natural world. The course requires

students to identify and analyze natural and human-made environmental problems, evaluate the

relative risks associated with these problems, and examine alternative solutions for resolving or

preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology,

environmental studies, environmental science, chemistry, and geography.


AP Biology



teacher permission

Learn about the core scientific principles, theories, and processes governing living organisms,

biological systems, and natural phenomena.

Understanding key science practices, you can use to develop explanations and predictions of natural

phenomena, which you will test and refine through laboratory investigations. Develop advanced

reasoning and inquiry skills as you design experiments, collect and analyze data using mathematics

and other methods, and interpret that data to draw conclusions.



46

AP Chemistry (Planned for 2017-2018)



teacher permission

The AP Chemistry course is designed to be the equivalent of the general Chemistry course usually

taken during the first university year by Science and Engineering majors. As in the first year

Chemistry class, the course is a survey of the main topics in Chemistry: atomic structure, periodic

trends, chemical bonding and reactions, gases, thermochemistry, electrochemistry, and kinetics.

Students are expected to pull from across all of Chemistry when answering questions or performing

laboratory work. The course also introduces students to a number of mathematical and graphical

methods for analyzing science data. At least 25% of class time is spent on laboratory work, much of

it inquiry-based, and students maintain a laboratory notebook as a record of this work. In order for

the AP designation to remain on nal transcripts, students must complete an end-of-course AP-level

assessment.



*Note - we may substitute AP Chemistry for Syracuse University Project Advance Chemistry sequence

of 8 university credits.

PHY 101 - 102 Major Concepts of Physics I and II


8 SU credits


47

48

49

SOCIAL STUDIES

Our goal is to develop socially aware global citizens. We desire that our students will be actively

involved in their world through critical understanding of world issues and patterns, and they will then

be able to share their positions in an organized and logical framework.

MIDDLE SCHOOL

Social Studies 6: The Ancient World

What can the past teach us about life in the 21st century? In Grade 6 Social Studies, students explore

artifacts and stories from the Ancient World to gain knowledge and skills that will help them be leaders

in their world. We connect learning in English, Science and Mathematics to strengthen understanding

of the human adventure. We examine the impact of technology and the environment on human

society from Early Humans to ourselves. Students learn lessons from the first farming civilizations

about river and flood management which is relevant to life here in Ho Chi Minh City. We examine the

role of government and leadership in the Ancient Empires and in our world today. Students use and

expand their research skills and develop their language and communication skills through reading,

writing, speaking and listening.

Students participate in reading circles, writing workshops, simulations, project based and cooperative

learning. We build responsibility and good work habits that are important for the transition to Middle

School.

Social Studies 7: World Geography

7th Graders will look at the major regions of the world and how geography and culture have shaped

our planet throughout history , as well as the present, by examining past events, current events and

global issues. Over the academic year, the course will help develop analytical skills in the Social

Studies with real world applications. The curriculum is geared toward Project Based Learning where

students will meet their learning objectives by demonstrating their understanding through collaboration

and cooperative projects ranging from simple presentations to more protracted assessments with a

heavy emphasis but on English language acquisition.

Using simulations, texts and primary sources, students participate in engaging learning activities that

promote cooperation and communication while developing analytical and critical thinking.

Social Studies 8: The Industrial Age

Students uncover various broad themes set in a historical context- the Industrial Age (18th-early

20th centuries)- these themes are technological, political, economic and social. One of the primary

goals of class is to improve students’ English language skills: speaking, listening, reading and writing.

Using simulations, texts and primary sources, students participate in engaging learning activities that

promote cooperation and communication while developing analytical and information literacy skills for

the 21st century.

50

HIGH SCHOOL

World History I

Credit 1

Prerequisite: Grade 9 standing

World History I is a year long course that traces the human history from early societies and the

agricultural revolution through the development of religious empires to the rise of international trade

in the early 1500’s. Students build historical knowledge through reading and research and expand

their skills in the evaluation of sources and the creation of media. Through collaborative simulations

and project work, students apply what they know to their own context in the 21st century and build

a portfolio of their work. The Grade 9 Field study trip to Cambodia is an important opportunity for

students to connect with ancient and recent history.

*Based on achievement in this class and personal goals, students can enroll in World History II or AP

World History in Grade 10.

World History II

Credit 1

Prerequisite: Grade 10 standing

World History II is a continuation of World History I. The course begins in the Modern Era post 1492

and follows the development of global events from the Enlightenment to the Industrial Revolution

and the imperial conquests preluding the World Wars, through the Cold War and the present struggle

against violent ideological extremism.

The course is equally focused on skills development as much as content. All assessments are

intensive writing further emphasizing ISHCMC-American Academy’s mission of creating 100%

English fluency among our students in preparation for continuing education abroad. The learning

methodology consistently relies on lecture, discussion, debate, DBQ primary source analysis, and

protracted writing assignments and research.

21st Century Issues

Credit 1


This course is intended to aid students in developing an informed opinion about the modern world

and future global trends. Throughout the year students will be able to discover, analyze, compare

and solve global problems. We will use different technologies to make our learning engaging and

interesting. The course material will provide students with an opportunity to build awareness of how

a nation’s history, culture, and ideology impact their society and global influence. In particular, the

course examines those aspects and how they impact what decisions a country makes, or doesn’t

make, on the global stage. Additionally, the class will capitalize any opportunity to become involved in

the community and make a difference.


51

AP World History


Prerequisite(s): Grade 10/11/12 standing, B or better is previous Social Studies course, teacher

permission

The AP World History course content is structured around the investigation of five course themes and

19 key concepts in six different chronological periods, from approximately 8000 B.C.E. to the present.

The themes, skills and key concepts are intended to provide foundational knowledge for future college

level coursework in history. Command of these course themes, skills and key concepts requires

sufficient knowledge of detailed and specific relevant historical developments and processes —

including names, chronology, facts, and events — to exemplify the five themes, four historical thinking

skills and nineteen key concepts of the course.

The following five themes connect key concepts across six historical periods and serve as the

foundation for student reading, writing, document analysis, and other class activities.




ECN 203 Economic Ideas & Issues

Credit 0.5, weighted GPA

3 SU credits


EEE 370 Introduction to Entrepreneurship & Emerging Enterprises


3 SU credits


PAF 101 An Introduction to the Analysis of Public Policy (Planned for 2017-2018)


3 SU credits

See full course description under Syracuse University Project Advance

52

53

SYRACUSE UNIVERSITY PROJECT ADVANCE

One of the hallmarks of our academic program is our involvement with Syracuse University

Project Advance (SUPA). We have five faculty members who have trained with SUPA to offer

Syracuse University courses for credit to our juniors and seniors. Students register online as non-

matriculated students of SU, and upon completion of their dual enrollment courses receive an SU

transcript in addition to their high school course credit. We are the only school in Vietnam to offer

this program.

Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse

University (SU) and your high school that allows high school students to enroll in SU courses.

Teachers who are also adjunct SU instructors teach these classes in the high school, following

the curriculum and guidelines established by SU. SUPA enables high school students to gauge

their ability to do college work prior to full-time college study. Upon successful completion of

an SU course, students are awarded SU transcripts that record credits earned. These credits

are transferable to hundreds of colleges and universities nationwide. Note that there is a per-

credit tuition charge of $112 per credit hour associated with SU courses, although this charge

is significantly discounted compared to regular Syracuse University tuition fees. For more

information about Syracuse University Project Advance, contact your guidance counselor or visit

supa.syr.edu.

SUPA ENROLLMENT AT ISHCMC - AMERICAN ACADEMY

• Students must be grade 11 or 12 standing to enroll in an SU course. Some courses allow

only Grade 12 students.

• Students must meet course pre-requisites for each course, as specified in the course

guide.

• ISHCMC - American Academy’s SUPA Coordinator has the right to refuse enrollment for

students who do not meet prerequisites.

• Students may not take more than a combination of 3 Advanced Placement and/or Syracuse

University courses without written approval from the Counselor, Curriculum Coordinator,

and SUPA Coordinator.

• Students must officially register with Syracuse University for each enrolled course and pay

course fees by the registration deadline. If students do not register and pay for the course,

they will be dropped from the course and will need to change their schedule and course of

study.

• Students may be required to continue SUPA studies after the school’s Grade 12 graduation

date. Classes will not run after the official last day of school.

• Students should expect to complete SU coursework during school holidays. This may

include summer reading assignments prior to starting a new course.

54

SU COURSE DESCRIPTIONS

ECN 203 Economic Ideas & Issues


3 SU credits

Prerequisite: Grade 11/12 standing, B or better in English Language Arts & Social Studies, completion

of Algebra 2, recommendation from instructor

This course provides an introduction to modern Western (neoclassical) economic thought. Beginning

with an individual in the simplest situations, a one-person society, the course moves step by step

to develop a model of a complex society based on division of labor and exchange through markets.

The process takes students from the microeconomic to the macroeconomic level, emphasizing

the connection between these two perspectives. Students will examine the benefits, as well as the

problems, inherent in a market-oriented economy. The course prepares students to analyze and

understand the ongoing economic policy debate between interventionists and non-interventionists.

Students will also develop a strong foundation in neoclassical analysis that is applicable to other

academic fields as well as to students’ everyday experiences. The course is rigorous, but not heavily

mathematical. Students should understand basic algebra and geometry. This is a college course

offered through Syracuse University, and students paying the (discounted) fee for SU credit will

receive a Syracuse University transcript.

*Note - This course is offered in the Fall of the Entrepreneurship & Economics, University Credit

sequence for a total of 6 SU credits. Students must register and pay for SU credit to remain enrolled

in the course. This will be noted on your transcripts as “Entrepreneurship & Economics, University

Credit.”

EEE 370 Introduction to Entrepreneurship & Emerging Enterprises


3 SU credits

Prerequisite: Grade 11/12 standing, B or better in English Language Arts & Social Studies, completion

of Algebra 2, recommendation from instructor

EEE 370 provides students a solid understanding of the vital role played by entrepreneurs in the

21st century global economy. During this course, we will assess, explore, critique, and celebrate

entrepreneurship. Entrepreneurship is approached as a way of thinking and acting, as well as an

attitude and a behavior. Our emphasis is on entrepreneurship as a manageable process that can be

applied in virtually any organizational setting. Moreover, our interest is in sustainable entrepreneurship,

or entrepreneurship over the life cycle of a person’s entire career; in organizations as they evolve from

start-up enterprises to sizable corporations; and in societies as they move from undeveloped to post-

industrial. However, our principal focus will be on the creation of new ventures, the ways that they

come into being, and factors associated with their success.

55

This is a course of many ideas and questions, and you will be encouraged to develop and defend your

own set of conclusions regarding each of these issues. It is also a course that integrates a number of

different disciplines, ranging from sociology and psychology to economics, finance, marketing, and

human resource management. Further, it is a course that mixes theory with practice, and students will

be challenged to apply principles, concepts, and frameworks to real-world situations.

EEE 370 Course Learning Outcomes

• Identify the entrepreneurial potential within yourself and others in your environment.

• Explain the role of entrepreneurship within society, at the level of the organization, and in your

own personal life.

• Describe the process nature of entrepreneurship and ways to manage the process.

• Summarize the many ways in which entrepreneurship manifests itself, including start-up

contexts, corporate contexts, social contexts, and public sector contexts.

• Develop an appreciation for opportunity, how to recognize it, and how to evaluate it.

• Appraise the nature of creative new business concepts that can be turned into sustainable

business ventures.

• Recognize the ethical issues that are intimately intertwined with entrepreneurial activities, and

develop a personal framework for managing ethical dilemmas.

*Note - This course is offered in the Fall of the Entrepreneurship & Economics, University Credit

sequence for a total of 6 SU credits. Students must register and pay for SU credit to remain enrolled

in the course. This will be noted on your transcripts as “Entrepreneurship & Economics, University

Credit.”

ETS 192 Gender & Literary Texts


3 SU credits

Prerequisite: Grade 11/12 standing, B or better in English Language Arts, recommendation from

instructor

It has become commonplace within the social sciences and contemporary cultural criticism to speak

of gender as a social construct and to see it as a kind of “compulsory performance.” What would it

mean to think of gender (i.e., masculinities and femininities) in this way? In this course, we will begin

with the premise that gender is a social construct—rather than a natural, ahistorical “essence” that

somehow “expresses” our true “selves”—and examine the ways in which literature participates in

the social reproduction of gender, as well as the difference that gender makes in the production and

reception of literary texts. From Chaucer’s Wife of Bath’s Tale and Shakespeare’s cross-dressed

male actors on the stage to virtual genders in the cyber-fiction of writers like William Gibson and Alice

Sheldon, we’ll explore what gender comes to mean in such literary texts and its effects. Although

focused on literature, ETS192 still qualifies as a writing intensive course.

56

ETS 192 Course Learning Outcomes

• Develop skills in close reading, textual analysis, and effective historical and cultural

contextualization of claims.

• Recognize how meanings are created through acts of critical reading.

• Analyze the ways texts construct categories of difference, particularly differences of gender but

also those of race, ethnicity, nationality, sexuality, and class

• Formulate sustained interpretive, analytical, or conceptual arguments based on evidence drawn

from texts

*Note - This course is offered in the Fall of the Literature, University Credit sequence for a total of 3 SU

credits. Students must register and pay for SU credit to remain enrolled in the course.


IST 263 Design & Management of Internet Services


3 SU credits

Prerequisite: Grade 11/12 standing, recommendation from instructor

Combining entrepreneurial methods with real world projects, Web Design and Management is an

intensive course that covers the construction and publication of websites for the Internet. Students

study and utilize a user-based approach to planning, design, implementation, and management of

the websites, all with an entrepreneurial focus. Students become very proficient in HTML, CSS, and

PHP, and develop their final projects utilizing a Content Management System (CMS). After taking the

course, every student should have the ability and confidence to design and program a website for a

small- to medium-sized business or organization. This is a college course offered through Syracuse

University, and students paying the (discounted) fee for SU credit will receive a Syracuse University

transcript.

*Note - This course is offered in the Spring of the Web Design, University Credit sequence for a total of

3 SU credits. Students must register and pay for SU credit to remain enrolled in the course.

PAF 101 An Introduction to the Analysis of Public Policy (Planned for 2017-2018)


3 SU credits

Prerequisite: Grade 11/12 standing, B or better in English Language Arts & Social Studies,

recommendation from instructor

This course is designed to provide students with basic research, communication, and decision-

making skills used in public policy analysis. Students will develop a range of applied social science

skills that will help them to make more informed choices as citizens, as workers, and as consumers.

57

While studying particular public policy issues, students will practice collecting information and will

examine the use of graphs, tables, statistics, surveys, and other informal interviewing procedures. In

addition, students will identify a social problem and come up with a proposed public policy to deal

with it. They will forecast the impact of that policy on societal conditions, analyze the political factors

affecting the policy, and develop strategies to implement the proposed public policy. This is a college

course offered through Syracuse University, and students paying the (discounted) fee for SU credit will


*Note - This course is offered in the Spring of the Public Affairs, University Credit sequence for a total

of 3 SU credits. Students must register and pay for SU credit to remain enrolled in the course. This

course is offered in alternating years and will NOT be offered in the 2016-2017 school year.


PHY 101 - 102 Major Concepts of Physics I and II


8 SU credits

Prerequisite: Grade 11/12 standing, B or better in previous Science course, completion or

simultaneous enrollment in Pre-Calculus, recommendation from instructor

This is the one-year introductory, non-calculus physics sequence offered through Syracuse University.

This algebra-based course includes a regularly scheduled lab and provides the necessary physics

background for health professionals and others who need physics but are not required to take a

calculus-based course. The first semester, PHY 101, will cover traditional topics in mechanics,

such as kinematics, Newton’s laws, circular motion, gravity and planetary motion, work, energy,

momentum, rotational motion, vibrations, and kinetic theory. This semester stresses problem solving

and conceptual understanding. The second semester, PHY 102, treats topics dealing with electricity,

magnetism, and optics. Students paying the (discounted) fee for SU credit will receive a Syracuse

University transcript.

*Note - This course is offered for a full-year of the Physics, University Credit sequence for a total of 8

SU credits. Students must register and pay for SU credit to remain enrolled in the course.

WRT 105 Practices of Academic Writing (Planned for 2017-2018)


3 SU credits

Prerequisite: Grade 12 standing, B or better in English Language Arts, recommendation from

instructor

This course teaches students strategies of critical academic writing in various genres, including

analysis, argument, and researched writing. The course challenges students to understand that

58

effective communication requires people to be aware of the complex factors that shape every

rhetorical context, including issues of power, history, difference, and community; and that writing as a

process involves reflection and revision. This writing course is a site of active learning where students

have responsibility for their own progress and for that of their peers. Students write formal papers for

each major unit, in addition to various informal writing assignments and a culminating portfolio. This is

a college course offered through Syracuse University, and students paying the (discounted) fee for SU

credit will receive a Syracuse University transcript.

WRT 105 Course Learning Outcomes

• Writing as Situated Process: Students will practice a range of invention and revision strategies

appropriate to various writing situations.

• Writing with Sources: Students will be introduced to primary and secondary research, utilize

various library resources, evaluate sources, and synthesize and apply research in accordance

with citation, genre conventions and ethical standards.

• Writing as Rhetorical Action: Students will gain knowledge of rhetorical principles and practice

addressing different audiences and situations.

• Writing as Academic Practice: Students will build their familiarity with values, strategies, and

conventions related to a range of academic contexts and disciplinary conversations.

• Writing as Social Practice: Students will analyze, reflect on, and practice the dynamic use of

language in diverse contexts and recognize issues of power, difference and materiality.

*Note - This course is offered in the Fall of the Writing, University Credit sequence for a total of 6 SU

credits. Students must register and pay for SU credit to remain enrolled in the course. This course is

offered in alternating years and will NOT be offered in the 2016-2017 school year. Open only to Grade

12 students.

WRT 114 Writing Culture: Intro to Creative Nonfiction (Planned for 2017-2018)


3 SU credits

Prerequisite: Grade 12 standing, B or better in English Language Arts, recommendation from

instructor

WRT 114 focuses on the genre of creative nonfiction. Students explore varieties of creative nonfiction,

such as memoir; biography; the personal essay; travel, science, and food writing; and “new

journalism.” As its name suggests, creative nonfiction borrows elements from fiction and poetry (e.g.,

description, scene construction, dialogue, etc.) yet still aims to tell the truth. For a writer to “tell it

slant,” however, is to acknowledge the ways in which one’s subjective viewpoint shapes what counts

as “the truth” in telling a story about one’s own or another’s experiences.

Students will have the opportunity to experiment with style, genre, and subject in a writing studio

environment and to read varied examples of contemporary creative nonfiction (e.g., Marjane Satrapi’s

59

Persepolis, Laurence Gonzalez’s “Marion Prison”, Floyd Skloot’s “A Measure of Acceptance,” etc.).

Students will craft and workshop their own creative nonfiction compositions. This is a college course

offered through Syracuse University, and students paying the (discounted) fee for SU credit will


WRT 114 Course Learning Outcomes

• Students will read and critically engage with creative nonfiction texts representing a diverse

range of topics, sub-genres, and perspectives.

• Students will learn about, and put into practice, conventions and characteristics of creative

nonfiction.

• Students will compose a series of creative nonfiction texts, and take them through the

processes of composing.

• Students will explore relationships between research and creative nonfiction, and learn

conventions for incorporating research into their texts.

• Students will develop an awareness of audience, and work to construct an ethos and voice that

responds to audience needs and expectations.

• Students will experiment with voices, styles and forms.

• Students will reflect on their writing processes.

*Note - This course is offered in the Spring of the Writing, University Credit sequence for a total of 6

SU credits. Students must register and pay for SU credit to remain enrolled in the course. This course

is offered in alternating years and will NOT be offered in the 2016-2017 school year. Open only to

Grade 12 students.


REGISTRATION FOR SU CREDIT - GLOBAL STUDENTS

Students must register online with Syracuse University in order to receive SU credit and to remain

enrolled in the course at ISHCMC - American Academy. Students must pay directly to Syracuse

University. The school cannot pay on students’ behalf.

Cost: $112.00 per credit hour (e.g. 3 credit course = $336.00)

Payment is due in full after the online registration is complete.

To register: https://pass.supa.syr.edu (Or click button below. Use the “International SUPA Students”

portal.)

Information needed to register:

• Student’s e-mail and parent’s e-mail

• SU course name and number (e.g., Psychology/PSY 205)

• High school class time/period

60

Click here for a list of Frequently Asked Questions about registration.

Click here for online bill payment.

Additional Payment Option: Wire Transfer

(This method should only be utilized if Parent does not have a credit card)

You may authorize your banking institution to transfer funds through the Federal Reserve (U.S. banks)

or the SWIFT system (foreign banks), in accordance with the following instructions:

JPMorgan Chase New York, NY

ABA#: 021000021

Credit: Syracuse University Account #: 018-000-1182

ATTN: Upstate Syracuse Account SWIFT Code: CHASUS33 (required for foreign banks only)

Reference: (SUPA Payment- Name of Student)

An email notification must be sent to Debbie LaVine, Student Accounts Administrator (djlavine@syr.

edu) at the time the funds are transferred. It must include the student’s name, high school, payment

amount and name of the course(s). This notification assures that your payment gets promptly applied

to your account.

Your high school may be willing to collect your payment and complete the wire transfer for you, but

you should confirm this with your SUPA instructor or SUPA Coordinator.

For more information:

Christine Signy, Student Records Administrator

Phone: 00-1-315-443-2404 (7:00 a.m. to 3:30 p.m., EST)

E-mail: [email protected]

FAX: 00-1-315-443-1626; alternate FAX: 00-1-315-443-2585

Live Chat: http://supa.syr.edu/livechat (accessible 8:30 a.m. to 5:00 p.m., EST)

SU COURSE FEES 2016 - 2017

Course Full Name Semester Credits SUPA Cost

ECN203 Economic Ideas and Issues Spring 3 $336

EEE370 Entrepreneurship Fall 3 $336

ETS192 Gender & Literary Texts Fall 3 $336

IST263Design & Management of

Internet ServicesYear 3 $336

PHY101-102 Major Concepts of Physics Year 8 $896

Note that the 2016-2017 annual tuition fees for an international student are $43,400. Full time students

tend to take between 12 and 18 credits per semester, which is 24 to 36 credits in an academic year.

The value per credit an international student at SU would get if taking a full course load of 36 credits

per year is $1,205 per credit. Compare this to the SU Project Advance fee of $336 per credit.

61

For example, taking the same 3-credit Economics course at SU would cost approximately $3,616 as

compared to $336 taking it through SU Project Advance.

SUPA DROP / WITHDRAWAL COURSE POLICY

When a student requests to drop a Syracuse University course, a drop form must be completed and

signed by the student, parent, and instructor. The instructor then sends it to the Project Advance

office for processing, prior to the drop date established on the registrar’s calendar. The student is no

longer financially responsible for the cost of the course.

Once the deadline for dropping a course has passed, the only option for a student who does not

want to complete the course is to withdraw; however, the student is still financially responsible for the

outstanding tuition owed. In this case, a withdrawal form (signed by student, parent, and instructor)

must be submitted. A student who withdraws will have “WD” posted on his or her transcript.

Both of these forms are available here or upon request from Christine Signy at [email protected]

ACADEMIC INTEGRITY

At Syracuse University, academic integrity is expected of every community member in all endeavors.

Academic integrity includes a commitment to the values of honesty, trustworthiness, fairness, and

respect.

These values are essential to the overall success of an academic society. In addition, each member

of the University community has a right to expect adherence to academic integrity from all other

community members.

“Syracuse University students shall exhibit honesty in all academic endeavors. Cheating in any form

is not tolerated, nor is assisting another person to cheat. The submission of any work by a student

is taken as a guarantee that the thoughts and expressions in it are the student’s own, except when

properly credited to another. Violations of this principle include the following: giving or receiving

aid in an exam or where otherwise prohibited; fraud; plagiarism; the falsification or forgery of any

record; or any other deceptive act in connection with academic work. Plagiarism is the representation

of another’s words, ideas, programs, formulae, opinions, or other products of work as one’s own

either overtly or by failing to attribute them to their true source.” (Section 1.0, University Rules and

Regulations.)

The complete policy is available from Syracuse University’s Academic Integrity Office or by selecting

the link: Syracuse University Academic Integrity Policy

62

63

WORLD LANGUAGES

We endeavour to teach and encourage students to use Vietnamese and Mandarin languages as

a means of communication, a way to experience Asian cultures, and as an outlet for creative and

scholarly pursuits.

MOTHER-TONGUE LANGUAGE INITIATIVE

ISHCMC - American Academy believes it is critically important for students to develop academic and

social language skills in their first language, which for the majority of our students is Vietnamese. The

role of the mother language in cognitive development and subsequent language acquisition has been

well-documented. The School agrees with UNESCO General Director Irina Bokova in supporting the

goals of the International Mother Language Day 2015: “The focus for the post - 2015 agenda must

fall on the priority of advancing quality education for all -- widening access, ensuring equality and

inclusiveness, and promoting education for global citizenship and sustainable development. Education

in the mother language is an essential part of achieving these goals -- to facilitate learning and to

bolster skills in reading, writing and mathematics.”

Vietnamese Studies is a core subject from grades 6 to 12. Continued academic instruction in the

mother language will preserve and enhance students’ Cognitive Academic Language Proficiency

(CALP) and henceforth their cognitive and social-emotional development.

Goals:

1. Vietnamese students will be able to demonstrate Basic Interpersonal Communication Skills

(BICS) and Cognitive Academic Language Proficiency (CALP) in both their mother language

and English that are appropriate to their age and developmental level.

2. When Vietnamese students graduate from the School, they will have the language skills

to pursue higher education within Vietnamese educational institutions or within English-

language institutions in Vietnam and abroad.

3. Vietnamese students will have strong subject knowledge in Vietnamese Literature, History,

and Geography.

4. Vietnamese students will be able to write academic essays and reports in both English and

Vietnamese.

5. Vietnamese students will be able to produce creative works - such as dramatic

performances, poetry, fiction, creative non-fiction, journalistic reports, and music - in both

English and Vietnamese.

Students who have a non-Vietnamese passport are not required to take Vietnamese studies, however

they may still opt to take the courses for their World Languages credit. Exemption from Vietnamese

Studies must be applied for with the Curriculum Coordinator upon the student’s enrollment in the

school. High school students must have an alternate plan to gain their 2.0 required credits in World

Languages.

64

VIETNAMESE STUDIES

Each year, students take a core academic class in Vietnamese Studies which covers Language

Arts, History & Geography. Vietnamese Studies is required as a core subject for all students who are

Vietnamese nationals.

MIDDLE SCHOOL

Vietnamese 6

In Vietnamese Literature, students learn about the folklore, narrative writing and rhetorical devices.

In Geography, 6th grade students learn about general earth science such as space, internal forces,

external forces, the earth’s surface, topography, natural resources, and oceanology. In History,

students explore the history of Vietnam from early societies to when King Ngô Quyen (939–944)

restored sovereign power in the country.

Vietnamese 7

In Vietnamese Literature, student will learn about Medieval literature, sentence structure, rhetoric,

expressive writing and informative and demonstrative cultural discourse. In Geography, students

learn about natural Vietnamese Geography such as geographic location, topography, sea territories,

and map skills. In History, students will focus on Vietnam’s development from the 10th century to the

middle of the 19th century.

Vietnamese 8

In Vietnamese Literature, we continue studying Medieval literature, modern literature, vocabulary and

sentence structure. In Geography, student learn about natural Vietnamese Geography such as climate,

river system, soil, ecology and biodiversity and maps skills. In History, grade 8 students will look at the

French invasion of 1858, Vietnamese reform Movements from the second half of the 19th century,

and the patriotic movements from the early 20th century.

HIGH SCHOOL

Vietnamese 9

Credit 1

In Vietnamese 9, students learn about medieval literature, modern literature and conversation motto. In

Geography, student learn about economic of Vietnam as agricultural, industrial, trade, transportation.

As part of the Grade 9 Field Study Trip, students visit Cambodia, where they are challenged to think

about the two countries’ relationships in these areas. In History, students will look at Vietnam’s

modern history which was ravaged and divided by wars, French colonial intervention, the American

involvement in the region and occupation by the Japanese Empire. This course also covers the August

Revolution, and the birth of the united Socialist Republic of Vietnam in 1976.

65

Vietnamese 10

Credit 1

In Vietnamese 10, students focus on folklore, Medieval literature, language style, and writing notes

and documents. In Geography, students start exploring the various regions of Vietnam including the

Mekong Delta, Southeast, Central Highland and Red River Delta. The Grade 10 Field Study Trip takes

place in the Mekong Delta where students get a firsthand experience of life in the region. In History,

students look at major stages of development of the nation’s history from its origin to the 19th century,

the main achievements regarding the country’s foundations, and an awareness of some of the

limitations of feudal society.

Vietnamese 11

Credit 1

In Vietnamese 11, students learn about Medieval literature, Modern literature and language styles. In

Geography, students explore the various regions of Vietnam including the Northwest, Northeast, North

Central Coast and South Central Coast. Our Grade 11 Field Study Trip, the Sunbear Scramble, is an

Amazing-Race style competition that takes students across Central Vietnam. In History, the students

will be exploring two main topics: The French colonial period in Vietnam and the patriotic resistance

movement.

Vietnamese 12

Credit 0.5, Spring semester

In their senior year, Vietnamese nationals are required to take a half-year course in Vietnamese

Studies. Students focus on modern Vietnamese literature, language, and the style of writing discourse.

In Geography, students learn about Vietnamese culture, government and politics. The Grade 12 Field

Study Trip takes students to Hang En Cave in the Phong Nha region, where students are challenged

to think about how Vietnamese policies and culture connect with the conflicting initiatives to protect

or develop the region. In History, students will look at Vietnam’s fight for freedom, reunification of

Vietnam, and social and economic development achievements after 1975.

VIETNAMESE LANGUAGE

These courses are only available to Vietnamese nationals who enter the school with below grade-

level skills in Vietnamese speaking, reading, writing, and listening. Placement is determined by the

Curriculum Coordinator and World Languages Department faculty. Due to the low number of students

requiring Vietnamese Language, the mode of learning is by self-study with direction and guidance

from the course instructor. These courses meet the World Languages graduation requirement.

66

Vietnamese Language 1

Credit 1 (high school students only)

Students in this program study at their own level, which may be grade 1 through grade 8 Vietnamese

national curriculum. This course code is used for the student’s first year in the program.

Vietnamese Language 2

Credit 1 (high school students only)

Students in this program study at their own level, which may be grade 1 through grade 8 Vietnamese

national curriculum. This course code is used for the student’s second year in the program.

MANDARIN LANGUAGE & CULTURE

Our Mandarin language program is open to all students who are not enrolled in Intensive EAL.

Students can start their Mandarin studies as early as 6th grade and as late as 12th grade. Mandarin

1 and Mandarin 2 fulfill the 2.0 credit World Languages graduation requirement. Students in the

Mandarin program take part in the HSK Chinese Proficiency test each year in April. ISHCMC -

American Academy students have a 100% pass rate for the HSK exams.

HSK Hong Kong - Chinese Proficiency Tests

The new HSK test was launched by Hanban in an effort to better serve Chinese language learners.

The test is the result of coordinated efforts by experts from different disciplines including Chinese

language teaching, linguistics, psychology and educational measurement. The new exam combines

the advantages of the original HSK while taking into consideration recent trends in Chinese language

training by conducting surveys and making use of the latest findings in international language testing.

The HSK.HK courses are structured to six levels, from Breakthrough to Mastery. It corresponds to the

level of the Common European Framework of Reference for Languages (CEFR) which is a standard,

international scale of levels for language learning.

I. Test Structure

The new HSK is an international standardized exam that tests and rates Chinese language proficiency.

It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily,

academic and professional lives. The new HSK consists of a writing test and a speaking test, which

are independent of each other. There are six levels of writing tests, namely the HSK (level I), HSK (level

II), HSK (level III), HSK (level IV), HSK (level V), and HSK (level VI). There are three levels of speaking

tests, namely the HSK (beginner level), HSK (intermediate level), and HSK (advanced level). During the

speaking test, test takers’ speeches will be recorded.

67

II. Test Levels

The different levels of the new HSK are similar to some of the levels in the Chinese Language

Proficiency Scales for Speakers of Other Languages (CLPS) and the Common European Framework

of Reference (CEF); details are as follows:

Test takers who are able to pass the HSK (Level I) can understand and use very simple Chinese

phrases, meet basic needs for communication and possess the ability to further their Chinese

language studies.

III. Test Principles

The new HSK follows the principle of “test-teaching correlation”, bases the design of the test on the

current trends in international Chinese language training, and is closely related to textbooks. The

purpose of the test is to “promote training through testing” and “promote learning through testing”.

The new HSK emphasizes the objectivity and accuracy of the evaluation and stresses the learners’

actual Chinese language abilities.

The new HSK sets clear test objectives to allow the test takers to be able to improve their Chinese

language abilities in a systematic and efficient way.

IV. Results Certificate

Test takers will receive the results for the new HSK issued by Hanban within three weeks after the test.

Learn more: http://www.hsk.hk/HSK-Hong-Kong

MANDARIN COURSE DESCRIPTIONS

Mandarin 1

Credit 1

This course corresponds to HSK Level 1. Students will be introduced to Chinese script and will master

150 vocabulary items and basic grammar. Units include: Greeting & Introduction, Time & Date, Family

Members, Jobs, Transportation, and Daily Routine.

Mandarin 2

Credit 1

This course corresponds to HSK Level 2. Students will master 250 vocabulary items and more

advanced grammar. Units include: Colors, Clothing, Weather, Directions, Traveling, Holidays, and

School Subjects.

68

Mandarin 3

Credit 1

This course corresponds to HSK Level 3. Students will master 600 vocabulary items and more

advanced grammar. Units include: Body Parts, Currency, Food and Health, Shopping, Home Life,

Stationery and Gifts, Asking Directions.

Mandarin 4

Credit 1

This course corresponds to HSK Level 4 and can be arranged as an Independent Study for motivated

students with strong study skills.

THE KEYSTONE SCHOOL

The Keystone School is a fully accredited online institution that offers credit recovery courses for core

subjects including English, Math, Science and Social Studies. Over 200,000 students from 5,250

schools across the United States have used The Keystone School to recover and earn credit for high

school courses.

ISHCMC - American Academy uses The Keystone School as an option for Credit Recovery, Math

Acceleration, and additional Advanced Placement courses that are not in our current program.

CREDIT RECOVERY

If a student in grades 9-12 fails a course or a semester, the student has two options to recover the

credit.

COURSE REPETITION

The student can repeat the failed course on campus at ISHCMC American Academy in the following

academic year. The new grade for the course will replace the failing grade on the transcript. The

student will only be able to earn credit once for the course. If a student repeats 1 or 2 courses, he

should be able to graduate on time. However, students must consult the Counselor to verify that

course repetition will not affect his graduation plan.

For grade 12 students, course repetition is only an option if 4 to 7 courses need to be repeated. In this

case, students will repeat year 12 as a full-time student and pay full tuition for an additional year on

campus. Graduation will be delayed by one year.

ONLINE CREDIT RECOVERY

With the approval and recommendation of the Counselor, the student can enroll in online credit

recovery courses with The Keystone School. The Keystone School is a fully accredited online

69

institution that offers credit recovery courses for core subjects including English, Math, Science and

Social Studies. Over 200,000 students from 5,250 schools across the United States have used The

Keystone School to recover and earn credit for high school courses.

A student at ISHCMC American Academy may count up to 5 credits from The Keystone School

toward graduation.

The process is as follows:

1. Upon learning that a student will fail or has failed a required course, the Counselor will fill

in a Credit Recovery Enrollment Form for the student. The form will specify what course

the student needs to enroll in. Credit recovery courses have been pre-approved by the

Curriculum Coordinator.

2. The student must register online and pay for the course using a credit card. If the student

needs only ½ credit, he can register only for Part A or Part B (as directed by the Counselor).

This payment is made to The Keystone School and cannot be paid via ISHCMC American

Academy. Credit Recovery is not included in tuition.

3. The student will make a plan with the Counselor to ensure academic integrity and honesty

in the completion of course requirements. This may require the School to bill directly for

supervision hours if the Credit Recovery takes place during the summer. This is a flat fee per

course, set every year.

4. For ½ credit courses, the student has 4 to 8 weeks to complete the material. For 1-credit

courses, the student has 6 to 12 weeks to complete the material.

5. A numeric grade will be assigned by Keystone faculty within 10 days of completion. This

grade will be sent to ISHCMC - American Academy.

6. The Credit Recovery Supervisor will assess the work and grant final approval for the credit

recovery and transcript change.

7. The Registrar with update the student’s academic records with the credit earned from The

Keystone School. The grade earned from The Keystone School will replace the failing grade

and be calculated into the student’s cumulative GPA in place of the failing grade.

70

PRE-APPROVED CREDIT RECOVERY COURSES

ISHCMC AA The Keystone School Semester

English Language Arts

(9-12)English 9A + 9B Online Notes

Algebra 1 Algebra 1 Online School will lend reading material.

Algebra 2 Algebra 2 Online

Geometry Geometry Online

Applied Math General Mathematics Online

Pre-Calculus *

Biology Biology Online

*There is no equivalent course, however a

student can take General Mathematics for

credit. This will not erase the failed Pre-

Calculus grade.

Chemistry Chemistry Online

Conceptual Physics *

World History Part 1 World History Online Part A**

*There is not equivalent course, however

a student can take Earth Science Online

for graduation credit. This will not erase a

failed grade.

World History Part 2 World History Online Part B**

**Keystone course is ½ credit but we can

grant up to 1 credit based on curricular

similarity.

Human Geography Geography Online

**Keystone course is ½ credit but we can

grant up to 1 credit based on curricular

similarity.

Physical & Health

Education

Physical Education Online OR

Health Online

1 credit of Physical & Health Education is

required for graduation.

DIPLOMAS AND FINAL TRANSCRIPTS

Grade 12 students who do not meet graduation requirements will be allowed to walk at the high

school graduation ceremony unless it has been determined that the student will repeat the entire

academic year. If the student and parents have agreed on a credit recovery plan through The

Keystone School, final transcripts and diplomas will not be granted until all course requirements are

completed. Final transcripts will also not be released to prospective colleges via Naviance or the

Common Application until all credit recovery course requirements are completed. Students must

receive a numeric grade of 60% or higher in order to gain recovery credit.

71

MATH ACCELERATION

Students may request to take Algebra 2 over the summer before their 10th or 11th grade year. If

successful, students will place directly into Pre-Calculus upon their return. Students can request a

Math Acceleration form from their Math teacher. The Math teacher must sign whether the student

is Highly Recommended, Recommended, or Not Recommended. Completed forms will go to the

Curriculum Coordinator for review and approval.

Students and parents who desire to apply for Math Acceleration should understand the following:

• A student at ISHCMC - American Academy may count up to 5 credits from The Keystone

School toward graduation. This includes Credit Recovery.

• The student must register for the full Algebra 2 course, not Credit Recovery Algebra 2.

• The student must pass the course with an 85% or above from The Keystone School.

• The student must send transcripts to ISHCMC-AA for credit.

• The student must take a comprehensive exam prior to enrollment in Pre-Calculus. We will

schedule this exam during New Student Orientation, which is generally the Friday before school

starts. For 2016, this exam will take place on August 12th 2016 at 8:00am.

• The student must score an 85% or above on the comprehensive exam to be placed into Pre-

Calculus. The Math Department Head will make the final placement decision.

• Registering for The Keystone School course does not guarantee credit or advanced placement.

• The student is responsible to pay the fees for The Keystone School. This is not part of tuition.

• The numeric grade from The Keystone School will not count in my GPA.

• The credits from The Keystone School will be counted as transfer credits.

• The grade from The Keystone School will not go on my ISHCMC – American Academy

transcript or quarterly report cards.

ADVANCED PLACEMENT

Students in excellent academic standing (cumulative GPA of 3.5 and above) may request an

Independent Study while enrolling in an Advanced Placement course from The Keystone School.

Students should fill in an Independent Study Request Form, find a willing Faculty Advisor to assist

should any questions arise during their studies, and turn the form in with the Curriculum Coordinator.

Policies for Independent Study Advanced Placement courses:

• A student at ISHCMC - American Academy may count up to 5 credits from The Keystone

School toward graduation. This includes Credit Recovery.

• The student must pass the course with an 75% or above from The Keystone School to receive

transfer credit with ISHCMC - AA.

• The student must send transcripts to ISHCMC - AA for credit.

• The requested course must be one that the School does not offer over a two-year period.

72

• Registering for The Keystone School course does not guarantee credit or advanced placement.

• The student is responsible to pay the fees for The Keystone School. This is not part of tuition.

• The numeric grade from The Keystone School will not count in my GPA.

• The credits from The Keystone School will be counted as transfer credits.

• The grade from The Keystone School will not go on my ISHCMC – American Academy

transcript or quarterly report cards.

• The student is responsible to request the correct AP Exam from the AP Coordinator before

January 31st of the academic year.

• The student must pay the AP exam fees including taxes due in Vietnam.

AP courses through The Keystone School cost between $300 and $600, plus the exam fees. This

is not included in tuition, so it is ISHCMC - American Academy’s recommendation only to take this

option if that particular AP subject is required for admission to the university program of the student’s

choice.

73

74

NOTE

75

16 Vo Truong Toan, An Phu Ward, District 2, Ho Chi Minh City

Tel: (84 8) 3898 9100 Email: [email protected]

Part of Cognita School Network. Over 60 schools in 6 countries

An International Schoolfor students aged 11 -18

Date post:	03-Aug-2016
Category:	Documents
Upload:	ishcmc
View:	220 times
Download:	2 times

ISHCMC-AA Curriculum Guide 2016-2017

Documents