Course Descriptions

Bahrain School

English Department

Language Arts 9

Major Concepts/Content: The language Arts 9 course is designed to strengthen students’ skills in listening, speaking, writing, literature, and language. The content includes, but is not limited to, preparing oral reports in various content areas; using appropriate pitch, stress, juncture and rate in formal and informal speech; using the dictionary and the thesaurus to develop an increasingly comprehensive and precise vocabulary in both speaking and writing; locating resources (magazines, reference sources, films, and microfiche) by using indexes, catalogs, and the Reader's Guide; practicing the process of composition, including prewriting, drafting, revising, proofreading, and publishing; writing correspondence using appropriate forms (business, friendly); identifying with literary characters of the student's own age, and under-standing how the characters’ actions and emotions reflect the student's own actions and emotions; under-standing that literature is written at different levels for different purposes and for different audiences; and reading self-selected books to help students learn to view reading as a useful and pleasurable activity.

Language Arts 10

Major Concepts/Content: The Language Arts 10 course is designed to strengthen students’ skills in listening, speaking, writing, literature, and language. The content includes, but is not limited to, outlining or mapping main ideas and details of information received aurally or through research; using vocabulary and sentence structure appropriate to the listener and the situation; understanding the importance of speech in influencing the course of events in a democratic society; using interviewing skills; using parliamentary procedure skills; using formal debating skills; refining test-taking skills to meet secondary and post-secondary demands; writing a paraphrase, summary, or precise; writing compositions for newspaper publication; writing a short paper using research techniques; selecting appropriate sources of information for the topic; understanding and explaining the type of conflict in a given literary selection (psychological, social, environmental); experiencing a wide range of literary forms (e.g., short stories, novels, non-fiction, poetry, drama); using the media center research facilities; and reading self-selected books to help students learn to view reading as a useful and pleasurable activity.

Language Arts 11

Major Concepts/Content: The Language Arts 11 course is designed to strengthen students’ skills in listening, speaking, writing, literature, and language. The content includes, but is not limited to, developing an increasingly comprehensive vocabulary in conversation and discussion; developing small group and large group discussion skills; inferring conclusions from a series of oral statements; respecting the presence of dialects and regional variations in speech; writing essays responding to social, political, and literary concepts; writing resumes; writing compositions of more than one paragraph using narration, exposition, and/ or description; developing individual criteria for the aesthetic appreciation of literature; recognizing and understanding the use of literary and stylistic devices; dramatizing literature; experiencing a wide range of literary works written in the United States by writers from the major ethnic groups in the U.S. population, including both classic and modern works; using the media center research facilities; and reading self-selected books to help students learn to view reading as a useful and pleasurable activity.

Language Arts 12

Major Concepts/Content: The Language Arts 12 course is designed to strengthen students’ skills in listening, speaking, writing, literature, and language. The content includes, but is not limited to, recognizing how continued development of communication skills can enhance one's future career and leisure activities; using communication skills in preparing for career choices; using the research skills necessary to meet the demands of post-secondary classes; using computer technology, where hardware is available, as an aid in writing compositions; writing in a clear and personal style; responding to literary masterpieces which are the common heritage of all people; engaging in perceptive reading and critical analysis of English and world literature; engaging in discussions of philosophical questions as revealed in literary works; and using the media center research facilities.

Drama

Major Concepts/Content: The drama course is designed to give the students opportunity to experience drama as a significant and rewarding activity and to enable students to demonstrate knowledge of the historical background of drama. The content includes, but is not limited to, recognition of the different genres of drama (tragedy, comedy, farce, melodrama, musical) and the elements of playwriting; knowledge of the different historical periods of drama and acting; knowledge of the work of important dramatists; understanding of the importance of drama as a reflection of society (the influence of cultural, literary, religious, and political forces upon drama); recognition of drama as a self-rewarding activity that involves the identification of the unique worth of the individual, the motivation behind human behavior; and the dynamics of interpersonal relationships.

Drama/Theatre II

Major Concepts/Content: The drama/theatre II course continues to develop skills introduced in drama/theatre 1, with increased attention to acting, i.e., character development, movement, voice, dialect, etc.; to technical theatre, i.e., designing and realizing concepts for performance spaces, costuming, lighting, makeup, etc.; to careful textual analysis of scripted and original materials; to understanding the historical, cultural, social, and political framework for theatre; to synthesizing and incorporating knowledge of other arts as well as elements of other disciplines, i.e., sciences, math, languages, home economics, industrial arts, etc. , in creating theatre productions; and to the exploration of career options in the performing arts.

ESL

Major Concepts/Content: The English as a 2nd language course is designed to strengthen the English language skills of students who speak other languages, including the skills of listening, reading, speaking, and writing. The content includes, but is not limited to, verbalizing concrete and abstract experiences orally; practicing the sound system and syntax of English; listening to English to practice comprehension; practicing the process of composition, including” prewriting, drafting revising, proofreading, and publishing; and developing verbal skills necessary for the world of work and/or post-secondary education.

Reading Lab

MAJOR CONCEPT/CONTENT: Improve reading achievement for students not reading at grade level through the use of a whole group instructional model with small group rotations:

Whole Group Literacy Instruction with technology support providing models and Lexile leveled text passages for instruction

· · Modeled or independent reading using leveled literature to model or practice good reading strategies

Small Group instruction provides daily student-teacher interaction to build skills that facilitate the reading of increasingly complex materials. Examples include:

· Vocabulary Development-general, technical, content-specific

· Following Directions at increasingly complex levels

· Drawing Conclusions

· Using Effective Study Skills-note taking, outlining, graphic organizers

· Reading for Recreation and Problem Solving

Major topics to be studied include the essential components or reading: vocabulary development, building fluency, comprehension, and structural analysis, study/reference skills and reading in the content areas.

Math Department

Algebra I

Major Concepts/Content: This course may be the most common entry level course for students who have had a rich and varied middle level mathematics program. It expands upon basic algebraic concepts previously acquired and integrates those principles with everyday life. The processes of problem solving, reasoning, communication and making connections are emphasized. Students will use formulas, functions, and equations to describe and clarify relationships, and will use geometry to represent algebraic relationships. Students will learn how to write and translate expressions into mathematical forms, solve first and second degree equations, and use the concept of a function to model real-world phenomena.

Algebra Lab

Major Concepts/Content: This class will support and reinforce the basic algebraic concepts taught in the Algebra I, MAA 301, course. Students will have additional opportunities to learn how to write and translate expressions into mathematical forms, solve first and second degree equations, and use the concept of a function to model real-world phenomena. They will also expand their problem solving experiences to further develop their reasoning, representation, connections, and communication skills.

Algebra II

Major Concepts/Content: This course engages students in advanced algebraic concepts through the study of functions of functions, polynomials, complex matrices, and sequences and series. Students will make connections by integrating algebra into geometry, data analysis, and into other curricular areas. Student reasoning will involve linear equations and inequalities, systems of linear equations, matrices and determinants, quadratic equations and relations, functions and graphs, powers, roots, and radicals, exponential and logarithmic functions, polynomials and polynomial functions, rational expressions and functions, sequences and series, probability and statistics, and circular trigonometric functions.

Geometry

Major Concepts/Content: This course is designed to develop and promote student reasoning and problem solving involving geometric concepts and properties. Topics of study will include deductive reasoning using points, lines, and planes; segments, angles and triangles; quadrilaterals; polygons; and three-dimensional figures. Algebraic concepts are integrated with the geometric concepts throughout the course. Applications to real life situations are prevalent throughout the course.

Geometry Lab

Major Concepts/Content: This class will support and reinforce the basic geometric concepts taught in the Geometry, MAG 401, course. Students will have additional opportunities to develop two- and three-dimensional reasoning skills, to understand coordinate and transformational geometry, trigonometric relationships, and to use geometric models to solve problems. They will build on their problem solving experiences to further develop their deductive and inductive reasoning skills, and methods of justifications. A variety of applications and some general problem-solving techniques will be used, including algebraic skills.

Discrete Math

Major Concepts/Content: This discrete mathematics course by design shows a different view of mathematics than as seen in traditional mathematics courses. It is an applications driven course that is based upon the study of events that occur in small, or discrete, chunks. Discrete concepts are used extensively in business, industry, government, and the digital world. The major areas of study are counting and probability, graph theory, the mathematics of social choice (voting and fair division), and coding and encryption. Some of the questions investigated in discrete math are: What does a bar code mean? What is the most efficient way a delivery truck can visit ten destinations? Should you buy a lottery ticket?

Math Analysis

Major Concepts/Content: This course will involve students in units and topics of study of operations with functions and equations, circular functions, vectors, applications of matrices, complex and polar coordinates, recursion, advanced proof ideas, rates and areas, statistical interference, algebra and algorithms. Problem solving in real world applications involving these units of study will be the beginning and focal points of lessons. Connections will be made of graphs with equations with real world situations. Reasoning in trigonometry, probability, discrete math, mathematical structure, and the conceptual underpinnings of calculus is a major emphasis in this course.

AP Calculus

Major Concepts/Content: The concepts and content for AP Calculus course incorporate the syllabus of the College Board. Students are engaged in authentic applications involving limits and continuity, derivatives, integrals, transcendental functions, and infinite series. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. The standards develop the unifying themes of derivatives, integrals, limits, approximation, and applications and modeling. Graphing calculators are required for this course as mandated by the College Board. Students should be encouraged to talk about the mathematics of change in calculus, to use the language and symbols of calculus to communicate, and to discuss problems and methods of solutions.

Science

Biology

Major Concepts/Content: Biology is designed to provide students with an integrated approach to the study of living organisms, in addition to science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium; and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications.

Chemistry

Major Concepts/Content: Chemistry is designed to help students understand the major principles of chemistry. Information is acquired through an integrated approach, incorporating advanced topics with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium; and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics students’ study includes atomic theory and structure, chemical bonding, principles of chemical reactions, molecular structure, and how science and technology relate to chemistry.

Chemistry Applications in the Community

Major Concepts/Content: Chemistry Applications in the Community is an entry level course designed to help students understand the chemistry behind some important societal issues. Information is presented in an integrated approach with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium, and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Students study basic concepts of chemistry, while integrating physical concepts with societal issues.

AP Chemistry

The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. For some students, this course enables them to undertake, as a college freshman, second-year work in the chemistry sequence at their institution or to register in courses in other fields where general chemistry is a prerequisite. For other students, the AP Chemistry course fulfills the laboratory science requirement and frees time for other courses.

AP Chemistry should meet the objectives of a good general chemistry course. Students in such a course should attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course should contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The college course in general chemistry differs qualitatively from the usual first secondary school course in chemistry with respect to the kind of textbooks used, the topics covered, the emphasis on chemical calculations and the mathematical formulation of principals, and the kind of laboratory work done by the students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and the variety of experiments done in the laboratory. The laboratory experience in AP Chemistry must be equivalent to that of a typical college course.

Physics

Major Concepts/Content: Physics presents basic concepts of physics in relation to world experiences. Information is presented in an integrated approach, linking physics with technology, social perspectives, and the history and nature of science.

Physics is designed to provide an understanding of the physical laws fundamental to all sciences. Fundamental laws of mechanics are introduced, along with measurement and problem-solving techniques. Other topics included are wave theory, heat, sound, light, magnetism, electricity, atomic structure, nuclear reactions, and high energy physics.

Earth & Space Science

Major Concepts/Content: Earth and Space Science is designed to help students understand the world around them and increase their ability to evaluate that world. Information is presented in an integrated approach with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium; and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics students’ study includes geology, astronomy, meteorology, oceanography, and ecology.

Environmental Science

Major Concepts/Content: Environmental Science is designed to be an elective course for students with a special interest and high motivation for an in-depth study of environmental science. Information is presented in an integrated approach with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium, and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics students study include, but are not limited to, the laws of matter and energy, ecosystem analysis, population dynamics, renewable and nonrenewable resources, human impact on the environment, and the relationships among economics, politics, ethics, and the environment.

AP Physics

The Physics B course provides a systematic introduction to the main principles of physics and emphasizes the development of problem-solving ability. It is assumed that the student is familiar with algebra and trigonometry; calculus is seldom used, although some theoretical developments may use basic concepts of calculus. In most colleges, this is a one-year terminal course and is not the usual preparation for more advanced physics and engineering courses. However, the B course provides a foundation in physics for students in the life sciences, pre-medicine, and some applied sciences, as well as other fields not directly related to science.

The Physics B course includes topics in both classical and modern physics. Knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems should be the major goals of the course.

History –Social Studies

World Regions

Major Concepts/Content: The world regions/cultures course is designed to study other cultures so students can understand the global community in which they live. Students develop skills necessary to analyze change and continue the study of cultures and geography begun in the sixth and seventh grades. An overview of physical geographic concepts and skills is basic to this course. Its emphasis is on the cultures of the Southwest Asia (Middle East), Africa, South Asia, Central Asia, East Asia, Southeast Asia, and Europe. The host nation culture is studied and used as a basis of comparison.

Model United Nations

Major Concepts/Content: The model United Nations course is designed to study the major operations and functions of the United Nations and the role of diplomacy in the organization work. The major political, economic, and cultural concerns of Asia, Africa, the Americas, Europe, and the Middle East will be studied with major emphasis on assigned countries.

US History

Major Concepts/Content: The United States history course at the eleventh grade level is designed to be a required one-year course, with emphasis on our nation's history from Reconstruction to the present. Both basic and advanced social studies skills receive emphasis. This course builds on the eighth grade U.S. history course that concentrated on the pre-Columbian period to reconstruction. The first quarter is used to review, reinforce, and expand the student's knowledge of pre-civil War United States. The remaining quarters concentrate on post-Reconstruction to the present, influences of and relations with the host nation during these periods are explored as part of the course.

US Government

Major Concepts/Content: The United States government course is a required one semester course designed to Provide students with essential knowledge, skills, and attitudes related to the nation's government and its historical development. The students review the purpose and function of government that they studied in eighth and eleventh grade. Major emphasis is on the structure of the federal government, political responsibility and participation, and state and local government. Some attention is given to economic systems and alternative political systems. Comparison with the host nation's government is encouraged as a part of the program.

Psychology

Major Concepts/Content: The psychology course is designed to be a one-semester elective course offered at the eleventh and twelfth grades. This study of the behavior of human beings focuses on physical characteristics, cognitive activity, emotional states, and social interaction.’ Students study the stages of human development, motivational theory, theories of personality, and mental wellness and illness. The process of scientific investigation is a major part of this course.

AP Microeconomics

The purpose of an AP course in Microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The following are topics to be included in the course.

I. Basic Economic Concepts

II. The Nature and Functions of Product Markets

III. Factor Markets

IV. Efficiency, Equity, and the Role of Government

Physical Education

Personal Fitness

Major Concepts/Content: This semester course, which is required for graduation, is designed to enable students in grades nine through twelve to develop the movement skills and conceptual knowledge and attitudes to make the personal physical fitness decisions of adolescent. Developmentally appropriate concepts of movement, physical fitness, and personal and social development are included in this course. Students apply appropriate information and problem solving that will help them achieve an individual, optimal level of fitness and help them stay fit for a lifetime. The course focuses on why fitness is important, what an individual’s exercise and activity needs are and how to assess them, and how to exercise safely.

Lifetime Sports

Major Concepts/Content: This semester course, which is required for graduation, is designed to enable students in grades nine through twelve to develop the movement skills, conceptual knowledge, and attitudes for enjoyable sports participation throughout life. The focus is on teaching and improving the specialized motor skills and tactical knowledge unique to a variety of selected lifetime sports activities.

Ball Control Sports

Major Concepts/Content: This semester or yearlong course is designed to enable students in grades ten through twelve to continue to develop the movement skills and conceptual knowledge in sports and physical activities of the student’s choosing. The course focuses on one category of sports, teaching and improving the motor skills and tactical knowledge unique to that category of sport or activity, which may includes conditioning activities, fielding sports, ball control sports, net/wall sports, target sports, aquatics, combative sports, and rhythmic/dance activities.

Conditioning

Health

Major Concepts/Content: This required health education course is designed to help high school students extend their conceptualization of knowledge, attitudes, and skills related to health issues learned in middle school. The focus is on students dealing with the world today and preparing for adult living based on a health and wellness ethic. Developmentally appropriate concepts of personal and community health (PCH), safety (SFTY), mental health (MH), alcohol, tobacco, and other drugs (ATOD), and family life and human sexuality (FLHS) are taught in this course. Students will utilize health education concepts when applying health information literacy skills, enhancing intrapersonal and interpersonal communications, analyzing internal and external influences, and applying thinking, self-management, and advocacy to promote wellness and reduce health risks.

Professional Technical Studies

Computer Applications I

Major Concepts/Content: Computer Application I: Cyber Café is designed to provide the student with the opportunity to expand technology knowledge and apply various technology applications. This course will equip the student with the necessary technology tools for personal use, employment and advanced education.

Word Processing Software Applications

Major Concepts/Content: Word Processing Software Applications provides students with the opportunity to develop professional level skills in word processing software.

Database Software Applications

Major Concepts/Content: Database Software Applications provides students with the opportunity to develop professional level skills in database management.

Presentation Software Applications

Major Concepts/Content: Presentations Software Applications provides students with the opportunity to develop professional level skills in presentations software.

Presentations and Publications

Major Concepts/Contents: Presentations and Publications is an introductory course designed for students with an interest in special topics to include desktop publishing, electronic presentations, imaging, web page design and graphics. This course will equip the student with the necessary technology tools for personal use, employment and advanced education.

Spreadsheet Software Applications

Major Concepts/Content: Spreadsheet Software Applications provides students with the opportunity to develop professional level skills in spreadsheet software.

Computer Animation

Major Concepts/Content: The Computer Animation course is designed to provide students with the instruction and skills to create digital illustrations, modeling and animation, character animation, digital motion imagery, and game design. The content includes, but is not limited to, 3D modeling, materials and textures, rendering, and computer animation. Students will also create, record, and edit digital audio, video, and photographic imagery. This course will utilize software programs to develop animation, morphing, 3-D graphics, and virtual reality projects. It is recommended that aspiring graphic designers, computer animators, electronic game designers, engineers, CAD technicians, architects, interior decorators take this course. This course may be used as an Applied Engineering Technology major as part of the School-to-Work transition guidelines.

Visual Basic programming I

Major Concepts/Content: Programming in Visual BASIC I is a one-semester course that will use the Visual BASIC Language. The emphasis of this course is to write computer programs to solve complex problems.

Visual Basic programming II

Major Concepts/Content: Programming in Visual BASIC II is a one-semester course designed to be a continuation of Visual BASIC I. The emphasis of this course is to write computer programs to solve complex problems.

Architectural Drawing

Major Concepts/Content: The architectural drawing course is designed to provide students with instruction and skills in computer aided drawing (CAD) fundamentals commonly used in the production of residential and commercial buildings. The course includes the study of the basic fundamentals of design, and the skills related to the production of architectural designs. The content includes, but is not limited to, designing interior and exterior elements of structures in both two-dimensional and three-dimensional representations. Students will prepare presentations of designs created using CAD technology. It is recommended that aspiring architects, designers, engineers, CAD technicians, interior decorators take this course. This course may be used as an Applied Engineering Technology major as part of the School-to-Work transition program.

Website Development/Management

Major Concepts/Content: In Web Site Development & Management, students will design, implement, and manage a web site. This is a hands-on laboratory course designed to teach students the concepts, skills and processes involved in web site development and management.

Applied Architectural Design

Major Concepts/Content: The applied architectural design course is designed as a capstone project. Emphasis is placed on applying life and educational experiences to architectural design. The team approach to problem solving is emphasized. The content includes, but is not limited to, determining purposes, uses, and aesthetics of structures, the analysis of various architectural designs, apply principles of environmental and energy efficient design, and use current construction materials and practices. Students will prepare and present multimedia presentations using a variety of software and technologies. This is a real or simulated design project meeting the needs of actual clients. This course is the culmination of the Architectural, Engineering, and Construction (AEC) curriculum and is intended as an opportunity for students to utilize all the skills acquired through the AEC strand of courses. This course is recommended for aspiring architects, designers, engineers, CAD technicians, and interior decorators.

Entrepreneurship

Major Concepts/Content: Entrepreneurship/E-Commerce focuses on recognizing a business opportunity, starting a business based on the recognized opportunity, and operating and maintaining that business. This course includes planning and strategy concepts, financial and organizational considerations, accounting and financial controls, and other components of business operation. Students will have the opportunity to gain skills in emerging technologies that become the standard for conducting global business (E-Commerce). The course will include workplace skills such as time management, money management, materials management, human resources management, facilities management, teamwork, decision-making, problem solving, negotiations, work ethics, and creative thinking.

Business Management

Major Concepts/Content: This course provides an overview of business as well as the social and economic environments affecting business. Basic principles of organization and management as well as entrepreneurship and management skills and techniques are covered. Units of instructions include economics, finance, marketing, human resources, and global competitiveness.

Business Law

Major Concepts/Content: Business Law provides the student with a survey of the American legal system. This course develops an understanding of law as applied to society and to the individual. Topics include the judicial system, contracts, warranties, guarantees, consumer protection, real property, landlord and tenant relationships, sole proprietorship, partnerships, and corporations.

Personal Finances

Major Concepts/Contents: This course is designed to make students aware of the financial challenges confronting them in daily living. Included will be such topics as how to make intelligent decisions in spending and saving; how to maintain good financial records; how to avoid financial disasters that result from the unwise use of credit and credit cards; information about banking services, insurance choices, and investment choices; and how to prepare income tax forms.

International Business

Major Concepts/Content: International Business introduces students to the basic concepts of world trade, the different world markets, and the methods used to import and export goods. Students are taught to think in terms of the different legal, cultural, economic, and political environments. The course will include workplace skills such as time management, money management, human resources management, listening skills, speaking skills, and accessing/ evaluating electronic resources.

Accounting I

Major Concepts/Content: Accounting I introduces students to accepted accounting principles and the complete basic accounting cycle, which includes financial statements for service and merchandising businesses. Additional topics covered are payroll, notes, depreciation, forms of ownership, and the importance of ethics.

Accounting II

Major Concepts/Content: Accounting II expands the accounting concepts learned in Accounting I. Students will be introduced to partnership and corporate accounting concepts, accounting procedures for manufacturing businesses, cost and managerial concepts, and analysis tools. Notes and depreciation will be studied in greater depth.

Career Practicum

Major Concepts/Content: Career Practicum is designed to provide school-to-career experiences and training through a work practicum related to their career goal. Important aspects are to:

· Provide students an opportunity to acquire an understanding of actual employment settings utilizing their skills and aptitudes

· Apply problem solving skills in the work environment

· Develop communication techniques

· Utilize electronic information systems to search for career information

· Explore information resources

· Acquire learning and self-management tools

· Develop intrapersonal and interpersonal competencies

In addition, the exploration of different occupations will aid the students in making important career decisions. Career Practicum extends student educational opportunities beyond the curricular, physical, and financial resources of the school.

Foreign Languages

Arabic I, French I, Spanish I, German I

Major Concepts/Content: The foreign language I course is designed to teach students to pronounce and discriminate among the various vowel and consonant sounds and respond to and to imitate authentic patterns of intonation, rhythm, and pronunciation. Students learn to give simple oral and written information by using appropriate learned vocabulary, word order, and grammatical forms, and to read silently and aloud with comprehension. The major oral and written linguistic principles presented include the following: pronunciation and recognition of foreign language sounds; formation of affirmative, negative, and interrogative sentences; usage of articles and adjectives to correctly modify nouns; conjugation of various regular and irregular verbs; usage of the present, present progressive, future preterite, and imperfect tenses; usage of comparative, superlative, demonstrative, and possessive adjectives; formation of possession; usage of adverbs; and usage of direct and indirect object pronouns. Various short stories, essays, simple readers, magazines, newspapers, filmstrips, films, slides, videos and computer programs, that are representative of the culture of the different foreign language speaking countries, are used.

Arabic II, French II, Spanish II, German II

Major Concepts/Content: The foreign language II course is designed to provide activities, projects, and experiences that enable students to appreciate and value the host nation's (or target language) culture, Students are also made aware of the value of foreign language study. Career opportunities are analyzed and students learn that the knowledge of a second language can be a useful tool in international, economical, and social situations. The major linguistic principles and language skills covered in level II include the following: usage of singular and plural nouns and interrogative, definite, indefinite, demonstrative and possessive adjectives; identifying and using the active voice in the indicative mood; identifying and using the imperative, the future tense, all forms of the past tense, progressives, and the subjunctive mood; identifying and using subject pronouns, direct object pronouns, indirect object pronouns, and the emphatic, reflexive, interrogative, demonstrative, and relative pronouns; identifying and using the most common prepositions; identifying and using comparison of adjectives; and identifying and using the formation of adverbs. Students should also be familiar with short stories, essays, magazines, simple readers, newspapers, filmstrips, films, slides, videos, and computer programs that are representative of the target language and culture. L-8.The content of the foreign language, level II course includes teaching students to follow specific directions given in the target language, and to Understand main ideas after listening to presentations on familiar topics. Students learn to speak in the target language using basic sentence patterns correctly, read a variety of materials in the target language, and demonstrate writing skills in the target language.

Arabic III, French III, Spanish III, German III

Major Concepts/Content: The foreign language III course is designed to continue the teaching of interest, sensitivity, and appreciation for the host nation or target language culture. Students continue learning to value the broadened career opportunities open to those who have knowledge of a second language and culture. In foreign language III, students review and reinforce grammatical principles learned in foreign language II. Listening, speaking, reading, writing, and critical thinking skills become more spontaneous, and fluency in all skills is emphasized. The art of translating, interpreting, and analyzing information and concepts is stressed. Students are encouraged to think in the target language.

Arabic IV, French IV, Spanish IV, German IV

Major Concepts/Content: The foreign language IV course is designed to continue reviewing and reinforcing all previously presented foreign language concepts and grammar. Students demonstrate self-reliance and proficiency in using proper grammar and syntax of the foreign language. Emphasis will be placed on reading and writing skills. Students read literature, magazines, newspapers, and a variety of other host nation/target language materials. They use the host nation/target language for creative writing. Plays, films, and videos are viewed in the host nation/target language. Critical writings of material viewed are required. Fluency in speaking the language and in the art of translating is continually stressed.

Arabic V, French V, Spanish V, German V

Major Concepts/Content: The foreign language V courses provide special projects and activities for independent study. Students read and write reports on the different classical works written in the host nation/target language. Students are encouraged to write original stories, poems, and essays in the target language. They also view films, videos, plays, filmstrip/cassette sets, and other materials about the host nation's culture, spoken in the target language. When using the computer for writing skills, compositions, and independent study, first drafts are typed, polished, corrected, and modified before printing the final, finished product. Students are encouraged to interact and use the language with native speakers.

Arabic VI, French VI, Spanish VI, German VI

Major Concepts/Content: The foreign language VI is designed to continue reinforcing and expanding language.

AP German

AP German Language, emphasizing use of the language for active communication, has as its objective the development of the following competencies:

§ Having a strong command of vocabulary and structure;

§ Understanding spoken German in various conversational situations;

§ Reading newspaper and magazine articles, contemporary fiction, and non-technical writings without the use of a dictionary; and

§ Fluently and accurately expressing ideas orally and in writing.

Instructional content will reflect interests shared by the students and teacher (the arts, current events, literature, sports, and so forth). In addition to standard textbooks and anthologies, materials might well include audio and visual materials, newspapers, magazines, and contemporary literature.

The course seeks to develop language skills that are useful in them-selves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized.

AP French

Students who enroll in AP French Language should already have a good command of French grammar and vocabulary and have competence in listening, reading, speaking, and writing. Although these qualifications may be attained in a variety of ways, it is assumed that most students will be in the final stages of their secondary school training and will have had substantial course work in the language.

The course should emphasize the use of language for active communication and help students develop the following:

§ The ability to understand spoken French in various contexts;

§ A French vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a dictionary; and

§ The ability to express themselves coherently, resourcefully, and with reasonable fluency and accuracy in both written and spoken French.

Course content can reflect intellectual interests shared by the students and teacher (the arts, current events, literature, sports, etc.). Materials might well include audio and video recordings, films, newspapers, and magazines.

The course seeks to develop language skills (reading, writing, listening, and speaking) that can be used in various activities and disciplines rather than to cover any specific body of subject matter. Extensive training in the organization and writing of compositions should also be emphasized.

AP Spanish

An AP Spanish Language course covers the equivalent of a third-year college course in advanced Spanish writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar, and composition. Students taking such a course, emphasizing the use of Spanish for active communication, have the following objectives:

§ The ability to comprehend formal and informal spoken Spanish;

§ The acquisition of vocabulary and a grasp of structure to allow the easy, accurate reading of newspaper and magazine articles, as well as of modern literature in Spanish;

§ The ability to compose expository passages; and

§ The ability to express ideas orally with accuracy and fluency.

Course content might best reflect intellectual interests shared by the students and teacher (the arts, history, current events, literature, culture, sports, etc.). Materials might well include recordings, films, newspapers, and magazines.

The course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than to the mastery of any specific subject matter. Extensive training in the organization and writing of compositions must be an integral part of the AP Spanish Language course.

AVID- Advancement Via Individual Determination

Major Concepts/Content: AVID (Advancement Via Individual Determination) is a language arts based curriculum with emphasis on the writing process and writing as a tool of learning. In addition to inquiry and collaboration, AVID also provides students with academic survival skills, i.e., time management, note taking, textbook reading, library research, test taking skills, and study skills. The Cornell note-taking system is taught and students are expected to use this system in all classes.

Art

Fundamentals of Art

Major Concepts/Content: The fundamentals of art course is designed as the basic entry course for the art program. The course provides instruction in the use of the elements of line, Color texture, shape, and space arrangement in works of art. Students learn how to compose a balanced, rhythmic, unified design through a series of assignments that use a variety of two- and three-dimensional art media. Course emphasis is placed on basic techniques of drawing, painting, printmaking, ceramics, and sculpture that can be used throughout life for communication, expression, and enjoyment.

Ceramics

Major Concepts/Content: The ceramics course is designed to provide a studio-oriented experience with the study of clay. Students explore the properties of clay by making utilitarian and sculptural forms that emphasize form, design, and craftsmanship. The course includes instruction in clay application, kiln management, and the historical role of ceramics in our culture.

Painting

Major Concepts/Content: The painting course is designed for students who want to develop skills in one or more painting media. The media may be oils, acrylic, watercolor or tempera. Students will receive instruction in the techniques and history of various painting styles. Projects and exercises will help students develop the skills and understanding necessary for personal expression. Emphasis will be placed on color theory, painting techniques, and other skills appropriate to the medium.

Creative Crafts

Major Concepts/Content: The creative crafts course is designed for students who are interested in exploring the design possibilities in various materials with course emphasis given to good design and quality workmanship. Students will learn to develop the ability to execute designs by using the appropriate tools, materials, and techniques for the craft. This studio course might include work with batik, jewelry, macramé, weaving, mosaic, soft sculpture, copper enameling, stained glass, and/or textile design. Students will create all of their own designs. No patterns will be used.

Drawing

Major Concepts/Content: The drawing course is designed for students who want to explore drawing as a means of self-expression. The course activities develop students’ skills in the techniques and styles of drawing media, Students explore the two and three-dimensional aspects in drawing and develop personal expression.

Studio Art

Major Concepts/Content: The studio art course is designed either as units of study in various media, or as an individualized course for advanced students. Students who would like to develop skill in several media would benefit from this course. Students can concentrate on selected media by choosing activities from a wide range of options such as drawing, watercolor painting, acrylic painting, oil painting, sculpture, ceramics, commercial art, creative crafts, lettering, printmaking, and mixed media.

Music

Beginning Band

Major Concepts/Content: The beginning band course is designed to introduce students to the following: basic instrumental music techniques such as tone production, articulation, breath control, pitch discrimination; melodic and rhythmic concepts and patterns; practice skills and habits; solo, ensemble, and full group rehearsals; a variety of instrumental repertoire; opportunities for private instruction; experiences in performing; and sound practice habits.

Intermediate Band

Major Concepts/Content: The intermediate band course is designed to acquaint students with inter-mediate to advanced instrumental music skills which include, but will not be limited to, the following con- tent: intermediate to advanced level sight-reading skills; discrimination of pitch; absolute essentials for playing in tune; intermediate to advanced rhythm concepts and patterns; techniques for achieving the essentials of unity, balance, and contrast in performing instrumental music; the study of all major and minor scales; the opportunity of performing a variety of good musical repertoire; and listening skills development.

Advanced Band

Major Concepts/Content: The advanced band course is designed to acquaint students with advanced instrumental music skills. The content includes, but is not limited to, the following: the interpretation and analyzation of musical scores; the application of musical nuances in playing from a score; independent performance of all major and minor scales; advanced rhythm patterns; performance as a soloist and in small and large group ensembles; a variety of music repertoire, including style, periods, forms, electronic music; intermediate to advanced level sight-reading exercises; and introduction to computer/synthesizer musical composition.

Jazz Ensemble

Major Concepts/Content: The jazz ensemble course is designed to acquaint students with jazz music skills. The content includes, but is not limited to, the following concepts: interpretation and analyzation of musical scores; application of jazz musical nuances in playing from a musical part; improvisation; advance rhythm patterns; performance as a soloist and in small and large group ensembles; a variety of music repertoire such as style, periods, and forms; and sight-reading exercises.


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