Course Catalog for High school
English Program of Studies:
Grade 9 English
Grade 9 English is a mandatory high school English course.
Students identify and explain literary terms in their own writing and in their analysis of significant literary works. Students meet increased requirements for research and use print, electronic databases, online resources, and MLA style to cite reference sources.
Students also distinguish between reliable and questionable Internet sources.
Writing encompasses narrative, descriptive, expository and persuasive modes with particular attention to analysis of fiction and nonfiction selections.
Students demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in both writing and speaking
Grade 10 English
Grade 10 English is a mandatory high school English course focusing on non-European world literature.
The tenth-grade student reads, analyzes and evaluates literary and nonfiction texts from a variety of eras and cultures.
The student studies the important work of authors, poets, and playwrights of various historical periods and critiques their works, using analysis to improve writing skills.
The student continues to build research skills by crediting sources and presenting information in correct manuscript (MLA) format appropriate for content.
A Grade 10 English student writes or delivers increasingly sophisticated research reports. Knowledge of standard English conventions including grammar and mechanics of writing is expanded as the student presents, writes, and edits materials, applying the conventions of language.
At the end of grade 10, a student should be able to combine the rhetorical strategies of narration, exposition, persuasion, and description to write essays of 1,500 words in length.
Grade 11 English
Most of the standards for both Grade 11 and 12 English are sophisticated extensions of the knowledge, skills, and processes introduced in earlier grades.
Reading responses in grades 11 and 12 take into account sub- genres that include satire and parody. In the eleventh and twelfth grades, more emphasis is given to refining vocabulary and the use of standard oral and written language conventions.
Grade 11 English is a mandatory high school English course.
In grade 11, students focus on analyzing the historical genres and literary traditions of American literature.
The survey of both classic and contemporary American literature enhances the student’s appreciation for the major themes and characterizations, which are reflective of the history and culture in American literature.
Students are able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery.
Grammar development continues throughout the course with the application of rules for sentence formation, usage, spelling, and mechanics.
The student develops informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable information with careful attention to organization and accuracy.
By the end of Grade 11 English, students should be comfortable in writing -2,000word essays, depending on the audience and purpose for the specific piece of writing.
Grade 12 English
Grade 12 English is the final mandatory high school English course, which focuses on British and European literature.
The twelfth-grade student uses organizational skills, audience awareness, appropriate vocabulary and grammar, and both verbal and nonverbal presentation skills to plan and deliver effective oral presentations.
The student analyzes as well as evaluates literature, with attention to the many classic and contemporary works.
Writing includes the production of expository papers, which are organized logically and contain clear and accurate ideas supported by evidence.
The student demonstrates advanced knowledge of grammatical conventions through writing, editing, and speaking.
By the end of Grade 12 English, students should be comfortable writing a -2,500word research paper using MLA format.
Math Program of Studies:
In Algebra I, students focus on symbolic reasoning and calculations with symbols, which are central in algebra.
Through the study of algebra, a student develops an understanding of the symbolic language of mathematics. In addition, a student in Algebra I develops algebraic skills and concepts and uses them in solving problems.
Tables and graphs are used to interpret algebraic expressions, equations, and inequalities and to analyze functions.
Graphing calculators, computers, and other appropriate technology tools (when available) can be used to assist in teaching and learning.
Graphing utilities enhance the understanding of functions; they provide a powerful tool for solving and verifying solutions to equations and inequalities.
Throughout Algebra I, students should be encouraged to talk about mathematics, use the language and symbols of mathematics in representations and communication, discuss problems and problem solving, and develop their confidence in mathematics.
Students must have either a scientific or graphing calculator.
Geometry is designed for students who have successfully completed Algebra I.
The course includes, among other things, properties of geometric figures, trigonometric relationships, and reasoning to justify conclusions.
Methods of justification include paragraph proofs, indirect proofs, coordinate proofs, and verbal arguments.
A gradual development of formal proof is encouraged.
Inductive and intuitive approaches to proof as well as deductive axiomatic methods should be used.
Geometry includes emphasis on two and three-dimensional reasoning skills, coordinate and transformational geometry, and the use of geometric models to solve problems.
A variety of applications and some general problem-solving techniques including algebraic skills should be used to implement these standards.
Calculators, computers, graphing utilities (graphing calculators or computer graphing simulators), dynamic geometry software, and other appropriate technology tools are used to assist in teaching and learning.
The geometry skills and concepts developed in this discipline are useful to all students. Aside from learning these skills and concepts, students develop their ability to construct formal, logical arguments in geometric settings and problems.
Students must have either a scientific or graphing calculator.
Students enrolled in Algebra II are assumed to have mastered those concepts outlined in the Algebra I standards.
A thorough treatment of advanced algebraic concepts is provided through the study of functions, “families of functions”, equations, inequalities, systems of equations and inequalities, polynomials, rational expressions, and complex numbers.
Emphasis is placed on practical applications and modeling throughout the course of study.
Oral and written communication concerning the language of algebra, logic of procedures, and interpretation of results also permeates the course.
Algebra II includes a transformational approach to graphing functions, which builds a strong connection between algebraic and graphic representations of functions.
Students vary the coefficients and constants of an equation, observe the changes in the graph of the equation, and make generalizations that can be applied to many graphs. Students must have either a scientific or graphing calculator.
Pre - Calculus
Students enrolled in Pre-Calculus are assumed to have mastered Algebra II concepts (review of linear and quadratic functions, inequalities, systems of equations and graphs, and polynomial, rational, exponential and logarithmic functions) and have some exposure to trigonometry. Pre-Calculus develops students' understanding of algebraic and transcendental functions, finite and infinite sequences and series, matrices, vectors, and probability.
This course provides appropriate preparation for a calculus course.
Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning.
Graphing utilities enhance the understanding of realistic applications through modeling and aid in the investigation of functions and their inverses and provide a powerful tool for solving and verifying equations and inequalities.
At this level, students apply problem-solving skills to justifying the steps in simplifying and graphing functions and solving equations.
Students enrolled in Calculus are presented with the same level of depth and rigor as entry-level college and university calculus courses.
This course is intended for students who have a thorough knowledge of analytic geometry and elementary functions in addition to algebra, geometry, and trigonometry.
The calculus course outline complete curriculum in one-variable calculus.
Calculus is a widely applied area of mathematics and involves an intrinsic theory.
Students mastering this content will be exposed to both aspects of the subject.
Decisions may have to be made with regard to topics because of the time factor required to cover all topics in-depth. Students must have a graphing calculator.
Arabic Program of Studies:
Arabic 12-9 courses are considered a preparation for students who plan to enter one of the private or public universities within the Republic of Egypt, and comply with the requirements of the Ministry of Education.
Such preparation culminates in students writing the Thannawia Amma Exam as a way of qualifying for university entrance.
Each course is composed of integrated units to develop all language learning skills.
Each course includes analytical study of Arabic literature, both modern and classical, introduces students to more advanced grammatical and linguistic rules, and gives students the opportunity to become involved in mock exam writing.
Science Program of Studies:
Physical Science is a laboratory science course that explores the relationship between matter and energy. Students investigate physical science concepts through an inquiry-based approach. Embedded standards for Inquiry, Technology & Engineering, and Mathematics are taught in the context of the content standards for Energy, Matter, Motion, and Forces.
Students enrolled in Biology focus on the study of living things and their environments.
As well students study topics which include cellular functions and structure at the molecular level, ecology, introductory biochemistry, DNA, RNA, cellular respiration, photosynthesis and genetics.
Students also explore topics such as evolutionary theory, classification, and the human body.
Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature.
The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time.
The importance of scientific research that validates or challenges ideas is emphasized at this level.
The goal of the Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them.
The affective goal is to develop and instill a value of stewardship for the environment and foster the concept that unity in populations magnifies the power with which change may be enacted. Environmental Science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science.
Students become familiar with these themes or topics of study: Scientific Analysis; Interdependence of Earth’s Systems; Interdependence of Earth’s Systems; Human Population Dynamics.
Physics emphasizes a complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate evidence.
Students focus on the application of physics in areas of science and technology and how physics affects our world.
The use of mathematics, including algebra and trigonometry, is important, but conceptual understanding of physical systems remains a primary focus.
Students build on basic physical science principles by exploring in depth the nature and characteristics of energy and its dynamic interaction with matter.
Key areas covered in Physics include force and motion; energy transformations; machines and work; wave characteristics and interactions, and thermal physics.
Chemistry is college preparatory course in which students study all major topics in chemistry, including the study of matter, energy, the structure of the atom, gas behavior, thermodynamics, and acid/base theory.
Students are expected to utilize their algebraic skills while examining mathematical properties of chemical reactions while gaining conceptual understandings of chemical systems.
Students participate in a variety of labs and demonstrations to gain a thorough knowledge of chemistry.
Chemistry emphasizes qualitative and quantitative study of substances and the changes that occur in them, use of safety procedures and sound lab technique, and technology where feasible. Students are encouraged to use the language of chemistry, discuss problem-solving techniques, and communicate effectively in the lab and classroom. Students must have a scientific calculator.
Advanced Biology is a laboratory science course in which students engage in an in- depth study of the principles of biology.
This course emphasizes internal and external anatomical structures and their functions, the environmental interaction of organisms, processes of living things, mechanisms that maintain homeostasis, biodiversity, and changes in life forms over time.
Students explore biological concepts through an inquiry approach.
Embedded standards for Inquiry, Technology and Mathematics are taught in the context of the content standards for Cells, Interdependence, Flow of Matter and Energy, Heredity, Biodiversity and Change, Comparative Anatomy and Physiology, and Botany.
Environmental Science is a laboratory science course that enables students to develop an understanding of natural and man-made environments and environmental problems the world faces.
Students explore environmental science concepts through an inquiry-based approach. Embedded standards for Inquiry and Technology & Engineering are taught in the context of the content standards for Earth Systems, The Living World, Human Population, Water and Land Resources, Energy Resources and Consumption, Pollution and Waste Production, Global Change, and Civic Responsibility.
Physical Education Program of Studies:
Physical Education is a mandatory course. Students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities — games, sports, dance, and recreational pursuits.
They demonstrate the ability to use basic skills, strategies, and tactics. Students demonstrate more specialized knowledge in identifying and applying key movement concepts and principles.
They assess and develop a personal physical activity program aimed at improving their skill performance.
They apply their understanding of personal fitness to lifelong participation in physical activity. Students demonstrate respect for others, avoid conflict, but are able to resolve it appropriately, and use elements of fair play and ethical behavior in physical activity settings. Students demonstrate the ability to plan for and to improve components of fitness and to achieve and maintain a health-enhancing level of personal fitness.
Sports Fitness I
Students in Sport Fitness become proficient in all fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to participate in throughout life.
They understand and apply key movement and fitness principles and concepts for all activities in which they demonstrate competence.
Students become good leaders and good followers, respect others, and anticipate and avoid unsafe physical activity situations.
They develop the ability to understand and to anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency in at least three lifetime physical activities and they plan, implement, self-assess, and modify a personal fitness plan. Students become prepared to lead a physically active lifestyle.
Sports Fitness II
Sport and Fitness II provides students with the opportunity to participate in physical activities for specific purposes.
Options for offering specialized movement courses are configured by quarter, by semester, or on a full-year basis.
Examples of possible choices of study are:
The Health Education Course is designed to enhance the awareness and knowledge of healthy lifestyle choices. The six adolescent risk behaviors (tobacco use, dietary patterns that contribute to disease, sedentary lifestyles, alcohol and drug use, and behaviors that result in intentional and unintentional injury) will be addressed while advocating for the students to make healthy choices for their overall health. We will also cover mental and emotional health, nutrition.
Humanities Program of Studies:
The Eastern World course is a study of the countries of the Eastern Mediterranean region- Turkey, Israel, Syria, Lebanon and Jordan.
Students will learn about the origins and spread of the major world religions, the spread of Christianity in the Roman Empire and the origins and spread of Islam. Students will also learn about Iraq, Iran and the countries of the Arabian Peninsula – Saudi Arabia, Kuwait, Bahrain, Qatar, United Arab Emirates, Oman, and Yemen.
The course will cover the physical geography, history, and culture of the countries in the Indian Subcontinent region as well as the physical features, climate, resources, and histories of China, Mongolia and Taiwan. Students will learn about the physical features, histories, governments, and economies of Japan, North Korea, South Korea, and will learn about the physical features, climate, natural resources, histories, and cultures of Australia, New Zealand, and the Pacific Islands, examine Antarctica and will learn about the geography, history and culture of the 17 countries of West Africa.
Human Legacy I & II
The course, Human Legacy I, is designed to provide students with a comprehensive knowledge of Western History between the Fifteenth and Nineteenth centuries.
The course begins with the Renaissance and takes students through the Age of Exploration and Expansion to the Age of Enlightenment in Europe. In addition, we will explore the French Revolution, the Industrial Revolution, and finally, the Age of Imperialism.
The course, Human Legacy II, is designed to provide students with a comprehensive knowledge of Twentieth Century history.
The course begins with the events leading up to World War I. It then explores the interwar period and World War II. This is followed by a discussion of the Cold War and post-Cold War world. The last part of the course focuses on contemporary issues.
US Governement & Polictics
US Government and Politics will give students an analytical perspective on government and politis in the United States.
This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples.
It also requires familiarity with the various institutions, groups, beliefs and ideas that constitue U.S. government ans Politics.Students will become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes.
Economics is the study of how individuals and nations make decisions about the use of resources in an effort to satisfy their wants and needs.
Students in Economics discover how fundamental economic concepts directly relate to individuals, their community, the world, and the interrelated nature of the three through the use of simulations, projects, and other assignments.
Additionally, students will conduct investigations to learn how the physical and human geography of a region can impact economic realities.
Studied in an historic context are the basic economic principles of micro-and macro-economics, international economics, comparative economic systems, measurement, and method.
Students will study five major economic themes or topics: interactions among individuals, groups, and institutions; how people create and change structures of power, authority, and governance; how people organize for the production, distribution, and consumption of goods and services; relationships among science, technology and society; and global connections and interdependence.
Subject will cover; Constitutional Underprinnings of United States Government, Government branches, roles and responsibilities, Political Beliefs and Behaviors, Political Parties, Interest Groups and Mass Media, Institutions of National Government, Public Policy, Civil Rights and Civil Liberties.
Foreign Language Program of Study
Focuses on students beginning to develop their ability to communicate in French/German and their understanding of the culture.
Communicative competence is divided into three strands: speaking and writing as an interactive process in which students learn to communicate with another French/German speaker; listening and reading as receptive processes in which comprehension of French/German is developed; and speaking and writing in a presentational context in which students are focused on the organization of thoughts and an awareness of their audience in delivering information.
Students learn to communicate in real-life contexts about topics that are meaningful to them. In order to develop the three areas of communicative competence, study emphasis is placed on the use of French in the classroom as well as on the use of authentic materials to learn about the culture.
Rather than isolating grammar in a separate strand, it is integrated into instruction according to the vocabulary and structures needed in the various situations in which students are required to function. Through the language learning process, students develop an understanding of how their own language is structured and how their own culture has unique aspects.
An important component of French/German classes is the use of the language beyond the classroom in order to apply knowledge of the language in the real world.
In French/German II, students continue to develop their proficiency in the three strands of communicative competence:
interacting with other speakers, understanding oral and written messages, and making oral and written presentations.
They begin to show a greater level of accuracy when using basic language structures and are exposed to more complex features of the French/German language.
They continue to focus on communicating about their immediate world and daily life activities.
They read material on familiar topics and write short, directed compositions.
Emphasis continues to be placed on the use of French in the classroom as well as on the use of authentic materials to learn about the culture.
In French/German III, students continue to develop their proficiency in the three strands of communicative competence: interacting with other speakers, understanding oral and written messages, and making oral and written presentations.
They communicate at a level commensurate with their study, using more complex structures on a variety of topics, and moving from concrete to more abstract concepts.
They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar.
Students develop the ability to discuss topics related to historical and contemporary events and issues.
In French/German IV, students continue to develop their proficiency in the three strands of communicative competence:
interacting with other speakers, understanding oral and written messages, and making oral and written presentations.
They are able to exchange and support opinions on a variety of topics related to contemporary and historical events and issues at a level commensurate with their study.
They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics.
Students use the language to access information in other subject areas and to compare and contrast cultural elements of Francophone/German countries with their own.
ICT & Computer Studies
as Students of SCIS recieve ICT Studies starting KG stage to high school
Students are developing thair skills in various technological aspects
from using computers in thair studies making presentations internet research till learning programming languages hardware and software
such as Small Basic Visual Basic HTML and more..
Logical Thinking and finding solutions is a key element in SCIS ICT Studies