GLOBAL PARADIGM INTERNATIONAL SCHOOL
Grade/Course Descriptions
2016 – 2017
PK –Grade 12
Overview
The Global Paradigm School Course Description Booklet was written to give stakeholders a brief
snapshot of a grade/subject course’s content and its broad learning objectives. The course
descriptions herein are not intended to replace the more detailed learning concepts and skills for
each respective course. Those concepts and skills can be found in the California Framework of
Learning which can be found via a link on the school’s webpage (www.gpschool-eg.com) or which
are located on the California Department of Education website (www.cde.ca.gov/). In addition,
stakeholders seeking more detailed information as per when during the school year specific skills
and concepts might be taught and within what subject content they would be taught can address
their inquiries to their child’s respective teacher or to the subject’s HOD. Those staff members can
then share the respective curriculum pacing guide for that grade level and subject. Besides access
to this general course descriptive overview and to the specific information contained in the
California Learning Standards and the GP School course/grade level pacing guides, staff has
identified for each major course the guaranteed learning concepts and skills that each teacher will
ensure that students within that grade and course will understand on a deep level. This
guaranteed curriculum along with aligned assessments are also available from the respective
teacher or subject HOD for stakeholder perusal and will by August of 2013 be linked on the school’s
website.
www.gpschool-eg.com
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Course Description Index
Elementary
Pre-Kindergarten (Pre-K)
Kindergarten I (KG I)
Kindergarten II (KG II)
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Pre K to grade 2
Grade 3 to 5
Pre K to grade 2
Grade 3 to 5
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Music
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Physical Education
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Page Numbers
4-5
5-6
6-8
8-10
10-12
12-14
15-17
17-19
20
20
20
21
Secondary
Page Numbers
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10 Algebra II
Grade 11/12 Pre-Calculus
Grade 11/12 Business Math
Grade 11/12 Statistics
Grade 12 Calculus
Grade 6 Life Science
Grade 7 Earth Science
Grade 8 Physical Science
Grade 9 Biology
Grade 10 Chemistry
Grade 11 Physics
Grade 12 Human Biology
Grade 12 Environmental Science
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
English 6-12
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Math 6-12
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Science 6-12
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Social Studies
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25
25
26
26
27
27
27
27
28
28
28
29
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29-30
30
30
30-31
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32
32
32
33
33
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Introduction to Business
US History
Introduction to Accounting
Economics
Sociology
Psychology
International Relations
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11 and 12
Grade 6
Grade 7
Grade 8
Grade 9 and 10
Grade 11
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 6 Photoshop
Grade 7 Microsoft Office Word 2013
Grade 8 Web Design (HTML)
Grade 9 and 10 Video Making and Editing
Grade 11 Introduction to Programming
Grade 6
Grade 7
Grade 8
Grades 9-12
Grades 6,7 and 8
Grades 9-12
Arabic all grade levels
Religion all grade levels
Humanities
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German 6-12
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Spanish 6-12
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French 6-12
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Information Technology 6-12
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Art 6-12
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PE 6-12
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34-35
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37-38
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41-42
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44-45
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Elementary
Courses
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Elementary Courses
GP Course Description
Grade: PRE-K
Language Arts
The students will develop their oral fluency and vocabulary in the English language and gain the foundations for reading
and writing. There is no writing done in class; towards the end other students start tracing simple words but most of
them can’t read what they are tracing. Students also trace their names and can recognize it. Students will learn to
identify some of the upper case letters and to associate these letters with their sounds. Students will be able to recognize
all the letters (upper and lower case). They will gain exposure to a wide variety of children’s literature and begin to
practice predicting and telling their own stories.
Math
The students will learn to identify the numbers from 0 to 10 and associate these numbers with their respective quantities.
They will also learn to identify basic shapes and to identify, extend, and create simple patterns. Students will be able to
recognize two dimensional and three dimensional shapes with their properties. Students will learn to sort and classify
objects by attribute and to compare objects according to size.
Science
The students will learn about the parts of the body and the five senses. They will also learn about plants and animals
from a variety of different habitats. They will study the characteristics of the four seasons and learn about different types
of weather. Throughout the year, students will practice scientific skills such as observing, describing, and comparing the
attributes of common objects.
Social Studies
The main focus of the Social Studies curriculum is to help students become aware of themselves as individuals (what
makes people unique), their culture (traditions and experiences), and community (similarities and differences among
people while developing social skills and understanding people’s roles and relationships). They will also be introduced
to history (the concept of the past in relation to their families, how their community has changed, and measuring and
sequencing time using aspects of a calendar). Geography will be introduced through observing and identifying globe
features and various human and physical features/environments. Lastly the concept of economics will be introduced as
students begin to understand basic human needs for food, clothing, and shelter. That as consumers, they recognize that
people create food, clothing, and shelter from natural resources and how they do so (steps involved in making products).
Art
ARTISTIC PERCEPTION
Students will discuss visual and tactile perceptions of the natural and human-made world: what is seen and how
objects feel. Identify colors by name. Name and describe objects by color and relative size.
CREATIVE EXPRESSION
Students will create patterns and three-dimensional arrangements (using manipulatives or blocks). Demonstrate
beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art. Experiment with
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colors through the use of a variety of drawing materials and paints. Create a self-portrait. Create a picture of a person.
Use colors to draw or paint a picture of everyday objects. Create a three-dimensional form.
HISTORICAL AND CULTURAL CONTEXT
Students will identify art observed in daily life. Describe pictorial objects that appear in works of art. Discuss art objects
from various places and times.
AESTHETIC VALUING
Student will discuss what is seen in works of art. Ask questions about works of art. Discuss what they like about their
own works of art. Select works of art by others and tell what they like about them.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will great visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping or drumming
the beat found in selected poems or songs. Name colors and draw an object, using the colors (e.g., red balloon, green
leaf, brown dog, yellow sun). Identify images of self, friends, and family (including snapshots and the students’ own
works of art). Discuss how art is used to illustrate stories.
Elementary Courses
GP Course Description
Grade: Kindergarten I
Language Arts
The students will develop their phonological and phonemic awareness and vocabulary in the English language and gain
the foundations for reading and writing. Student will gain book print awareness, letter knowledge, and comprehension.
Students will learn to identify and write all capital and lowercase letters and to associate these letters with their sounds.
They will gain exposure to a wide variety of children’s literature and begin to practice a variety of reading
comprehension strategies. Students will maintain writing journals, in which they will draw or write (unconventionally)
on a daily basis.
Math
The students will learn to identify the numbers from 0 to 10 and associate these numbers with their respective
quantities. They will also learn to identify basic shapes and to identify, extend, and create simple patterns. Students
will be able to recognize two dimensional and three dimensional shapes with their properties. Students will learn to
sort and classify objects by attribute and to compare objects according to size.
Science
Science Fusion is a state-of-the-art science program designed for building inquiry and STEM skills and optimized for
learning in the classroom or at home, on a laptop, tablet, or using a science textbook. The digital curriculum, virtual
labs, hands-on activities, and write-in science textbook develop important critical-thinking skills that prepare students
for success in future science courses and in the work place. The students will learn about the parts of the body and the
five senses. They will also learn about plants and animals from a variety of different habitats. They will study the
characteristics of the four seasons and learn about different types of weather. Throughout the year, students will
practice scientific skills such as observing, describing, and comparing the attributes of common objects.
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Social Studies
The main focus of the Social Studies curriculum is to help students become aware of themselves as individuals (what
makes people unique), their culture (traditions and experiences), and community (similarities and differences among
people while developing social skills and understanding people’s roles and relationships). They will also be introduced
to history (the concept of the past in relation to their families, how their community has changed, and measuring and
sequencing time using aspects of a calendar). Geography will be introduced through observing and identifying globe
features and various human and physical features/environments. Lastly the concept of economics will be introduced
as students begin to understand basic human needs for food, clothing, and shelter. That as consumers, they recognize
that people create food, clothing, and shelter from natural resources and how they do so (steps involved in making
products).
Art
ARTISTIC PERCEPTION
Students will discuss visual and tactile perceptions of the natural and human-made world: what is seen and how
objects feel. They will Identify colors by name.
CREATIVE EXPRESSION
Student will learn how to create patterns and three-dimensional arrangements (using manipulatives or blocks).
Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art.
Experiment with colors through the use of a variety of drawing materials and paints. They will create a self-portrait
and create a picture of a person. Learn how to use colors to draw or paint a picture of everyday objects.
HISTORICAL AND CULTURAL CONTEXT
Students will identify art observed in daily life. Describe pictorial objects that appear in works of art.
Discuss art objects from various places and times.
AESTHETIC VALUING
Student will learn how to describe what is seen in works of art. Ask questions about works of art. Discuss what they
like about their own works of art. Select works of art by others and tell what they like about them.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping or drumming
the beat found in selected poems or songs. Name colors and draw an object, using the colors (e.g., red balloon, green
leaf, brown dog, yellow sun).
Elementary Courses
GP Course Description
Grade: Kindergarten II
Language Arts
The fundamental principles of the Kindergarten Language Arts Program are to develop a love of reading, writing, and
literature and to meet the individual needs of each child. The program builds a foundation for effective listening,
speaking, reading, and writing skills. It capitalizes on children’s innate desire to learn by providing a variety of
meaningful experiences which build on children’s prior knowledge and provide opportunities for children to
experience language in its different forms. The Kindergarten classroom uses Jolly Phonics as its primary instructional
resource. The reading of decodable texts and thematic Big Books is balanced with an emphasis on explicit phonics
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instruction. Children participate in both large and small group instruction. Every effort is made to meet the individual
needs of each child and groupings are flexible. In addition, the kindergarten classroom has an extensive library and
collection of early literacy materials. Writing is an integral part of the Language Arts curriculum. The writing process
may start with an illustration or discussion of an idea. Students then begin to use their knowledge of letter/sound
correspondence to describe their ideas. In kindergarten, students may dictate their stories to a teacher and then copy
the teacher’s writing on their paper. As students begin to develop their confidence and skill, they become more able
to write independently. Throughout the process, the natural flow of ideas and creativity is emphasized. Teachers
present relevant skills in mini lessons as needed. Children also have the opportunity to share their stories in small
groups. In addition, handwriting is an important part of our curriculum. Students are given many opportunities to use
their speaking and listening skills throughout the day. Children are encouraged to expand their communication skills
by participating in activities such as dramatic play, show and tell, short plays, and class meetings along with their
everyday interactions. Learning to listen and respond appropriately to each other’s ideas are important components
of the Language Arts curriculum The Kindergarten Language Arts program is a comprehensive approach to literacy
that attempts to build connections and to present language in a meaningful way. It provides children with the
opportunity to learn based on individual learning styles, needs, and interests.
Math
Know number names and the count sequence, so they would be able to count and tell the number of objects, they
will also apply addition, subtraction. Students should Understand addition as putting together and adding to, and
understand subtraction as taking apart and taking from. They need to work with numbers 11–19 to gain foundations
for place value. Also to describe and compare measurable attributes, Identify and describe shapes (squares, circles,
triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).and then to analyze, compare, create, and
compose shapes.
Science
Science Fusion is a state-of-the-art science program designed for building inquiry and STEM skills and optimized for
learning in the classroom or at home, on a laptop, tablet, or using a science textbook. The digital curriculum, virtual
labs, hands-on activities, and write-in science textbook develop important critical-thinking skills that prepare students
for success in future science courses and in the workplace. The students will learn about the parts of the body and
the five senses. They will also learn about plants and animals from a variety of different habitats. They will study the
characteristics of the four seasons and learn about different types of weather. Throughout the year, students will
practice scientific skills such as observing, describing, and comparing the attributes of common objects.
Social Studies
The students will learn about rules (at school and traffic signs) and being good citizens (how to show responsibility).
They will be introduced to the United States to understand and identify key vocabulary (freedom) before learning
about their own country and community to identify Egypt’s national symbols, pledge, and leaders. Students will also
be introduced to different workers in the community and how they do their jobs, but more importantly, students will
understand how people support each other and how to save resources. As various human and physical geographies
will be introduced, different peoples and places on Earth will be studied through the concept of regions. Students
will also be measuring time and putting events in sequence by learning about life in the past.
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ART
ARTISTIC PERCEPTION
Students will recognize and describe simple patterns found in the environment and works of art.
Name art materials (e.g., clay, paint, crayons) introduced in lessons. Analyze Art Elements and Principles of Design.
Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art,
emphasizing line, color, and shape/form.
CREATIVE EXPRESSION
Students will use lines, shapes/forms, and colors to make patterns. Demonstrate beginning skill in the use of tools
and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction. Make a
collage with cut or torn paper shapes/forms. Use lines in drawings and paintings to express feelings. Use geometric
shapes/forms (circle, triangle, and square) in a work of art. Create a three-dimensional form, such as a real or
imaginary animal.
HISTORICAL AND CULTURAL CONTEXT
Students will describe functional and no utilitarian art seen in daily life; that is, works of art that are used versus
those that are only viewed. Identify and describe works of art that show people doing things together. Look at and
discuss works of art from a variety of times and places.
AESTHETIC VALUING
The students will discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
Describe what is seen (including both literal and expressive content) in selected works of art. Discuss how and why
they made a specific work of art. Give reasons why they like a particular work of art they made, using appropriate
art vocabulary.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement
sequences. Look at and draw something used every day (e.g., scissors, toothbrush, and fork) and de-scribe how the
object is used. Point out images (e.g., photographs, paintings, murals, ceramics, and sculptures) and symbols found
at home, in school, and in the community, including national and state symbols and icons. Discuss the various works
of art (e.g., ceramics, paintings, sculpture) that artists create and the type of media used.
Elementary Courses
GP Course Description
Grade: 1
Language Arts
The children will be exposed to as many literacy experiences as possible. They have 2 to 3 classes of literacy
(English) per day, in which they learn phonics, writing and reading skills, as well as oral language. Students will focus
on printing legibly, begin to formalise writing techniques, attempt to approximate spelling of words and identify
high frequency words by sight. Students will read many stories in the Journeys books and Bright Point Literacy
program, listen to stories, as well as reading in small groups.
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Math
Students will learn to represent and solve problems involving addition and subtraction. They will understand and
apply properties of operations and the relationship between addition and subtraction to add and subtract within 20.
They will know how to work with addition and subtraction equations. They will also learn how to extend the counting
sequence. Students will understand place value and how to use it. They will learn the properties of operations and to
add and subtract. They will also know how to measure lengths indirectly and by iterating length units. They will also
learn how to tell and write time, as well as represent and interpret data. They will also learn to reason with shapes
and their attributes.
Science
Science Fusion is a state-of-the-art science program designed for building inquiry and STEM skills and optimized for
learning in the classroom or at home, on a laptop, tablet, or using a science textbook. The digital curriculum, virtual
labs, hands-on activities, and write-in science textbook develop important critical-thinking skills that prepare students
for success in future science courses and in the workplace.
The students are exposed to several topics in the three main aspects of science Life, Physical, and Earth science.
Social Studies
The students will study rules and laws, and how they guide people to live safely and responsibly by identifying what
are laws and how laws help communities. Students will also learn how to show respect for the rights of others, and
how government services and community leaders help people. Using geographic skills (including maps and mapping),
students will learn about the physical and human characteristics of differing places and how people’s lives differ due
to the resources available. To better understand where they live, students will identify and learn about Egypt’s
symbols, national holidays, pledges, and laws via being introduced to the United States and pertinent vocabulary. By
comparting and contrasting the lives of people today and long ago, students will learn about change, and how it
affects people, places, and things. Students will also learn about different cultures and traditions, as well as how
immigration adds to culture. The students will study economics and learn about work people do to earn money, and
about goods and services.
Art
ARTISTIC PERCEPTION
The students will describe and replicate repeated patterns in nature, in the environment, and in works of art.
Distinguish among various media when looking at works of art (e.g., clay, paints, drawing materials). Identify the
elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form,
and texture
CREATIVE EXPRESSION
The students will use texture in two-dimensional and three-dimensional works of art. Mix secondary colors from
primary colors and describe the process. Demonstrate beginning skill in the manipulation and use of sculptural
materials (clay, paper, and papier maché) to create form and texture in works of art. Plan and use variations in line,
shape/form, color, and texture to communicate ideas or feelings in works of art. Create a representational sculpture
based on people, animals, or buildings. Draw or paint a still life, using secondary colors. Use visual and actual
texture in original works of art. Create artwork based on observations of actual objects and everyday scenes.
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HISTORICAL AND CULTURAL CONTEXT
The students will recognize and discuss the design of everyday objects from various time periods and cultures.
Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life). View and then
describe art from various cultures. Identify art objects from various cultures (e.g., Japanese screen painting,
Mexican tin art, African masks) and describe what they have in common and how they differ.
AESTHETIC VALUING
The students will discuss works of art created in the classroom, focusing on selected elements of art (e.g.,
shape/form, texture, line, color). Identify and describe various reasons for making art. Describe how and why they
made a selected work of art, focusing on the media and technique. Select something they like about their work of
art and something they would change.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
The students will clap out rhythmic patterns found in the lyrics of music and use symbols to create visual
representations of the patterns. Compare and contrast objects of folk art from various time periods and cultures.
Identify and sort pictures into categories according to the elements of art emphasized in the works (e.g., color, line,
shape/form, texture). Describe objects designed by artists (e.g., furniture, appliances, and cars) that are used at
home and at school.
Information Technology
The students will be given a background on how to use Microsoft Office PowerPoint in creating simple
presentations, drawing shapes, coloring them, inserting pictures and animating objects. They will also be
given a background on how to use Microsoft Office Excel in finding the total of 2 numbers and formatting
cells. Students will learn how to access the internet and save clip art pictures in their folders. They will
start taking the basics of typing, and will be able to identify “Home Row Key” using a simple typing
program “Tux Typing”.
Elementary Courses
GP Course Description
Grade: 2
Language Arts
This course provides students with a systematic presentation of the essential elements of English grammar and
mechanics, focusing on grammatical concepts, language conventions, and sentence-level writing. Using literature
from around the globe and from a variety of genres, the course presents students with exercises designed to
increase their comprehension, fluency, and vocabulary skills, as well as develop stronger analytical thinking skills.
The course will teach students' abilities to read critically and to think about what they have read. Students will read
many stories in the Journeys books and Bright point Literacy program, listen to stories, as well as reading in small
groups. The course will also help the pupil to form complete and varied sentences for use in different types of
writing.
Math
Students will learn to represent and solve problems involving addition and subtraction. They will work with equal
groups of objects to gain foundations for multiplication. They will use place value understanding and properties of
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operations to add and subtract. They will learn to measure and estimate lengths in standard units as well as relate
addition and subtraction to length. They will also work with time and money. For statistics they will know how to
represent and interpret data. In geometry they will learn to recognize and draw shapes having specified attributes
such as a given number of angles or a given number of equal faces.
Science
This course gives students a firm understanding of the principles and concepts of Science
Students will complete experiments and investigation, such as observations and predictions.Topics that will be
covered: living and non-living, animals, plants, environments, natural resources, weather, solar system, observing
and classifying, matter, sound and motion. This course will develop key skills in the areas of reading, writing and
critical thinking.
Social Studies
Students will begin by studying how and why people govern themselves, and they will learn how a citizen can be
responsible in their community. To facilitate learning about geography, a study of maps will ensue to enable students
to find locations, identify countries and landforms, differentiate between regions, and to know why seasons and
climates differ in different regions. The students will be engaged in studying how people use different lands and the
resources thereof. By comparing and contrasting people in the past and present, students will be able to identify
changes in people and places over time, as well as how changes came about. Students will study various people and
cultures to identify how all people are similar and celebrate cultural differences. Students will study economics and
learn how people work to earn and spend money and how children are a part of the economy.
Art
ARTISTIC PERCEPTION
The students will describe repetition and balance in nature, in the environment, and in works of art. Perceive and
discuss differences in mood created by warm and cool colors. Identify the elements of art in objects in nature, the
environment, and works of art, emphasizing line, color, shape/form, texture, and space.
CREATIVE EXPRESSION
Students will use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.
Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. Depict the illusion
of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture. Create a
painting or drawing, using warm or cool colors expressively. Use bilateral or radial symmetry to create visual
balance.
HISTORICAL AND CULTURAL CONTEXT
Students will explain how artists use their work to share experiences or communicate ideas. Recognize and use the
vocabulary of art to describe art objects from various cultures and time periods. Identify and discuss how art is used
in events and celebrations in various cultures, past and present, including the use in their own lives.
AESTHETIC VALUING
Students compare ideas expressed through their own works of art with ideas expressed in the work of others.
Compare different responses to the same work of art. Use the vocabulary of art to talk about what they wanted to
do in their own works of art and how they succeeded. Use appropriate vocabulary of art to describe the successful
use of an element of art in a work of art.
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CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will use placement, overlapping, and size differences to show opposites (e.g., up/down, in/out,
over/under, together/apart, fast/slow, stop/go). Select and use expressive colors to create mood and show
personality within a portrait of a hero from long ago or the recent past. Identify pictures and sort them into
categories according to expressive qualities (e.g., theme and mood). Discuss artists in the community who create
different kinds of art (e.g., prints, ceramics, paintings, sculpture).
Information Technology
The students will use Microsoft Office PowerPoint in creating simple presentations consisting of 2 or more
slides, drawing shapes, coloring them, inserting pictures, animating objects and integrating technology
with other subjects like Science. They will use Microsoft Office Excel in finding the total of 2 numbers or
more, formatting cells, adding borders and creating charts. Students will learn how to access the internet
and save clip art pictures in their folders, and most importantly how to use simple graphic programs. They
will start typing without looking at hands and identify “Home Row Keys” and “Top Row Keys” using a
simple typing program “Tux Typing”. They will also use “Paint” program to draw shapes and “Pivot
Animator” to animate their own pictures.
Elementary Courses
GP Course Description
Grade: 3
Language Arts
This year, we will be using the Harcourt Journeys program in combination with Brightpoint Guided Reading, and
Writing Workshop for a balanced and comprehensive approach to Language Arts. Students will participate in whole
group, small group and individualized instruction. Language Arts is divided into reading instruction (reading strategies,
comprehension, fluency, accuracy and expression), novel study, writing instruction, grammar, word study (spelling
and vocabulary) and oral expression. This year there will be an enormous focus on reading for meaning
(comprehension) and reading for pleasure, to establish habits for a lifelong love of reading and learning.
Math
Students will learn to represent and solve problems involving multiplication and division. They will understand
properties of multiplication and the relationship between multiplication and division. Students will learn how to
multiply and divide with 100. They will also learn to solve problems involving the four operations, and identify and
explain patterns in arithmetic. They will use place value understanding and properties of operations to perform multidigit arithmetic. Students will also develop an understanding of fractions as numbers. They will solve problems
involving measurement and estimation of intervals of time, liquid volumes and masses of objects. For statistics they
will learn how to represent and interpret data. For geometry they will learn geometric measurement to understand
concepts of area and relate area to multiplication and to addition. They will recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures as well as reason with shapes and their attributes.
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Science
Our science program is divided into 3 topics, Life science, Earth science, and Physical science. For each lesson,
students will learn the concepts in a variety of ways and will be exposed to hands on learning, investigates and
projects. In life science students will learn all about the characteristics of living organisms, that cells are the building
blocks of all things living, and that living things come together to form and interact in ecosystems and food webs. In
Earth science, students will learn all about outer space, characteristics of the planets and the lunar cycle. We will
end the year with Physical science. Students will learn about states of matter, forms of energy and light. Students
will always focus on the scientific method as a basis for all learning and will get a chance to apply it to their own
inquiries during science fair. For each topic, students will get a chance to apply what they have learnt in the form of
a project and presentation.
Social Studies
Students will learn what a community is, the parts of communities (human and physical features), how communities
around the world are similar and different, how communities have changed and stayed the same over time, and how
communities govern themselves (types of governments). Students will also learn about citizens’ rights and
responsibilities. To facilitate the studying of communities, students will be engaged in map studies. As a part of the
study of communities, different cultures, customs, and heritages will be examined. Students will also examine
community economics by understanding how people depend on one another, why communities trade with each
other, the different businesses found around the world, and how families earn, spend, and save money.
Art
ARTISTIC PERCEPTION
Student will perceive and describe rhythm and movement in works of art and in the environment. Describe how
artists use tints and shades in painting. Identify and describe how foreground, middle ground, and background are
used to create the illusion of space. Compare and contrast two works of art made by the use of different art tools
and media (e.g., watercolor, tempera, and computer). Identify and describe elements of art in works of art,
emphasizing line, color, shape/ form, texture, space, and value.
CREATIVE EXPRESSION
Students will explore ideas for art in a personal sketchbook. Mix and apply tempera paints to create tints, shades,
and neutral colors. Paint or draw a landscape, seascape, or cityscape that shows the illusion of space. Create a work
of art based on the observation of objects and scenes in daily life, emphasizing value changes. Create an imaginative
clay sculpture based on an organic form. Create an original work of art emphasizing rhythm and movement, using a
selected printing process.
HISTORICAL AND CULTURAL CONTEXT
Students will compare and describe various works of art that have a similar theme and were created at different
time periods. Identify artists from his or her own community, county, or state and discuss local or regional art
traditions. Distinguish and describe representational, abstract, and nonrepresentational works of art. Identify and
describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets,
masks, containers).
AESTHETIC VALUING
Students will compare and contrast selected works of art and describe them, using appropriate vocabulary of art.
Identify successful and less successful compositional and expressive qualities of their own works of art and describe
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what might be done to improve them. Select an artist’s work and, using appropriate vocabulary of art, explain its
successful compositional and communicative qualities.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will describe how costumes contribute to the meaning of a dance. Write a poem or story inspired by their
own works of art. Look at images in figurative works of art and predict what might happen next, telling what clues in
the work support their ideas. Describe how artists (e.g., architects, book illustrators, muralists, industrial designers)
have affected people’s lives.
Information Technology
By the end of the year, the students are expected to know how to work on simple graphic programs, surf
the internet to acquire electronic information like images and text, learn typing online, computer parts,
and most importantly how to use basics of the programming software “Scratch”. They will be given a full
background on how to use multimedia presentations, spreadsheets and word processing. They will use
“Paint” program to draw animals and create stories about these animals. Students will also use “Pivot
Animator” to build their own figures, load their own backgrounds, and bring their figures to life by
creating a sequence of animation frames.
Foreign Languages
French
German
Spanish
Students learn how to speak, read,
write and understand French.
The student is introduced to French
culture and life through a
situational approach and a wide
range of media presentations.
*To know the French alphabet
*To know there is masculine &
feminine in French
*To know the numbers
*To know the animals
*To know the fruits & vegetables
*To learn & know some basic verbs
which will help them telling some
information about themselves
*To know places
*To learn French songs
The goals of this course are to
teach students to communicate in
German and to immerse them in an
authentic cultural context. The
basic objectives of the course are,
to help each student attain equal
proficiency in the four language
skills of listening, speaking, reading
and writing in order to interpret
the language within the context of
the contemporary German
speaking world and its culture. The
main focus of this proficiencyoriented course is to develop the
student's basic communication in
German.
Students will study the Spanish
language and culture. The teacher
will deliver instruction in Spanish
using, storybooks, songs,
videotapes, etc. Students will be
involved in communicative games,
language experience activities,
songs, rhymes, children’s literature,
physical activity, manipulation of
props, role-plays, dialogues, small
group work, paired work, and
listening activities. Emphasis will
be on communication in the
Spanish language. In addition the
course will include family and
traditions, numbers from 1-100,
weather, seasons, months of the
year, dates, and birthdays, feelings,
and clothing.
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Elementary Courses
GP Course Description
Grade: 4
Language Arts
This year we will be using the Harcourt Journeys program in combination with Brightpoint Guided Reading, and
Writing Workshop for a balanced and comprehensive approach to Language Arts. Students will participate in whole
group, small group and individualized instruction. Language Arts is divided into reading instruction (reading
strategies, comprehension, fluency, accuracy and expression), novel study, writing instruction, grammar, word study
(spelling and vocabulary) and oral expression.
Math
Students will learn to use the four operations with whole numbers to solve problems, and gain familiarity with factors
and multiples. They will know how to generate and analyze patterns and generalize place value understanding for
multi-digit whole numbers. They will also use place value understanding and properties of operations to perform
multi-digit arithmetic .They will extend understanding of fraction equivalence and ordering and build fractions from
unit fractions by applying and extending previous understandings of operations on whole numbers. They will also
understand decimal notation for fractions and compare decimal fractions. They will deal with problems involving
measurement and conversion of measurements from a larger unit to a smaller unit and problems that will involve
data interpretation and representation.
Science
This year in science we will be focusing on Life Science, Earth Science and Physical Science. The students will be
involved in projects, experiments and hands on learning while exploring topics such as cells, ecosystems, food chain,
the rock cycle, landforms, electricity and magnets.
Social Studies
Students will be studying world history beginning with the study of early peoples; hunters and gatherers, the
domestication of plants and animals, and early settlements in the Fertile Crescent (southwest Asia). Next, students
will learn about the world’s first civilizations beginning with ancient Sumer, then Mesopotamia, Babylon, Assyria, and
ending with a major focus on the ancient Egyptian civilization and the Nile River extending into the development of
Kushite and Nubia. The study of the ancient Egyptian civilization will involve all aspects of society and culture, and
include a study of both physical and historical geography.
Arts
ARTISTIC PERCEPTION
Perceive and describe contrast and emphasis in works of art and in the environment. Describe how negative
shapes/forms and positive shapes/forms are used in a chosen work of art. Identify pairs of complementary colors
(e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood.
Describe the concept of proportion (in face, figure) as used in works of art. Describe and analyze the elements of art
(e.g., color, shape/form, line, texture, space, and value), emphasizing form, as they are used in works of art and
found in the environment.
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CREATIVE EXPRESSION
Student will use shading (value) to transform a two-dimensional shape into what appears to be a threedimensional form (e.g., circle to sphere). Use the conventions of facial and figure proportions in a figure study. Use
additive and subtractive processes in making simple sculptural forms. Use fibers or other materials to create a
simple weaving. Use accurate proportions to create an expressive portrait or a figure drawing or painting. Use the
interaction between positive and negative space expressively in a work of art. Use contrast (light and dark)
expressively in an original work of art. Use complementary colors in an original composition to show contrast and
emphasis.
HISTORICAL AND CULTURAL CONTEXT
Students will describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).
Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have
contributed to California’s history and art heritage. Research and describe the influence of religious groups on art
and architecture, focusing primarily on buildings in California both past and present.
AESTHETIC VALUING
Students will describe how using the language of the visual arts helps to clarify personal responses to works of art.
Identify and describe how a person’s own cultural context influences individual responses to works of art. Discuss
how the subject and selection of media relate to the meaning or purpose of a work of art. Identify and describe how
various cultures define and value art differently. Describe how the individual experiences of an artist may influence
the development of specific works of art.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will Select a nonobjective painting, work in small groups to interpret it through dance/movement, and
then write a paragraph reporting on the arts experience. Identify through research twentieth-century artists who
have incorporated symmetry as a part of their work and then create a work of art, using bilateral or radial
symmetry. Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about
a historical event. Read biographies and stories about artists and summarize the readings in short reports, telling
how the artists mirrored or affected their time period or culture.
Information Technology
By the end of the year, the students are expected to know how to use basics of some graphic programs
such as Adobe Photoshop, surf the internet to acquire electronic information like text and images, learn
typing online and create movies through Windows Movie Maker. They will be able to create multimedia
presentations, spreadsheets and word processing throughout Microsoft Office PowerPoint, Excel and
Word 2013 respectively. Students will also use “Scratch” software to create their own interactive stories,
games, and animations.
Foreign Languages
French
German
Spanish
In Grade 4 and 5, students develop
their ability to apply their knowledge
of the present, past and future tenses
and at the highest level they can
The goals of this course are to teach
students to communicate in German
and to immerse them in an authentic
cultural context. The basic objectives
The goals of this course are to
teach students to communicate in
German and to immerse them in
an authentic cultural context. The
17
make themselves understood orally
and in writing in all three tenses. They
learn how to cope in a variety of
situations where a higher level of
communicative ability is necessary.
The student is introduced to French
culture and life through a situational
approach and a wide range of media
presentations.
Main Topics Covered
*to describe and discuss feelings and
the place they live
*to extend, accept, and turn down
invitations
*to talk about daily activities
*to describe a house, its rooms, and
its furnishings
*to describe the background of a
present and past action
of the course are, to help each
student attain equal proficiency in
the four language skills of listening,
speaking, reading and writing in
order to interpret the language
within the context of the
contemporary German speaking
world and its culture. The main focus
of this proficiency-oriented course is
to develop the student's basic
communication in German.
basic objectives of the course are,
to help each student attain equal
proficiency in the four language
skills of listening, speaking,
reading and writing in order to
interpret the language within the
context of the contemporary
German speaking world and its
culture. The main focus of this
proficiency-oriented course is to
develop the student's basic
communication in German.
Elementary Courses
GP Course Description
Grade: 5
Language Arts
Language arts will focus heavily on reading comprehension, fluency and writing mechanics, or grammar. Vocabulary
development will be enhanced through the understanding and use of: synonyms, antonyms, prefixes, suffixes,
collective and possessive nouns, content words (for poetry and geography) and words from other cultures. Students
will also learn how to make inferences through context clues. Much of the coursework will be covered through a
variety of learning modalities. Finally, students will begin to demonstrate the ability to apply critical thinking skills
through writing, after reading literature and informational passages.
Math
Students will perform operations with multi-digit whole numbers and with decimals to hundredths by understanding
the place value system, and use equivalent fractions as a strategy to add, subtract, multiply, and divide fractions.
They will be able to convert like measurement units within a given measurement system and use this to understand
concepts of volume as well as relate volume to multiplication and addition. Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8), and graph points on the coordinate plane to solve real-world and
mathematical problems. They will also learn to classify two-dimensional figures into categories based on their
properties.
Science
This course encompasses three fundamental branches of science: Physical Science, Earth Science, and Life Science.
Through laboratory and field activities students learn about the living and non-living things in their surroundings and
beyond.
18
Physical Science: Students learn about matter and what it is composed of as well as it’s physical and chemical
properties. Students also learn about the structure of chemicals and how they depend on upon the structures of
atoms and their interaction with one another. They also learn about the flow of energy through systems, motion,
forces, gravity and friction.
Earth Science: Students know that Earth’s plates and rocks interact to produce predictable changes to the surface
of Earth. They learn that there are a large number of observable systems and that dramatic change occurs when
different combinations of factors interact within each system. Students get introduced to the mechanisms of
natural disasters such as earthquakes, volcanoes and tsunamis.
Life Science: Students learn that all living things start as a single cell and exhibit predictable patterns of change as
they grow and develop. They learn to differentiate between the different types of cells. They also study the
different types of interactions between living things and their environment. They learn that resources are necessary
for humans to meet their needs and that they have both positive and negative effects on these natural resources.
Social Studies
Students will begin the year learning how to learn about the different world regions by examining maps and exploring
the different attributes of physical and cultural geography. Students will study different regions from a geographic
approach (Five Themes of Geography) by looking at a region’s location, physical features, history, economic systems,
governments, population, societies, cultures, and current issues. The regions of study include Latin America (Mexico,
Central America, the Caribbean, and South America), the Pacific Realm, Southeast Asia, South Asia, and Africa south
of the Sahara.
Arts
ARTISTIC PERCEPTION
Student will Identify and describe the principles of design in visual compositions, emphasizing unity and harmony.
Identify and describe characteristics of representational, abstract, and nonrepresentational works of art. Use their
knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.
CREATIVE EXPRESSION
Students will use one-point perspective to create the illusion of space. Create gesture and contour observational
drawings. Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital
photography, or videography). Create an expressive abstract composition based on real objects. Assemble a found
object sculpture (as assemblage) or a mixed media two-dimensional composition that reflects unity and harmony
and communicates a theme. Use perspective in an original work of art to create a real or imaginary scene.
Communicate values, opinions, or personal insights through an original work of art.
HISTORICAL AND CULTURAL CONTEXT
Students will describe how local and national art galleries and museums contribute to the conservation of art.
Identify and describe various fine, traditional, and folk arts from historical periods worldwide.
Identify and compare works of art from various regions of the United States. View selected works of art from a
major culture and observe changes in materials and styles over a period of time.
AESTHETIC VALUING
Students will Identify how selected principles of design are used in a work of art and how they affect personal
responses to and evaluation of the work of art. Compare the different purposes of a specific culture for creating art.
Develop and use specific criteria as individuals and in groups to assess works of art. Assess their own works of art,
using specific criteria, and describe what changes they would make for improvement.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Student will Use linear perspective to depict geometric objects in space. Identify and design icons, logos, and other
graphic devices as symbols for ideas and information. Research and report on what various types of artists (e.g.,
19
architects, designers, graphic artists, animators) produce and how their works play a role in our everyday
environment.
Information Technology
By the end of the year, the students are expected to know how to use professional graphic programs such
as Adobe Photoshop & Image Ready, surf the internet to acquire electronic information like text, images
and sounds, learn typing online, and learn advanced skills of the programming software “Scratch”. They
will also be able to create multimedia presentations, spreadsheets and word processing throughout
Microsoft Office PowerPoint, Excel and Word 2013 respectively.
Foreign Languages
French
German
Spanish
In Grade 4 and 5, students develop
their ability to apply their
knowledge of the Present, Past and
Future tenses and at the highest
level they can make themselves
understood orally and in writing in
all three tenses. They learn how to
cope in a variety of situations where
a higher level of communicative
ability is necessary.
The student is introduced to French
culture and life through a situational
approach and a wide range of media
presentations.
This course is open for students in
the fifth grade. The goals of this
course are to teach students to
communicate in German and to
immerse them in an authentic
cultural context. The basic
objectives of the course are, to
help each student attain equal
proficiency in the four language
skills of listening, speaking,
reading and writing in order to
interpret the language within the
context of the contemporary
German speaking world and its
culture. The main focus of this
proficiency-oriented course is to
develop the student's basic
communication in German.
By the end of G5 students should
be able to:
1) Understand & apply everyday
expressions & very basic
phrases.
2) Introduce themselves, others
and ask questions about
personal details.
3) Engage in simple
conversations
Students will study the Spanish
language and culture. The teacher will
deliver instruction in Spanish using,
storybooks, songs, videotapes, etc.
Students will be involved in
communicative games, language
experience activities, songs, rhymes,
children’s literature, physical activity,
manipulation of props, role-plays,
dialogues, small group work, paired
work, and listening activities. Emphasis
will be on communication in the
Spanish language. In addition the
course will include family and
traditions, numbers from 1-100,
weather, seasons, months of the year,
dates, and birthdays.
Students Can understand sentences
and frequently used expressions
related to areas of most immediate
relevance (e.g. very basic personal and
family information, shopping, local
geography, employment).
Can interact in a simple way provided
the other person talks slowly and
clearly and is prepared to help.
Main Topics Covered:
*to describe and discuss feelings &
the place they live
*to extend, accept, and turn down
invitations
*to talk about daily activities
*to describe a house, its rooms, and
its furnishings
*to describe the background of a
present and past action
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Music
GP Course Description
Pre K – grade 2
ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of
music.
Grades 3 to 5
ARTISTIC PERCEPTION
Students focus on rhythmic patterns, musical forms, melody and harmony as they read, write, and perform music.
Their increased listening skills help them identify qualities in musical selections in the four families of musical
instruments.
Students will sing and play songs from diverse cultures to compare and contrast music from all over the world.
Physical Education
GP Course Description
Pre K – grade 2
In Physical Education, students acquire the knowledge and skills for movement that provide the foundation
for enjoyment, continued social development through physical activity, and access to a physically-active
lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical
activity and health throughout the lifespan.
In Grades K-2, children learn fundamental movement skills and begin to understand how the muscles,
bones, heart, and lungs function in relation to physical activity. Students begin to develop a vocabulary for
movement and apply concepts dealing with space and body awareness. Students are engaged in activities
that develop basic levels of strength, endurance, and flexibility. In addition, students learn to work safely in
group and individual movement settings. A major objective is to present activities that complement their
natural inclination to view physical activity as challenging and enjoyable.
The focus for kindergarten students is on learning basic body control while moving in a variety of settings.
Students become aware of strength, endurance and flexibility in different parts of their bodies and begin to
learn ways to increase health-related fitness.
21
Grades 3 to 5
In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for
enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The
student exhibits a physically-active lifestyle and understands the relationship between physical activity and health
throughout the lifespan.
In Grades 3-5, students continue to develop strength, endurance, and flexibility. Students can demonstrate mature
form in fundamental loco-motor and manipulative skills and can often maintain that form while participating in
dynamic game situations. Identifying personal fitness goals for themselves and beginning to understand how exercise
affects different parts of the body is an important part of the instructional process.
22
Secondary
Courses
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English
Grades 6 to 12
GP Course Description
Grade 6
In English this year, grade six students will be reading a variety of genres including fiction, non-fiction, poetry,
and drama. The course covers short stories, plays, poetry, and both reading and writing resources which will
offer a comprehensive exposure to the language arts skills students need to obtain before the end of the year.
The department has also launched and adopted a new real world experience by integrating media studies to the
Language Arts curriculum.
The novel for the first semester is “Tuck Everlasting” from which students will be focusing on comprehension
and literary analysis. In addition, the writing process will focus on composing a narrative essay, a descriptive
essay, and a literary analysis essay. Over the course of the year students will be working on reading strategies
such as skimming, scanning, and note-taking. Students will also be practicing their speaking skills through oral
presentations and group projects.
In the second semester students will continue to work on comprehension and literary analysis skills, by reading
the novel “The Pearl”. Throughout the year they will also be working on improving their grammar and vocabulary
skills with a special focus on context clues. The writing for the second semester includes report writing, a cause
and effect essay, a persuasive essay and a literary analysis essay. Over the course of the year, students will be
using the school extra-reading system MyOn to practice their comprehension and reading skills.
Grade 7
In seventh grade, students continue to apply the knowledge and skills acquired in earlier years but in more
refined and sophisticated ways. Emphasis continues to be centered on analyzing literature in greater depth,
completing more complex writing assignment, and giving more extensive oral presentations. Students will
continue reading a variety of genres including fiction, non-fiction, poetry, and drama. The course covers short
stories, plays, poetry, and both reading and writing resources. The department has also launched and adopted
a new real world experience by integrating media studies to the students’ curriculum.
The novel for the first semester is “Holes” from which students will be focusing on comprehension and literary
analysis. In addition, students will be building their writing skills and writing process by composing and editing a
narrative essay, a descriptive essay, and a literary analysis essay. Reading strategies such as skimming, scanning,
and note-taking will be developed throughout the year. Students will also be practicing their speaking skills
through oral presentations and group projects.
In the second semester comprehension and literary analysis skills will be developed and practiced, by reading
the novel “The Giver”. Throughout the year students will also be working on improving their grammar and
vocabulary skills with a special focus on context clues. The writing for the second semester includes report
writing, a cause and effect essay, a persuasive essay and a literary analysis essay. Over the course of the year,
students will be using the school extra-reading system MyOn to practice their comprehension and reading skills.
24
Grade 8
In English this year, we will be reading a variety of genres including fiction, non-fiction, poetry, and drama. The
course covers short stories, plays, poetry, and both reading and writing resources. During the first semester, we
will be reviewing the writing process and writing an expository essay, literary analysis essay as well as a compare
and contrast essay. Students will be exposed to literary elements, characterization, themes and figurative
language through the novel “The Life of Pi”. We will also be working on reading strategies such as skimming,
scanning, and note-taking. In addition to reading and writing, students will be practicing their speaking skills
through oral presentations and group projects.
During the second semester comprehension and literary analysis skills will be further developed and practiced,
by reading the drama “The Taming of the Shrew”. Throughout the year students will also be working on
improving their grammar and vocabulary skills with a special focus on context clues. The writing for the second
semester includes report writing, a cause and effect essay, a persuasive essay and a literary analysis essay. Over
the course of the year, students will be using the school extra-reading system MyOn to practice their
comprehension and reading skills.
Grade 9
In ninth grade, students continue to apply the knowledge and skills acquired in earlier years, but in more
refined and sophisticated ways. Emphasis continues to be centered on analyzing literature in greater
depth, completing more complex writing assignment, and giving more extensive oral presentations.
Students will continue reading a variety of genres including fiction, non-fiction, poetry, and drama. The
course covers short stories, plays, poetry, and both reading and writing resources. The department has
also launched and adopted a new real world experience by integrating media studies to the students’
curriculum.
The literature for first semester is “Romeo and Juliet” from which students will be discovering Shakespearean
literature and drama, while focusing on comprehension and literary analysis. In addition, students will be
building their writing skills and writing process by composing and editing a descriptive essay, an autobiography,
and a literary analysis essay. Reading strategies such as skimming, scanning, and note-taking will be developed
throughout the year. Students will also be practicing their speaking skills through oral presentations and group
projects.
In the second semester comprehension and literary analysis skills will be developed and practiced, by reading
the epic journey of “The Odyssey”. Throughout the year students will also be working on improving their
grammar and vocabulary skills with a special focus on context clues. The writing for the second semester
includes report writing, a problem-solution essay, a persuasive essay and a literary analysis essay. Over the
course of the year, students will be using the school’s extra-reading system MyOn to practice their
comprehension and reading skills.
COURSE CREDIT: 1.0
25
Grade 10
In tenth grade, students are prepared with skills for the SAT and IB as they continue to apply the
knowledge and skills acquired in earlier years, but in more refined and sophisticated ways. Emphasis
continues to be centered on analyzing literature in greater depth, completing more complex writing
assignment, and giving more extensive oral presentations. Students will continue reading a variety of
genres including fiction, non-fiction, poetry, and drama. The course covers short stories, plays, poetry,
and both reading and writing resources. The department will be using external reading sources to teach
and apply strategies and skills in preparation for standardized testing.
The literature for first semester is “Animal Farm” from which students will be discovering political satire, while
focusing on comprehension and literary analysis. In addition, students will be building their writing skills and
writing process by composing and editing a cause and effect essay, an argumentative essay, and a literary
analysis essay. Reading strategies such as skimming, scanning, and note-taking will be developed throughout the
year. Students will also be practicing their speaking skills through oral presentations and group projects.
In the second semester comprehension and literary analysis skills will be developed and practiced, by reading
the drama, “Julius Caesar”. Throughout the year students will also be working on improving their grammar and
vocabulary skills with a special focus on context clues. The writing for the second semester includes report
writing, a problem-solution essay, a persuasive essay and a literary analysis essay. Over the course of the year,
students will be prepared for the SAT and IB standards.
COURSE CREDIT: 1.0
Grade 11
This course is designed to strengthen the student’s development of oral and written English before the transition
to university. The course is designed to continue increasing and refining the students’ communication skills and
it can be adjusted to accommodate students with different levels of proficiency in English. All students will utilize
a variety of writing styles and forms to communicate feelings, ideas and points of views. They will also
incorporate different perspectives, language and imagery in novels, short stories, poems and other types of
writing.
Through reading “To Kill a Mockingbird” and “Death of a Salesman”, which are two American classics, students
will be able to develop a repertoire of reading comprehension strategies that they can draw on flexibility to
comprehend, analyze and critique both literary and informational texts. Over the year, student will practice
writing strategies and a facility with certain types of writing commonly taught in the classroom including
argumentative writing, research writing, literary analysis, and creative reflective writing. Students are taught
ways of clarifying concepts, exploring opinions, and adding something new to the world of ideas.
The reading component includes exposure to different genres and detailed studies of poetry, short stories,
novels, classical contemporary drama. Selections of texts covered include major movements in American
literature and essential strategies for literary criticism. Additional, independent reading of the students’ choice
will be a component of the course.
All students will be required to develop and present a practiced formal public oral presentation at the end of the
year.
COURSE CREDIT: 1.0
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Grade 12
This course is designed to strengthen the student’s development of oral and written English before the transition
to university. Students continue to increase and refine their communication, presentation, analytical and written
skills. All students will utilize a variety of writing styles and forms to communicate feelings, ideas and points of
view. They will also incorporate different perspectives, language and imagery in novels, short stories, poems and
other types of writing. Students will also use technology to prepare essays and presentations to enhance their
understanding of literature.
Through reading “A Tale of Two Cities” and “Macbeth”, which are two British classics, students will be able to
develop a repertoire of reading comprehension strategies that they can draw on flexibility to comprehend,
analyze and critique both literary and informational texts. Over the year, students will practice writing strategies
and a facility with certain types of writing commonly taught in the classroom including argumentative writing,
research writing, literary analysis, and creative reflective writing. Students are taught ways of clarifying concepts,
exploring opinions, and adding something new to the world of ideas.
The reading component includes exposure to different genres and detailed studies of poetry, short stories,
novels, and classical drama. Selections of texts covered include major movements in British literature and
essential strategies for literary criticism. Additional, independent reading of the students’ choice will be a
component of the course.
All students will be required to develop and present a major research paper at the end of the year.
COURSE CREDIT: 1.0
Math
Grades 6 to 12
GP Course Description
Grade 6
Students will learn to understand ratio concepts, numbers to the system of rational numbers, and use ratio
reasoning to solve problems. They will apply and extend previous understandings of multiplications and division
to divide fractions by fractions, compute fluently with multi-digit numbers and find common factors and
multiples. They will apply and extend previous understandings of arithmetic to algebraic expressions, reason
about and solve one-variable equations and inequalities, and represent and analyze quantitative relationships
between dependent and independent variables. They will be able to solve real-world and mathematical
problems involving area, surface area, and volume. They will develop understanding of statistical variability by
summarizing and describing distributions.
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Grade 7
Students will learn to analyze proportional relationships and use them to solve real-world and mathematical
problems. They will apply and extend previous understandings of operations with fractions to add, subtract,
multiply, and divide rational numbers, and use properties of operations to generate equivalent expressions.
They will learn to draw, construct, and describe geometrical figures and describe the relationships between
them in order to solve real-life and mathematical problems involving angle measure, area, surface area, and
volume. They will use random sampling to draw inferences about a population, and draw informal comparative
inferences about two populations. Students will also develop, use, and evaluate probability models.
Prerequisite: Mathematics course 1
Grade 8
Students will know that there are numbers that are not rational, approximate them by rational numbers, and
work with radicals and integer exponents. They will understand the connections between proportional
relationships, lines, and linear equations, and analyze and solve linear equations and pairs of simultaneous
linear equations. Students will define, evaluate, and compare functions, and then use functions to model
relationships between quantities. They will learn how to solve real-world and mathematical problems involving
volume of cylinders, cones, and spheres. They will investigate patterns of association in bivariate data.
Prerequisite: Integrated Math course 2 (Basic algebra-Geometry- Data statistics and probability)
Grade 9
Students will use inductive and deductive reasoning to make conjectures. They will write 2-column proofs for
problems by using postulates and undefined terms, theorems converse and corollaries of theorems. They will also
work with 2 dimensional geometry shapes to understand and identify congruency and similarity of 2 dimensional
shapes, triangle relationships, and transformational Geometry. They will understand and determine the surface
area and volume of 3 dimensional shapes. Students will use and work with properties and equations of circles,
they will also apply trigonometric ratios to solve problems.
Prerequisite: Algebra 1 course
COURSE CREDIT: 1.0
Grade 10 Algebra II
Students will learn to interpret the graph of linear, quadratic and polynomial functions, use this to be able to
solve systems of equations, solve and graph inequalities including absolute value ones, and solve quadratic
equations using a variety of methods. They will learn to evaluate equations containing radicals, understand and
use properties of logarithms to simplify logarithmic numeric expressions. Students will operate with rational
expressions and graph and identify rational functions. They will to compute by hand, the values of the
trigonometric functions and the inverse trigonometric functions at various standard points. They will know the
laws of sines and cosines and apply them to solve problems to use in a variety of applications and word
problems. They will learn to extend probability concepts by learning the counting principles, theoretical,
experimental, and conditional probability.
Prerequisite: Algebra l Course/Geometry Course
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COURSE CREDIT: 1.0
Grade 11 and Grade 12 Pre-Calculus
Students will learn to interpret linear systems as coefficient matrices, perform addition on matrices and vectors,
perform matrix multiplication and multiply vectors by matrices and scalars. They will explore conic sections.
Students will determine polar coordinates of a point given in rectangular coordinates and vice versa, use this
coordinate to represent a complex number in polar form and know how to multiply complex numbers in their
polar form. They will prove other trigonometric identities and simplify others by using the identity
cos2x+sin2x=1, and prove various formulas by using the technique of mathematical induction. They will extend
concepts of transformation by graphing functions of the form f(t)= A sin(Bt+C) or f(t)=Acos(Bt+C) and interpret
A, B & C in terms of amplitude, frequency, period, and phase shift. They will have an introduction to calculus by
learning to calculate the limit of a sequence and the limit of a function as the independent variable approaches a
number or infinity.
Prerequisite: B in Algebra ll Course
COURSE CREDIT: 1.0
Grade 11 and Grade 12 Business Math
Students will learn to identify and graph both arithmetic and geometric sequence and use summation notation.
They will learn to algebraically fit linear models, calculate the finite differences, and use residuals and
correlation to interpret models as well as adapt operations on polynomials. They will also learn to interpret linear
systems as coefficient matrices, perform addition on matrices and vectors, perform matrix multiplication and
multiply vectors by matrices and by scalars. Students will use exponential models for a variety of growth and
decay applications. They will calculate measures of centers and spread as well as calculate simple and
compound interests, present and future values, annuities and amortizations of loans. They will have an
introduction to calculus by learning to calculate the limit of a sequence and the limit of a function as the
independent variable approaches a number or infinity.
Prerequisite: B in Algebra ll Course
COURSE CREDIT: 1.0
Grade 11 and Grade 12 Statistics
Students will learn to construct Pareto charts and time-series graphs and expand probability concepts. They will
learn to identify dependent and independent events, define and compute a trimmed mean, a weighted average,
variance, standard deviation, normal distributions, find the regression equation of a line and the correlation
factor as well as use these to solve real world problems.
Prerequisite: B in Algebra ll course
COURSE CREDIT: 1.0
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Grade 12 Calculus
Students will learn to find the limits of the function at a point and at infinity. They will use the limits of the
function to find the first derivative. They will also learn to use all rules of differentiation to find the first
derivative, higher derivative and implicit differentiation. Students will also learn to use differentiation to solve
real life application, optimization, and time rate problems. They will study integration and its rules, applications,
area under curve, area between two curves and volume. Students will also learn to use differential equations.
Prerequisite: B in Algebra ll course /B in Pre-Calculus course
COURSE CREDIT: 1.0
Science
Grades 6 to 12
GP Course Description
Grade 6 Life Science
Life Science is a laboratory based course that provides a broad range of knowledge on various topics related to
living things and their environment. Among these topics are structures and functions of cells, growth and
development of living things, functions of different body systems and how they work together and the
interaction between living things and their environment. The course also provides opportunities for students to
conduct field and laboratory investigations use scientific methods during investigation and make informed
decisions using critical thinking and scientific problem solving.
The students are exposed to the previous through three modules:
Module A: Cells and Heredity
Module B: The Diversity of Living Things
Module C: The Human Body
COURSE CREDIT: 1.0
Grade 7 Earth Science
Earth Science course deals with the Earth from different aspects. It includes four main branches; Geology,
Oceanography, Meteorology and Astronomy. Geology deals with the interior structure of the Earth including
the layers, minerals and types of rocks. Oceanography is the science that studies the different movements of
water and how can we benefit from this in navigation and generating electricity from tides and waterfalls. As
for meteorology, students will get to learn about the atmosphere and its components of gases. The most
interesting of all is Astronomy. Space and universe are vague and mysterious for the human kind. Therefore,
knowing more about galaxies and other planets is very challenging for the students. The course is supported by
hands on activities, projects, and laboratory lessons in which the students will apply on what they are learning.
The students are exposed to the previous through three modules:
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Module E: The Dynamic Earth
Module F: Earth’s Water and Atmosphere
Module G: The Space Science
COURSE CREDIT: 1.0
Grade 8 Physical Science
Physical Science prepares the students for two main scientific branches; Physics and Chemistry. The part of
Physics introduces major concepts as Newton’s laws of motion, thermodynamics, States of matter. Students will
learn the methods to derivation of different physical quantities as speed, velocity, acceleration, momentum,
thus acquiring the problem solving skill. As for Chemistry, they are introduced to the attempts of scientists to
discover and arrange the elements in the Modern Periodic Table. From this point, chemical bonding and types
of chemical reactions are applicable. Throughout this course, students’ skills are enhanced by lab. Lessons where
they demonstrate the reactions of elements and compounds. Hands on activities, projects and field trips foster
their knowledge and increase the value of the learning process.
The students are exposed to the previous through three modules:
Module H: Matter and Energy
Module I: Motion, Forces, and Energy
Module J: Sound and Light
COURSE CREDIT: 1.0
Grade 9 Biology
Biology is a laboratory based course that aims at providing students with plenty of opportunities to achieve
scientific literacy. The course focuses on the study of various topics including the structures and functions of
cells, nature of microorganisms, nucleic acids and protein synthesis, genetics and patterns of heredity, biological
evolution, energy transfer and metabolism in living things. Students conduct field and laboratory investigations,
use scientific methods during investigations and make informed decisions using critical thinking and problem
solving skills.
COURSE CREDIT: 1.0
Grade 10 Chemistry
This course includes the basic concepts of general chemistry as it provides a broad exposure to a full range of
topics. The students will be introduced to the development of the atomic theory, structure of matter as well as
gaining wide information concerning the periodic table of elements. The course is not restricted to conceptual
qualitative approach, but also applies on quantitative analysis through mathematical and problem solving. This
enables the students to count the atoms and moles in chemical compounds through the principles of
stoichiometry.
Students will also learn the symbolic language in chemistry to be able to interpret and extract the meanings
from symbolism of chemical formulas, reactions and figures.
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To enhance the student learning, laboratory skills ensure the effective application. The laboratory lessons
foster the practical skills through applicable qualitative and quantitative experiments as well as presenting a
lab report.
The main topics in this course include the following:
1- Atomic Theory and Bonding
2- The periodic Table of elements
3- Chemical Formulas
4- Types of chemical Reactions
5- Stoichiometry
6- Gases and solutions
7- Oxidation-Reduction reaction
8- Acids and bases
At the end of the course, students will acquire many abstract concepts included within the different branches
of chemistry as biological and organic chemistry. In addition to that, the course provides adequate skills and
knowledge to lay the foundation for those who might choose to pursue more advanced study.
COURSE CREDIT: 1.0
Grade 11 Physics
Physics is the study of objects, the forces within them, the forces acting on them, and the energy associated with
these forces. Physics lays the foundation for understanding how things work in the universe from the smallest
particles in an atom to the movement of galaxies in the universe. Physics is a required subject for students
considering majoring in Engineering, Computer Science, Medicine, Astronomy, and Chemistry. It is a subject that
requires much thought and demands considerable time and effort from the student. It is also rewarding to study
in that one learns a tremendous amount about how things work in the world around you. Some universities look
for students who have taken Physics to see that the student has the discipline, focus, and dedication to succeed
in a competitive university environment.
AREAS OF CONCENTRATION
Starting with basic definitions and concepts, students will learn about the basic equations of motion that
describe everyday objects. Students then learn about energy and how its calculation helps describe additional
everyday situations. Students then learn how to describe circular and planetary motion, motion of fluids, waves
and heat. Students will also be conducting experiments for selected topics based upon available resources.
Prerequisite: Algebra ll course, Physical Science course, must be taking Pre-calculus at the same time.
COURSE CREDIT: 1.0
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Grade 12 Human Biology
Human Biology is a course offered as an elective for students who are interested in pursuing a career related
to the medical field.
The core classes required of all human biology majors provide the student with the basic principles that help us
understand normal human physiology and the molecular basis of human disease. The course options in human
physiology, human disease, and biomedical-related laboratories provide the students with educational breadth
while still allowing them considerable flexibility in tailoring their course of study to suit their educational goals.
Emphasis will be placed on the basic anatomy and physiology of the human systems and their interactions. The
course is designed to give students a general understanding of their bodies in health and disease.
COURSE CREDIT: 1.0
Grade 12 Environmental Science
Environmental Science is a course offered as an elective and aims at providing knowledge and raising student’s
awareness of the environmental problems facing the world today. It emphasizes the development of critical
thinking and analytical skills along with the practice of decision making skills involving many of the issues
concerning our environment. The course also provides a general idea about different environmental
components as well as a detailed knowledge in some scientific environmental fields. This allows students to
connect to the environment around them and to develop a feeling of ownership towards their environment.
Environmental Science is an interactive course which includes, but is not limited to, hands-on activities, lab
experiments, field trips, research, debates, and oral presentations.
COURSE CREDIT: 1.0
Social Studies
Grades 6 to 12
GP Course Description
Grade 6
Social Studies World History course focuses on the regions, cultures, and ethnographies of the global
community. Emphasis is placed on history of the world’s great civilizations, geography, citizenship, the
development of man, and the humanities. Students will learn about the world’s great ancient civilizations and
cultures, including history, art, religion, and military. Students will explore the beginnings of mankind beginning
with Uncovering the Past, the ancient world starting with Greece, continuing on to the Greek World, the Roman
Republic, Rome and Christianity, Islamic World, and Africa. Furthermore, students will develop vocabulary,
comprehension and map skills, and be introduced to the history of expansion and the western hemisphere. A
variety of instructional techniques will be used in the study of World History, including textbook, map skills,
social studies skills, lecture and discussion, class projects, quizzes, and tests.
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Grade 7
Social Studies World History course focuses on the regions, cultures, and ethnographies of the global community.
Emphasis is placed on history of the world’s great civilizations, geography, citizenship, the development of man,
and the humanities. Students will learn about the world’s great ancient civilizations and cultures, including
history, art, religion, and military. Students will explore the beginnings of mankind in the Ancient World, starting
with India, ancient China continuing on to China, Japan, the Early Middle Ages, the Later Middle Ages, the
Renaissance, Science and Exploration, and Enlightenment. Students will develop vocabulary, comprehension and
map skills, and be introduced to the history of expansion and the western hemisphere. A variety of instructional
techniques will be used in the study of World History, including textbook, map skills, social studies skills, lecture
and discussion, class projects, quizzes, and tests.
Grade 8
Using the 5 Themes of Geography and by examining maps and exploring the different attributes of physical and
cultural geography, students will learn about various world regions. Students will study the different regions
from a geographic approach by looking at a region’s location, physical features, history, economic systems,
governments, population, societies, cultures, and current issues. The regions of study include North America
(the United States and Canada), Europe, and Central Asia.
Grade 9
World History explores the key events and global historical developments since the time of the Byzantine Empire
that have shaped the world we live in today. Then we move to focus on the Renaissance Era, the French
Revolution, and the Industrial Revolution. The course provides the latitude to range widely across all aspects of
human experience: economics, science, religion, politics and law, military conflict, literature and the arts. The
course will enlighten connections between our lives and those of our ancestors around the world. Students will
uncover patterns of behavior, identify historical trends and themes, explore historical movements and concepts,
and test theories. Students will refine their ability to read for comprehension and critical analysis; summarize,
categorize, compare, and evaluate information; write clearly and persuasively; express facts and opinions orally;
and use technology appropriately to present information.
COURSE CREDIT: 1.0
Grade 10
This course aims to give students a general yet strong and well-rounded background on world history during the
last 300 years by tracing and exploring the key events, socio-political and religious ideologies and intellectual
movements and global conflicts. Students will also examine the causes and effects of revolutionary movements
in different countries and the role of leaders in influencing world events. They will analyze and interpret new
ideas introduced by important thinkers or philosophers; how they helped in changing societies’ views and
beliefs. The course will also focus on key events that had a strong impact on world politics and government
structures such as World War I, World War II and the Cold War.
COURSE CREDIT: 1.0
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Introduction to Business
In this course students learn the standard business areas of accounting, business law, career development,
communication, economics and personal finance, entrepreneurship, international business, marketing,
management, and the interrelationship of business functions. In addition, students will learn “employability”
skills, such as decision making, time management, active listening, and self-direction. Students also learn
analytical skills to enable them to evaluate information or interpret different points of view and analyze business
case studies.
Throughout the course, students are presented with the information in the chapters supported by diagrams,
graphics, and photographs that expand and reinforce the business and economic concepts presented in the
chapters studied. Numerous activities will be presented to the students to reinforce and enhance the students’
understanding of the business and economic concepts presented and to help students connect what they are
learning to school and to work. Building business skills presents important concepts that are required for success
in school and on the job. Case analysis at the end of each chapter presents a good opportunity to apply the
decision making skills learnt. Chapter Review activities and questions are a valuable means of assessing
important business and economic terms and concepts and how to apply them. Occasional field trips, research
projects, and mock organizational activities enable students to properly apply the information they learnt to
relate it to real life situations.
COURSE CREDIT: 1.0
US History
The United States History course is designed to provide non-American students with a well-rounded grasp of
American history, politics, and societies, regional and international influence. Although the history of the
United States is rather short, its history is eventful and its impact far reaching. This course will introduce the
students to the setting, circumstances, religions, nations and the people that contributed to the development
and supremacy of the United States today.
The course will examine the major themes, events and figures that helped set today’s stage. The students will
be given a general background in the nation’s history via their textbook and supplement reading material,
presentations, role-playing games (where students will act out key events or represent historical figures),
historical based films, individual and group based projects and student-to-student teaching.
COURSE CREDIT: 1.0
Introduction to Accounting
This is an introductory course covering the basic accounting cycle for sole proprietorship and merchandising
businesses. Students will become aware of career opportunities in accounting and understand the technical
skills, knowledge, and educational levels in this field.
The course will acquaint the students with the basic knowledge of accounting concepts and procedures to help
them gain a better understanding of basic business practices; develop an understanding of the principles and
purposes of accounting; develop an understanding of accounting policies, procedures and terminologies;
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encourage attitudes of accuracy and orderliness; enhance logical and sequential thinking; introduce systems for
monitoring and decision making appropriate to the needs of business; and build skills of numeric literacy,
communication, enquiry, presentation and interpretation.
COURSE CREDIT: 1.0
Economics
The main purpose of this course is to get students to understand the common economic terms, concepts, and
economic reasoning. Students get acquainted with an introduction to the macro-economics, micro-economics,
and international economics.
This course exposes students to the nature of the subject and its significance and contribution to the real world.
Students will get a sense of economic phenomenon and the foundations on which this social science is based.
The course aims at explaining what is meant by markets and their important role played in the real world. The
dynamics of demand and supply are understood both in isolation from each other, and in relation to each other.
The interaction between the three components: consumer, supplier, and government is being studied to analyze
the impact of each on the way the market performs.
On the macro level, the students’ knowledge is extended to include the effect of market dynamics of individual
markets to the bigger picture that encompasses countries and continents. Deriving economic indicators such as
employment, inflation, and trade are explained to enable students to appreciate a nation’s ability to produce
sustainable output.
On the international level, students learn the engagement of countries in the international market and the
interdependence of the countries in the real world.
COURSE CREDIT: 1.0
Sociology
Sociology is the study of human relationships, social group behavior, and looking at the “why” of peoples’ actions
and behaviors. Sociology includes cultural diversity and conformity, basic structures of society, personality
formation, individuals and socialization, stages of human development as they relate to sociology, early
childhood and adolescent development, crime and deviance, social norms, social stratification, racial and ethnic
interactions, gender roles, family structure, the economic and political aspects of sociology, the sociology of
public institutions, and collective human behavior both historically and in modern times. In addition, our roles
in society and the groups we join or belong to are also examined.
COURSE CREDIT: 1.0
Psychology
Famous psychology experiments will be investigated and evaluated for the value of the research and data
obtained and for their ethical procedures. Other topics include the development of psychology as a science,
principles of learning, remembering and forgetting, intelligence, creative thinking, human growth and
development, changes in humans in their life span, personality, adjustment mechanisms, sleep, dreams, and
sleep disorders, and psychological disorders and treatment.
COURSE CREDIT: 1.0
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International Relations
The International Relations course is a discussion-based class that examines many of the core philosophical,
social, cultural, ethical issues and beliefs that help influence and determine the affairs of the international
political world. In this course, students will examine and form their own opinions about war and human nature,
political theories, the use of power and economics in regional and global politics and the impact of international
organizations and alliances. The International Relations course is designed to expand student’s knowledge of
international political history and theory and develop their analytical and interpretive skills through class
simulations, debates, student-led discussions, presentations, and opinion writing.
COURSE CREDIT: 1.0
German
Grades 6 to 12
GP Course Description
Grade 6
This course is open for students in the sixth grade. The goals of this course are to teach students to communicate
in German and to immerse them in an authentic cultural context. The basic objectives of the course are, to help
each student attain equal proficiency in the four language skills of listening, speaking, reading and writing in
order to interpret the language within the context of the contemporary German speaking world and its culture.
The main focus of this proficiency-oriented course is to develop the student's basic communication in German.
Grade 7
This course is open for students in 7th grade. The goals of this course are to teach students to communicate in
German and to immerse them in an authentic cultural context. The basic objectives of the course are, to help
each student attain equal proficiency in the four language skills of listening, speaking, reading and writing in
order to interpret the language within the context of the contemporary German speaking world and its culture.
The main focus of this proficiency-oriented course is to develop the student's basic communication in German.
Grade 8
This course is open for students in 8th grade. The goals of this course are to teach students to communicate in
German and to immerse them in an authentic cultural context. The basic objectives of the course are, to help
each student attain equal proficiency in the four language skills of listening, speaking, reading and writing in
order to interpret the language within the context of the contemporary German speaking world and its culture.
The main focus of this proficiency-oriented course is to develop the student's basic communication in German.
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Grade 9
This course is open for students in 9th grade. The goals of this course are to teach students to communicate in
German and to immerse them in an authentic cultural context. The basic objectives of the course are, to help
each student attain equal proficiency in the four language skills of listening, speaking, reading and writing in
order to interpret the language within the context of the contemporary German speaking world and its culture.
The main focus of this proficiency-oriented course is to develop the student's basic communication in German.
Grade 10
This course is open for students in 10th grade. The goals of this course are to teach students to communicate in
German and to immerse them in an authentic cultural context. The basic objectives of the course are, to help
each student attain equal proficiency in the four language skills of listening, speaking, reading and writing in
order to interpret the language within the context of the contemporary German speaking world and its culture.
The main focus of this proficiency-oriented course is to develop the student's basic communication in German.
Grade 11 and 12
This course is open for students in 11th and 12th grades. The goals of this course are to teach students to
communicate in German and to immerse them in an authentic cultural context. The basic objectives of the
course are, to help each student attain equal proficiency in the four language skills of listening, speaking, reading
and writing in order to interpret the language within the context of the contemporary German speaking world
and its culture. The main focus of this proficiency-oriented course is to develop the student's basic
communication in German.
Spanish
Grades 6 to 12
GP Course Description
Grade 6
The following is a list of learner objectives that you should be able to do and will want to review as you prepare
for the Spanish I:
Student should demonstrate an ability to:
1. Use basic expressions of courtesy, such as greetings for different times of the day
2. Ask for and give personal information, such as name, age, nationality, address and current place where
one lives, grade level, telephone number and other personal information.
3. Express likes and dislikes which include activities, foods, hobbies
4. Describe oneself, one’s family and friends in terms of physical characteristics, personality, profession,
likes and dislikes.
5. Describe places in the school, schedules and classes, after school activities
6. Tell the time, count from zero to one million, use ordinal numbers
7. Describe family relationships, talk about family celebrations
8. Describe a house and household items
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9.
10.
11.
12.
Use comparatives for descriptions of people and places
Discuss food they like and dislike, eating out in a restaurant
Describe food for each of the three daily meals
Shop for clothes, pointing out objects, asking for prices, description of articles of clothing, likes and
dislikes, preferences.
13. Talk about technology, computer parts, virus and sending e-mails
14. Express an understanding of cultural perspectives on such things as education, leisure activities,
families, food, clothing, shopping, and celebrations.
Grade 7
The following is a list of learner objectives that you should be able to do and will want to review as you prepare
for the Spanish I:
Student should demonstrate an ability to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Discuss travel preparations, things you do at the airport and how to get around the town
Ask information questions, say where you went and what you did on vacations
Talk about buying gifts and souvenirs, looking for lodging and activities
Communicate about locations in the community, where one goes to shop, for entertainment, school,
and any other daily activities and how to get there
Extend, accept and decline invitations to participate in leisure activities both inside and outside of
school.
Ask for and give directions, talk about location of objects, people and places.
Talk about sporting events and athletes and retell specific events from the past
Discuss your daily routine, clarify the sequence of events, say what you intend to do in the future
Talk about personal care, body parts, habits to stay healthy and medical treatment
Ask for items at a marketplace, express yourself courteously
Say whom things are for, express personal needs and opinions
Describe early civilizations and their activities
Describe the layout of a modern city
Express an understanding of cultural perspectives on such things as music, tribes, flags and handicrafts
Grade 8
The following is a list of learner objectives that you should be able to do and will want to review as you prepare
for the Spanish I:
Student should demonstrate an ability to:
1.
2.
3.
4.
5.
6.
Tell others what to do and what not to do using commands
Make suggestions for future plans, express your hopes and wishes
Talk about movies and explain how they affect you
Extend and respond invitations
Discuss how technology influences you and others
Discuss school related issues
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7.
8.
9.
10.
11.
12.
13.
14.
15.
State and respond opinions
Present logical and persuasive arguments
Compare personalities, attitudes and appearance
Express what is true and not true
Discuss environmental problems and solutions
Talk about professions
Plan future events and actions
Point out specific people and things
Express an understanding of cultural perspectives on such things as geography and population around
the world, writers and novels
Grade 9 and 10
The Spanish II Course proficiency ranges from Novice-Mid to Novice-High. Students within this proficiency
range are expected to be able to read paragraphs and write postcards, notes, and simple sentences.
The following is a list of objectives for the Spanish II:
Performance Objectives: Student should demonstrate the ability to:
1. Ask for help, state needs and ask other basic questions; greet and take leave appropriately, ask how others
feel, respond appropriately, and exchange other common courtesies and respond to questions about how they
feel; exchange basic information about time, date, weather, during polite conversation; respond to Spanish
classroom commands and direction appropriately.
2. Describe himself, his friends and family, in terms of physical characteristics personality traits, likes and
dislikes, age, nationality and profession.
3. Discuss their school life and what activities they participate in; talk about the things that they are obligated
to do in each of their different roles at home and at school; talk about what they do outside of school, such as
attending church and other activities; listen to descriptions of activities that students participate in, answer
questions and categorize information about what you hear; read about things that others have to do
4. Discuss daily routines and personal habits, what is done in the course of a day, how frequently things
happen and the order of events. Discuss chores and where they are done in the home.
5. Talk about what they do on the weekends for fun; talk about what they did last weekend or in the recent
past; ask someone else what happened yesterday, over the weekend, and in the recent past;
talk about what they want to do and ask others what they want to do; make basic plans for the weekend
6. Discuss traveling and travel arrangements; talk about weather situations and clothing to wear in those
situations; talk about what they should do to get ready for a trip; negotiate about tourist things that they
would like to do; write to a host family member about things that they plan to do, what they need to pack in
preparation for their trip, talk about mishaps and accidents that occur, describe an injury or illness to a medical
personal and understand when someone describes an injury
5. Ask for and give directions and talk about places around the neighborhood/town where you live; give simple
commands to tell people to do things such as “be careful”, etc.; listen to instructions on how to get to a certain
place and arrive at that place; state where things are in relation to other things and places; give specific
directions to someone with repetition
6. Function in travel situations such as making travel reservations, communicating with someone at the front
desk at a hotel, ordering food.
7. Talk about a trip you took, what kinds of things that you bought on that trip, where you went and things that
you did; talk about clothing sizes and fit;
40
COURSE CREDIT: 0.5
Grade 11
Performance Objectives:
1. Carry out all of the performance Objectives for Spanish I and II in grades 6-10
2. Ask and answer questions regarding physical and personality characteristics; ask and answer questions
regarding friends and family; listen to descriptions of people and identify them by the description; respond to
questions regarding reading selections; talk about themselves; write emails and letters to a host family,
introducing themselves and exchanging personal information
3. Ask and answer questions about daily personal routines; talk about things that they are required to do
around their own home and ask questions about things they might be required to do in a host home; talk
about things they used to do when they were younger; listen to people as they describe their chores; read
emails about these topics
4. Talk about things they like to do; make, accept, and politely decline invitations; make plans and negotiate
times, where to go, what to do, etc.; ask and answer questions about things they did over the weekend or a
vacation; read about social activities in Spanish-speaking newspapers and magazines; listen to voice messages
and stories about activities people participate in and answer questions; write a letter or email to parents about
things they are going to do or have done recently
5. Talk about things they bought and/or shopped for; describe clothing by physical characteristics, including
fabric, design, and styles; describe clothing they like and don’t like; ask for help in a store, ask for prices,
bargain when appropriate, ask for different sizes; compare items of clothing to other items; have a
conversation about what they need to do to get ready to go out for the evening or for any event, including
what kind of clothing they would wear; read advertisements for clothing and understand descriptions of those
items; listen to descriptions of clothing and identify based on the description; write descriptions of clothing
and describe what people are wearing
6. Read a menu and order food in a restaurant; pay for their meal; discuss holidays and traditions
7. Ask someone if something is wrong with them and relay that information to another person; ask someone
specific questions about an injury or medical condition and relay that information to another person; describe
one’s own medical condition to another person; talk about things that happened in the past that involved
some kind of medical emergency; ask for and give advice regarding basic medical conditions; refer someone to
the proper specialist.
8. Make reservations and express needs at a hotel; get around by different means of transportation, such as
train, taxi, bus, etc.; give and follow map directions; politely ask for things that they need in a hotel room; read
a train or bus schedule; read and understand oral directions on how to get somewhere
9. Apply and interview for a job; discuss job qualifications and what you would like to do; discuss your skill set
(what you can and cannot do); what you would like to do, what you are doing now, and what you have done in
the past; talk about community service projects that you have participated in and that you like to do.
COURSE CREDIT: 1.0
41
French
Grades 6 to 12
GP Course Description
Grade 6
Develop student’s ability to apply their knowledge of the Present, Past and Future tenses orally and in writing
in all three tenses. They learn how to cope in a variety of situations where communicative ability is necessary.
The student is introduced to French culture and life through a situational approach and a wide range of media
presentations.
Main Topics Covered
- Les verbes d’actions en classe.
- les objets de la classe.
- Les fournitures scolaires et les objets personnels.
- les nombres de 0 à milliard
- La francophonie et les pays francophones.
- La culture française, la France et ses villes.
- Les salutations et les présentations formelles et informelles.
- Le vocabulaire de la ville et de la rue.
- Le présent simple
- futur proche
- Le pluriel
- les articles définis et indéfinis
- les professions
- les nationalités et leur féminins
- les membres de la famille
- les pays et les villes et leurs prépositions.
- les pièces de la maison
- Les adjectifs posséssifs
- les quatres repas de la journée
- Les aliments
- Le couvert
Grade 7
Develop student’s ability to apply their knowledge of the Present, Past and Future tenses and at the highest
level they can make themselves understood orally and in writing in all three tenses. They learn how to cope in
a variety of situations where a higher level of communicative ability is necessary.
The student is introduced to French culture and life through a situational approach and a wide range of media
presentations.
42
Main Topics Covered
French – Grade 7
- Les sports
- Parler des projets au future
- Donner des conseils
- Exprimer le but
- Expliquer une décision
- Comprendre les gestes et les mimiques
- Exprimer la frèquence
- Caractériser un logement
- Comprendre une annonce d’appartement
- Indiquer une iténeraire
-Justifier un Choix
-Décrire une situation dans le passé
- Indiquer la chronologie
-Présenter un problème et donner des solutions
Grade 8
The basic objectives of the course is, to help each student attain equal proficiency in the four language skills of
listening, speaking, reading and writing in order to interpret the language within the context of the
contemporary French speaking world and its culture. The main focus of this of this proficiency -oriented course
is to develop the student’s basic communication in French.
In this course the student is introduced to the language and the francophone world through a variety of
techniques which develop communicative competence: everyday situations, conversations, creative face to
face dialogues, oral presentations, written exercises and compositions. The student is introduced to French
culture and life through a situational approach and a wide range of media presentations.
Main Topics Covered
- les adjectifs de nationalité
- Les personnes
- Les loisirs
- L’identité
- La ville et les lieux
- Les magasins, La nourriture et les comerces
- Les vêtements et les accessoires
- Le logement
- L’heure et les activités quotidiennes
- Les voyages
- Les sensations
-La vie professionnelle
- La campagne et les Lieux
43
Grade 9
This course is open for students in 9th grade. The basic objectives of the course is, to help each student attain
equal proficiency in the four language skills of listening, speaking, reading and writing in order to interpret the
language within the context of the contemporary French speaking world and its culture. The main focus of this
of this proficiency -oriented course is to develop the student’s basic communication in French.
In this course the student is introduced to the language and the francophone world through a variety of
techniques which develop communicative competence: everyday situations, conversations, creative face to face
dialogues, oral presentations, written exercises and compositions. The student is introduced to French culture
and life through a situational approach and a wide range of media presentations.
The main objectives of this course for the students are to:
o reinforce the more complex acquired linguistic structures and to expand the student’s advanced
lexical competence.
o expose the student to authentic and complex material and documents of French language ,
culture and civilization.
o familiarize the student with the techniques of literary text analysis in both the oral and written
forms.
COURSE CREDIT: 0.5
Grade 10
This course is open for students in 10th grade. The basic objectives of the course is, to help each student attain
equal proficiency in the four language skills of listening, speaking, reading and writing in order to interpret the
language within the context of the contemporary French speaking world and its culture. The main focus of this
of this proficiency -oriented course is to develop the student’s basic communication in French.
In this course the student is introduced to the language and the francophone world through a variety of
techniques which develop communicative competence: everyday situations, conversations, creative face to face
dialogues, oral presentations, written exercises and compositions. The student is introduced to French culture
and life through a situational approach and a wide range of media presentations.
The main objectives of this course for the students are to:
o reinforce the more complex acquired linguistic structures and to expand the student’s advanced
lexical competence.
o expose the student to authentic and complex material and documents of French language ,
culture and civilization.
o familiarize the student with the techniques of literary text analysis in both the oral and written
forms.
COURSE CREDIT: 1.0
44
Information Technology
Grades 6 to 12
GP Course Description
Grade 6
Photoshop
The aim of the course is to explore fundamental techniques in Photoshop. Students will work with selection
tools, gain working knowledge of how to apply photo editing skills such as Transforming objects, working with
text and Layers, working with filters, color corrections, file formats, resizing and saving.
Exercise files will be available for each class, but students will be encouraged to bring their own images to work
on during class time.
Students will be evaluated on their personal progression, competency with material and class participation,
semester project, quizzes, semester exam. The success of the students depends on the effort that they put into
class.
Grade 7
Microsoft Office Word 2013_Course Outline
The goal of the course is learning how to create and modifying tables, applying different styles and designs
using Microsoft Word. Students will learn how to determine number of columns and rows depending on their
needs, deleting, adding, rows and columns and applying different border styles and formats to the table. The
course will increase students’ knowledge of computer terminology and using the computer as a tool.
Grade 8
Web Design (HTML)
In this course, students will learn how to design a webpage using HTML (Hyper Text Markup Language). The
course will cover tags for text, font settings, links, lists, tables, adding Audio and video files.
Grade 9 and 10
Video Making and Editing
The goal of the course is for the student to develop the ability to capture great video images and audio, and to
be able to edit those two elements together to tell a story. During the course each student will be taught:
• The basic understanding of operating a video camera.
• The basic principles of how to capture great video and audio.
• How to edit video and audio.
45
• How to tell a story by combining video and audio.
COURSE CREDIT: 0.5
Grade 11
Introduction to Programming
This course introduces the fundamental concepts of procedural programming. It will cover Problem Solving
strategies, the concept and properties of algorithm (flowchart). It will cover branching and looping concepts
using “Small Basic” language.
COURSE CREDIT: 1.0
Art
Grades 6 to 12
GP Course Description
Grade 6
ARTISTIC PERCEPTION
Students will identify and describe all the elements of art found in selected works of art (e.g., color,
shape/form, line, texture, space, value). Discuss works of art as to theme, genre, style, idea, and differences in
media. Describe how artists can show the same theme by using different media and styles. Describe how
balance is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial).
CREATIVE EXPRESSION
Students will use various observational drawing skills to depict a variety of subject matter. Apply the rules of
two-point perspective in creating a thematic work of art. Create a drawing, using varying tints, shades, and
intensities. Create increasingly complex original works of art reflecting personal choices and in-creased
technical skill. Select specific media and processes to express moods, feelings, themes, or ideas. Use
technology to create original works of art.
HISTORICAL AND CULTURAL CONTEXT
Students will search and discuss the role of the visual arts in selected periods of history, using a variety of
resources (both print and electronic). View selected works of art from a culture and describe how they have
changed or not changed in theme and content over a period of time. Compare, in oral or written form,
representative images or designs from at least two selected cultures.
AESTHETIC VALUING
Students will Construct and describe plausible interpretations of what they perceive in works of art. Identify
and describe ways in which their culture is being reflected in current works of art. Develop specific criteria as
individuals or in groups to assess and critique works of art. Change, edit, or revise their works of art after a
critique, articulating reasons for their changes.
46
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will search how art was used in theatrical productions in the past and in the present. Search how
traditional characters (such as the trickster) found in a variety of cultures past and present are represented in
illustrations. Create artwork containing visual metaphors that express the traditions and myths of selected
cultures. Describe tactics employed in advertising to sway the viewer’s thinking and provide examples.
Grade 7
ARTISTIC PERCEPTION
Students will describe the environment and selected works of art, using the elements of art and the principles
of design. Identify and describe scale (proportion) as applied to two-dimensional and three-dimensional works
of art. Identify and describe the ways in which artists convey the illusion of space (e.g., placement, overlapping,
relative size, atmospheric perspective, and linear perspective). Analyze and describe how the elements of art
and the principles of design contribute to the expressive qualities of their own works of art.
CREATIVE EXPRESSION
Students will develop increasing skill in the use of at least three different media. Use different forms of
perspective to show the illusion of depth on a two-dimensional surface. Develop skill in using mixed media
while guided by a selected principle of design. Develop skill in mixing paints and showing color relationships.
Interpret reality and fantasy in original two-dimensional and three-dimensional works of art. Create an original
work of art, using film, photography, computer graphics, or video. Create a series of works of art that express a
personal statement demonstrating skill in applying the elements of art and the principles of design.
HISTORICAL AND CULTURAL CONTEXT
Students will search and describe how art reflects cultural values in various traditions throughout the world.
Compare and contrast works of art from various periods, styles, and cultures and explain how those works
reflect the society in which they were made.
AESTHETIC VALUING
Students will explain the intent of a personal work of art and draw possible parallels between it and the work
of a recognized artist. Analyze the form (how a work of art looks) and content (what a work of art
communicates) of works of art. Take an active part in a small-group discussion about the artistic value of
specific works of art, with a wide range of the viewpoints of peers being considered. Develop and apply specific
and appropriate criteria individually or in groups to assess and critique works of art. Identify what was done
when a personal work of art was reworked and explain how those changes improved the work.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will study the music and art of a selected historical era and create a multimedia presentation that
reflects that time and culture. Use various drawing skills and techniques to depict lifestyles and scenes from
selected civilizations. Examine art, photography, and other two- and three-dimensional images, comparing
how different visual representations of the same object lead to different interpretations of its meaning, and
describe or illustrate the results. Identify professions in or related to the visual arts and some of the specific
skills needed for those professions.
47
Grade 8
ARTISTIC PERCEPTION
Students will identify and use the principles of design to discuss, analyze, and write about visual aspects in the
environment and in works of art, including their own. Describe the principles of design as used in works of art,
focusing on dominance and subordination. Search and analyze the work of an artist and write about the artist’s
distinctive style and its contribution to the meaning of the work. Analyze and describe how the composition of
a work of art is affected by the use of a particular principle of design. Analyze the material used by a given
artist and describe how its use influences the meaning of the work. Compare and contrast similar styles of
works of art done in electronic media with those done with materials traditionally used in the visual arts.
CREATIVE EXPRESSION
Students will Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design. Prepare a portfolio of original two- and three-dimensional works of art that reflects
refined craftsmanship and technical skills. Develop and refine skill in the manipulation of digital imagery (either
still or video). Review and refine observational drawing skills. Create an expressive composition, focusing on
dominance and subordination. Create a two- or three-dimensional work of art that addresses a social issue.
HISTORICAL AND CULTURAL CONTEXT
Students will identify similarities and differences in the purposes of art created in selected cultures. Identify
and describe the role and influence of new technologies on contemporary works of art. Identify and describe
trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in
selected works of art. Discuss the purposes of art in selected contemporary cultures.
AESTHETIC VALUING
Students will articulate how personal beliefs, cultural traditions, and current social, economic, and political
contexts influence the interpretation of the meaning or message in a work of art. Compare the ways in which
the meaning of a specific work of art has been affected over time because of changes in interpretation and
context. Formulate and support a position regarding the aesthetic value of a specific work of art and change or
defend that position after considering the views of others. Articulate the process and rationale for refining and
reworking one of their own works of art. Employ the conventions of art criticism in writing and speaking about
works of art.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students will design an advertising campaign for a theatre or dance production held at a school, creating
images that represent characters and major events in the production. Create a work of art that communicates
a cross-cultural or universal theme taken from literature or history. Compare and contrast the ways in which
different media (television, newspapers, and magazines) cover the same art exhibition. Demonstrate an
understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and
philosopher of art (aesthetician).
Grades 9 to 12
ARTISTIC PERCEPTION
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use
the vocabulary of the visual arts to express their observations. Identify and use the principles of design to
discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
Describe the principles of design as used in works of art, focusing on dominance and subordination. Research
48
and analyze the work of an artist and write about the artist’s distinctive style and its contribution to the
meaning of the work. Analyze and describe how the composition of a work of art is affected by the use of a
particular principle of design. Analyze the material used by a given artist and describe how its use influences
the meaning of the work. Compare and contrast similar styles of works of art done in electronic media with
those done with materials traditionally used in the visual arts.
CREATIVE EXPRESSION
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in
original works of art. Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design. Prepare a portfolio of original two- and three-dimensional works of art that reflects
refined craftsmanship and technical skills. Develop and refine skill in the manipulation of digital imagery (either
still or video). Create an expressive composition, focusing on dominance and subordination. Create a two- or
three-dimensional work of art that addresses a social issue.
HISTORICAL AND CULTURAL CONTEXT
Students analyze the role and development of the visual arts in past and present cultures throughout the
world, noting human diversity as it relates to the visual arts and artists. Identify similarities and differences in
the purposes of art created in selected cultures. Identify and describe the role and influence of new
technologies on contemporary works of art. Identify and describe trends in the visual arts and discuss how the
issues of time, place, and cultural influence are reflected in selected works of art. Discuss the purposes of art in
selected contemporary cultures.
AESTHETIC VALUING
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements
of art, the principles of design, and aesthetic qualities. Articulate how personal beliefs, cultural traditions, and
current social, economic, and political contexts influence the interpretation of the meaning or message in a
work of art. Compare the ways in which the meaning of a specific work of art has been affected over time
because of changes in interpretation and context. Formulate and support a position regarding the aesthetic
value of a specific work of art and change or defend that position after considering the views of others.
Articulate the process and rationale for refining and reworking one of their own works of art. Employ the
conventions of art criticism in writing and speaking about works of art.
CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative
skills in problem solving, communication, and management of time and resources that contribute to lifelong
learning and career skills. They also learn about careers in and related to the visual arts. Design an advertising
campaign for a theatre or dance production held at a school, creating images that represent characters and
major events in the production. Create a work of art that communicates a cross-cultural or universal theme
taken from literature or history. Compare and contrast the ways in which different media (television,
newspapers, and magazines) cover the same art exhibition. Demonstrate an understanding of the various skills
of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).
Grade 9 – 10 / COURSE CREDIT: 0.5
Grade 11- 12 / COURSE CREDIT: 1.0
49
Physical Education
Grades 6 to 12
GP Course Description
Grade 6, 7 and 8
In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for
enjoyment, continued social development through physical activity, and access to a physically-active lifestyle.
The student exhibits a physically-active lifestyle and understands the relationship between physical activity and
health throughout the life span.
In Grades 6-8, students understand in greater detail the function of the body, learn to measure their own
performance more accurately, and develop plans for improvement. They learn to use technology such as heart
rate monitors to assist in measuring and monitoring their own performance. Identifying the types of activities
that provide them with enjoyment and challenge and that will encourage them to be physically active
throughout life is reinforced during instruction in these grades.
COURSE CREDIT: 0.5
Grade 9-12
The purpose of PE in grades 9 -12 is to present a new approach in physical education and the concept of personal
fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an
emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course
include teaching students about the process of becoming fit as well as achieving some degree of fitness within
the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course
and is exemplified by one of the course objectives-students designing their own personal fitness program.
Students in aerobic activities are exposed to a variety of activities that promote health related fitness. A major
expectation of this course is for the student to design a personal fitness program that uses aerobic activities as
a foundation.
Students in Individual Sports are expected to participate in a wide range of individual sports that can be pursued
for a lifetime. The continued development of health-related fitness and the selection of individual sport activities
that are enjoyable is a major objective of this course.
Students enrolled in Team Sports are expected to develop health-related fitness and an appreciation for team
work and fair play. Like the other high school physical education courses, Team Sports is less concerned with
the acquisition of physical fitness during the course than reinforcing the concept of incorporating physical
activity into a lifestyle beyond high school.
COURSE CREDIT: 0.5
‫‪50‬‬
‫‪Arabic‬‬
‫‪All Grades‬‬
‫‪GP Course Description‬‬
‫اللغة العربية‬
‫‪-1‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪-5‬‬
‫أن يتعرف األطفال على شكل الحروف‪ ،‬ونطق الحروف ثم تكوين كلمات بسيطة‪.‬‬
‫وفي مرحلة تالية يكون جمال من مجموعة كلمات‪ ،‬ثم يكون أسلوبا ويعرض أفكارا بسيطة من مجموعة أساليب‪.‬‬
‫وفي مرحلة تالية يتعرف األول على قواعد نحوية بسيطة لضبط اللغة‪.‬‬
‫ثم بعد ذلك يدرس الطالب نصوصا أدبية بعد استيعابهم لمفاتيح البالغة‪ ،‬ويكتبون موضوعات تعبير متنوعة بأسلوب متميز‪ ،‬وتفكير‬
‫منظم‪.‬‬
‫هناك بعض الصعوبات في فهم الطالب للنحو وقدرة بعضهم على التعبير‪.‬‬
‫رئيس القسم‬
‫أ ‪ /‬ممدوح الشرقاوي‬
‫‪Religion‬‬
‫‪All Grades‬‬
‫‪GP Course Description‬‬
‫التربية الدينية اإلسالمية‬
‫الحمد هلل والصالة والسالم على النبي المبعوث رحمة للعالمين‬
‫نقوم بتوفيق منه تعالى بتدريس التربية الدينية اإلسالمية لطالبنا محاولين اكسابهم القيم الروحية والسلوكيات الحميدة والفكر الرشيد معتمدين على‬
‫النصوص القرآنية واألحاديث النبوية الشريفة وربط ما ندرسه بالحياة اليومية ونؤكد على تدعيم طالب مجيبين على أسئلتهم المطروحة‪.‬‬
‫نسأل هللا التوفيق وعليه قصد السبيل‬