HS Course Offerings for 2016–17

Transcription

2016–17
HS
course registration
AP Diploma
Credit
Creativity, Innovation and Design
Credit
501
AP Seminar (H)
1
101D Design and Fabrication Lab (F)(S)
½
502
AP Research (H)
1
101D Introduction to Programming (F)
½
101D Robotics Engineering (F)
½
EnglishCredit
201D Design Studio (F)(S)
½
101
English 9 1
201D Intermediate Programming (S)
½
201
English 10 1
201D Robotics Programming (S)
½
301
English 11/12: Psych Views of Literature (F)
½
301D Advanced Robotics (F)(S)
½
302
English 11/12: Mythology (F)(S)
½
307
English 11/12: College Composition 1 (F)(S)
½
ScienceCredit
308
½
101Biosystems
1
401
English 11/12: Adv. Topics: Media and Identity 1
201
System Dynamics (Conceptual)
1
501
AP English Language and Composition (H)
1
202
System Dynamics (Analytical)
502
AP English Literature and Composition (H)
1
301
Marine Studies (F)
½
302
Forensic Science (F)(S)
½
Social Studies
Credit
1
401Chemistry
1
101
Foundations of the Modern World
1
501
AP Environmental Science (H)
1
201
Modern World History
1
502
AP Biology (H)
1
301
Psychology (F)(S)
½
503
AP Chemistry (H)
1
302
Economics (F)
½
504
AP Physics 1 (H) 1
303J
Japan Studies (F)(S)
½
505
AP Physics 2 (H) 1
304J
CWI: Fukushima (F)
½
521
AP Computer Science (H)
1
305J
CWI: Tokyo Olympics (S)
½
551D Synthetic Biology
401
US History
1
501
AP World History (H) (gr.10 only)
1
Math 502
AP US History (H)
1
101
Math Concepts
1
503
AP Macroeconomics (H)(S)
½
151
Algebra 1
1
504
AP Microeconomics (H)(S)(gr.12 only)
½
152
Foundations of Geometry (S)
505
AP European History (H)
1
201Geometry
551J
Japan Seminar (H) 1
202
Mathematics in Decision Making (F)
½
203
Foundations of Algebra 2 with Trigonometry (S)
½
251
Algebra 2 with Trigonometry
301Precalculus
Guide to Course ID Numbers
100 Level - Introductory Level courses
200 Level - Intermediate Level courses
300 Level - Standard courses typically taken in grade 11&12
400 Level - Advanced year-long courses typically taken in grade 11/12
500-550 Level - Advanced Placement (AP) Courses
551-599 Level - Advanced and/or post-AP college-level courses
700 Level - Independent, Online, and other offerings
Key
(H)Honors
(F)Fall
(S)Spring
(All other courses are year-long)
course may be repeated for credit
*
repeatable once for Visual, Applied and Performing Arts Credit
**
J
Credit awarded for the study of Japan
D
CID credit awarded
2
ASIJ High School Course Registration 2016-17
1
Credit
½
1
1
1
302
Foundations of Precalculus/Advanced Precalculus (S)
½
302
Probability and Statistics (S)
½
401
Advanced Precalculus
402
Calculus (F)
501
AP Statistics (H)
1
502
AP Calculus AB (H)
1
550
AP Calculus BC (H)
1
1
½
Modern Languages
Credit
101
Chinese 1
1
101
Japanese 1
1
101
Spanish 1
1
201
Chinese 2
1
201
Japanese 2
1
201
Spanish 2
1
301
Chinese 3
1
301
Japanese 3
1
301
Spanish 3
1
401
Chinese 4
1
401
Japanese 4
1
401
Spanish 4
1
501
AP Chinese Language and Culture (H)
1
501
AP Japanese Language and Culture (H)
501
Visual, Applied & Performing Arts
MusicCredit
101
*Rookie Band
1
102D Music Composition (F)(S)
½
104
Guitar 1 (F)
½
201
*Concert Band 1
202D *Adv. Music Comp. and Song Writing (F)(S) ½
204
½
Guitar 2 (S)
205*Choir
1
206
*Choir - Second Level
1
401
*Wind Ensemble (by audition)
1
402
*Jazz Band (by audition)
1
404*Strings
1
1
405
1
AP Spanish Language and Culture (H)
1
505
Japanese 5
1
Theatre Arts
506
Japanese 6
1
507
Japanese 7
1
508
Japanese 8
1
509
Japanese 9 (H)(gr.12 only)
1
551
Adv. Japanese: Comparative Cultures (F)
½
552
Adv. Japanese: Media Literacy (S)
½
554
Adv. Japanese: From Traditional Literature to Pop Culture (H)
Physical Education/Health
1
Credit
101
Health (F)(S)
½
201
PE 9 (F)(S)
½
201
PE 10 (F)(S) ½
301
*Strength Training and Conditioning (F)(S)
½
302
ARC Lifeguard Training (F)
½
303
*Personal Fitness (F)(S)
½
304
*Lifetime Activities (F)(S)
½
*Vocal Jazz Ensemble (by audition)
Credit
101
Acting (F)
102
**Stagecraft (S)
½
½
Film Making
101
Digital Film Making 1 (F)
½
201D **Digital Film Making 2 (S) Applied Arts
101
½
Credit
Yearbook Design
102D 3D Design (F)
½
½
Visual Arts
Credit
101
Fine Arts 1 (F)(S)
102
2D Design 1 (F)(S)
103
3D Art 1 (F)
201
Fine Arts 2 (F)(S)
202
2D Design 2 (F)(S)
203
3D Art 2 (S)
½
½
½
½
½
½
301D Fine Arts 3 (F)(S)
302D 2D Design 3 (F)(S)
303D 3D Art 3 (F)(S)
½
½
½
401
Advanced Studio Art 4 (F)(S) ½
402
Advanced Studio Art 5 (S) ½
501
AP Studio Art: Drawing (H)1
Guide to Course ID Numbers
502
AP Studio Art: 2D (H)1
100 Level - Introductory Level courses
200 Level - Intermediate Level courses
300 Level - Standard courses typically taken in grade 11&12
400 Level - Advanced year-long courses typically taken in grade 11/12
500-550 Level - Advanced Placement (AP) Courses
551-599 Level - Advanced and/or post-AP college-level courses
700 Level - Independent, Online, and other offerings
503
AP Studio Art: 3D (H)1
Key
(H)Honors
(F)Fall
(S)Spring
(All other courses are year-long)
course may be repeated for credit
*
repeatable once for Visual, Applied and Performing Arts Credit
**
J
Credit awarded for the study of Japan
D
CID credit awarded
Other Courses
Credit
701
*Teaching Intern (F)(S)
702
EAP: English for Academic Purposes
750
Global Online Academy (GOA)
790
Independent Inquiry (F)(S)
Learning Support
720
½
1
½
Credit
*Skills for Success (S) ASIJ High School Course Registration 2016-17
¼
3
Graduation Requirements
General Academic Guidance and Policies
Four years (eight semesters) of High School attendance and 22
credits are required for an ASIJ diploma. Typically, ½ credit is
awarded for a semester-long course.
Minimum and Maximum Course Load
Minimum Requirements
English
4 credits
English 9 and 10 are required. All students must be enrolled in an
English course each semester.
Social Studies 3 credits
ASIJ students must take the required Social Studies classes in
grades 9, 10 and 11. US History or AP US History is a graduation
requirement for all students and is normally taken in grade 11.
Math
2 credits
Science 2 credits
One credit of physical science and one credit of life science are
required.
Modern Languages
2 credits
Two levels of the same language in grades 9-12 are required.
Physical Education
1½ credits
Physical Education is required in grade 9 (1 semester) and grade
10 (1 semester).
Health
Visual, Applied & Performing Arts ½ credit
1½ credits
Additional Physical Education or Visual,
Applied & Performing Arts
1 credit
Two additional semesters of Visual, Applied & Performing Arts
and/or Physical Education are required.
Electives
4 ½ credits
All courses over the minimum departmental requirements are
counted as electives.
Study of Japan Students must complete one semester of the study of Japan. Courses
which fulfill this requirement are Japan Studies, Japan Seminar,
CWI: Fukushima, Japanese Literature in Translation, CWI: Tokyo
Olympics and Japanese Language.
Students must normally take a minimum of six classes each semester,
except for seniors taking three honors courses in which case the minimum
is five classes each semester. These classes include GOA classes, but
do not include independent study, audit or other eLearning courses.
The recommended maximum course load is seven classes. The school
reserves the right to limit a student’s course load when appropriate. All
students, except those taking three honors courses or those with special
and compelling needs, must take at least four academic subjects (i.e.
those in English, social studies, math, science and modern languages)
per semester. Any deviation from these requirements must be approved
by the counselor and principal. Students selecting an overload of more
than five academic courses must have the approval of their counselor.
Credit
One-half credit is given for the successful completion of each semester
of a course. Students enrolled in year-long courses are expected to
complete both semesters of the course. Exceptions may be granted
for students we feel are misplaced in a particular course. In these
cases, a teacher and/or counselor may recommend that the course
be dropped. Students who receive an F grade for one semester of a
full-year course must repeat only the semester failed (except in modern
languages where students may be required to repeat the course).
Advanced Placement Program
ASIJ offers a wide range of Advanced Placement (AP) courses,
and has joined a group of 100 schools worldwide to implement
the AP Capstone Diploma, an innovative program designed by
the College Board that allows students to engage in the rigorous
development of inquiry, research, collaboration, and writing skills.
The AP Diploma program is meant to complement the in-depth,
subject-specific rigor of AP courses and exams. The program
consists of a two-course sequence: AP Seminar, and AP
Research. Students planning to take the AP Research course must
have completed AP Seminar. Students who score a 3 or higher in
the AP Seminar, AP Research, and at least 4 other AP courses
during high school will receive the AP Diploma.
AP Courses and Examinations
Advanced Placement (AP) courses are rigorous, externally
assessed courses, with greater expectations for homework and
test preparation, and are awarded an additional 0.5 GPA for
each semester of the course*. Because AP exams represent the
culmination of AP courses, and are thus an integral part of the
program, students who enroll in an AP course are required to take
the corresponding AP exam. The fee for each exam is between
approximately USD $125–$145 which covers the international
exam fee. ASIJ offers over 20 AP courses, in the following areas:
• Arts: Studio Art: Drawing Portfolio, Studio Art: 2-D Design
Portfolio, Studio Art: 3-D Design Portfolio
• English: English Language and Composition,
English Literature and Composition
• History and Social Sciences: European History,
Macroeconomics, Microeconomics, United States History,
World History
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• Mathematics and Computer Science: Calculus AB,
Calculus BC, Computer Science A, Statistics
• Sciences: Biology, Chemistry, Environmental Science,
Physics 1, Physics 2
• World languages: Chinese Language and Culture, Japanese
Language and Culture, Spanish Language and Culture
• Seminar and research
Creativity, Innovation & Design
ASIJ recognizes the importance of the creative industries and the ability
for students to pursue open-ended design projects. To that end, we have
developed a number of courses that specifically target these skills, courses
that are part of our Creativity, Innovation and Design (CID) strand.
CID courses provide students with pathways to develop a creative makermindset. CID courses have a bias toward students finding and defining
their own problem statements and design briefs while building expertise
and fluency with materials and processes. The design cycle and “working
like a designer” are key elements in CID courses.
Class of 2019 on: 1 credit in CID is a graduation requirement. All
Grade 9 students take the foundational course in grade 9, Design
and Fabrication Lab for one semester. Following this course, the class
of 2019 will have a number of options over their high school career to
pursue the CID courses to satisfy the 1 credit graduation requirement.
*NB. Please note that the 0.5 GPA “bump” for AP and honors courses
will be discontinued beginning with the Class of 2018.
Global Online Academy ASIJ is a member of the Global
Online Academy (GOA), a consortium of outstanding independent
schools in the U.S. and overseas, whose aim is to replicate online
the intellectually rigorous programs and excellent teaching that are
hallmarks of its member schools. Juniors and seniors may take one
of these courses each semester as an elective in their academic
program. GOA courses are rigorous and must be taken as electives
within the student’s academic program, not on top of an otherwise
busy schedule. Normally, students may not substitute a GOA or other
eLearning course for a course offered at ASIJ. Students interested in
taking a GOA course or in pursuing any eLearning opportunity should
speak with their counselor to see how this might fit into their academic
program. GOA courses appear on a student’s transcript, impact a
student’s GPA and count as part of the minimum course load. ASIJ
covers the tuition cost of GOA courses taken during the school year.
For more information, visit www.globalonlineacademy.org
Other eLearning Courses
Juniors and seniors who wish to pursue an area of study beyond
the scope of what ASIJ offers may take a GOA or other eLearning
course. This may be appropriate when the student has taken the
most advanced course offerings in a particular subject area or
would like to pursue study in a field not offered in our curriculum.
Normally, students may not substitute a GOA or other eLearning
course for one offered at ASIJ. Students may select an eLearning
course from an approved provider or propose an alternative
provider before the appropriate deadline. Fees vary by provider,
and registration and payment for eLearning courses are the
eLearning Course Proposal Guidelines
• Students are advised to submit an eLearning course proposal
with their course registration form in February/March. The final
deadline for eLearning course proposals is June 1 (Semester 1
courses) and December 1 (Semester 2 courses).
• The proposal requires prior approval from: a parent, the
student’s counselor and the principal.
• An eLearning course (except for a GOA course) falls outside
of the minimum course requirements, i.e. the minimum course
requirements are 6 classes each semester, except for seniors
taking 3 honors courses in which the case the minimum is 5
classes each semester – not including an eLearning course.
• An eLearning course may not replace a course which ASIJ
offers, nor count as part of the core distribution of credits for
graduation. It would be an elective course.
• eLearning courses may be included on a student’s transcript
after evidence of completion is provided, but grades earned do
not impact the GPA (except for GOA courses).
Independent Inquiry
Juniors and seniors who wish to pursue an area of study beyond
the scope of what ASIJ offers may pursue Independent Inquiry. This
may be appropriate when the student has taken the most advanced
course offerings in a particular subject area or would like to pursue
study in a field not offered in our curriculum. This course of study
may be arranged with the guidance and permission of the mentor,
counselor, and principal. At least four weeks prior to the start of the
semester, students interested in taking Independent Inquiry must:
• Consult with his/her counselor to ensure that the Independent
Study fits with their four-year plan of study.
• Complete the Independent Inquiry course (via Blackboard).
• Consult with the supervising teacher or mentor to discuss the
proposed Independent Inquiry, fill out the appropriate form,
and submit the unit-by-unit plan including the format of the final
display of learning.
Additional Notes
• Independent Inquiry is taken on a pass/fail basis and for one
semester only.
• Independent Inquiry may not be used to satisfy the minimum
course requirements (6 courses per semester, or 5 for seniors
taking three or more AP/Honors courses).
Pass/Fail Grading
With the exception of non-AP visual arts classes, only one course
unit per department during a student’s High School career may
be taken pass/fail. The consent of the principal is required. A
grade of C- or better must be earned to receive a pass. GPA is not
affected by a pass/fail grade. The pass/fail option must be chosen
within the first two weeks of the course. Only elective courses may
be taken pass/fail.
responsibility of the student. See the HS Administration for details.
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Schedule Changes (Adds and Drops)
Unscheduled Time
Course drops or adds must be made prior to the fifth class meeting
of the school year or semester except under unusual circumstances.
Refer to the HS Handbook for further information regarding
dropping a course.
During the school day, all students have some unscheduled time.
During this unstructured time, students are expected to make use
of the variety of resources and facilities available within the school
to complete homework and out-of-class assignments, to investigate
subjects of special interest and to master required skills.
Courses Repeated for Credit
A student may repeat a class at the recommendation of his/her
teacher and/or counselor. Credit is earned for the repeated class
and both grades will appear on the transcript. A second credit
earned through repeating a course will count as an elective credit
and will not fulfill any of the minimum graduation requirements in
a specific subject area.
In addition to a well-equipped general library, the school maintains
departmental resource centers designed as places for quiet study.
Each resource center is supervised by a member of the staff who
aids both students and teachers in locating information and in
using special materials in that center. Teachers or counselors may
assign students to these centers when they feel more time and/or
more structure is needed for them to succeed in their studies.
Summer School Courses
Summer school courses may only be taken for ASIJ high school
credit if course credit was lost or a course was failed at ASIJ.
Counselor approval is required prior to enrollment in a summer
school course if a student is planning to earn ASIJ credit.
AP Diploma
Department Courses
9
10
AP Seminar (H)
AP Research (H)
11
12
•
•*
•
AP Seminar (H)
AP Research (H)
The AP Seminar course is designed to equip students with skills to explore
academic and real-world issues through an interdisciplinary lens and
consider multiple points of view. Through a variety of materials—from articles
and research studies to foundational and philosophical texts—students will
be challenged to explore complex questions, understand and evaluate
opposing viewpoints, interpret and synthesize information, and develop,
communicate, and defend their own points of view. Teachers have the
flexibility of choosing themes based on student interests, whether they are
local and/or civic issues or international topics. Samples of themes that
can be covered in the AP Seminar course include education, innovation,
sustainability, and technology. Students are assessed through an individual
and team project completed during the year and a year-end written exam.
The AP Research course will allow students to design, plan, and
conduct a year-long mentored investigation on a topic of their
choosing. Students will build on the skills learned in the AP Seminar
course by using research methodology, employing ethical research
practices, and accessing, analyzing, and synthesizing information
to present and defend an argument.
Prerequisite: 11th grade standing. *12th grade students
considered on space available basis.
Assessment: Students are assessed through two internally
assessed, externally validated performance assessment tasks and
a required external exam.
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Prerequisite: 12th grade standing; Completion of AP Seminar.
Assessment: A mentored academic thesis paper of approximately
5000 words and a presentation, performance, or exhibition with
an oral defense.
English
English
Department Courses
9
English 9
•
10
11
12
English 11/12: Advanced Topics: Media and Identity
•
•
English 11/12: Psychological Views of Literature (F)
•
•
English 11/12: Mythology (F)(S)
•
•
•
•
English 10
•
•
AP English Language and Composition (H)
•
•
AP English Literature and Composition (H)
(H) Honors (F) Fall (S) Spring. All other courses are year-long.
Department Guidelines
English Course Sequences Grades 11–12
Grade 11
Requirements
Grade 12
1. English 9 (one year) is required of all students in grade 9.
2. English 10 (one year) is required of all students in grade 10.
3. All students must be enrolled in an English course each semester.
4. Students in grades 11 and 12 must take at least one literature
class over those two years if not enrolled in Advanced Topics:
Media and Identity.
1 Literature
Course and College
Composition 1
or
Advanced Topics:
Media and Identity
5. One semester of the study of Japan is required for graduation.
English Course Sequences Grades 11–12
Any 2
English Electives
AP English Language
and Composition
Any 2
AP English
English Electives
Language
Required Courses
The four strands of the ASIJ English curriculum include reading,
writing, speaking and listening. The content of the courses may
vary, as long as the texts lend themselves to meeting our curricular
objectives. The English teachers collaborate as teaching teams
and design, implement and analyze unit-culminating common
and
Composition
AP English Literature
and Composition
summative assessments.
English 9
(1 credit)
This comprehensive course develops the foundational skills of
English study. Students learn how to closely read and analyze
texts, studying a range of literature such as fiction, poetry, drama,
and nonfiction. In addition to shared texts, this course values
independent reading so that students become lifelong critical
readers and thinkers.
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English
Concentrating on developing language, vocabulary, and writing
skills, students write in a variety of modes: analytical, persuasive,
personal, creative, and research writing. Discussion is a key aspect
of class, encouraging students to engage in conversation with the
texts and with their peers. Students also deliver individual and
group presentations, which are enhanced by the use of technology
and media.
Texts may include:
Kennedy, X.J. and Dana Gioia. An Introduction to Poetry. 10th ed.
New York: Longman Publishers, 2002.
Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1960.
Shakespeare, William. Romeo and Juliet. New York:
Washington Square Press, 1992.
Other novels, essays, and short stories.
Prerequisite: None
English 10
(1 credit)
English 10 is a year-long literature-based program which builds on the
skills learned in English 9. Students will read teacher selected texts but
will also have the opportunity to develop their own reading life through
independent book choices. Students will be exposed to the genres of
short story, Shakespearean drama, modern drama, non-fiction texts,
poetry, film, and the novel. Critical reading will be a focus with particular
emphasis on citing strong and thorough textual evidence to support
analysis. Students will also consider craft and structure and how this can
contribute to meaning. In addition to analytical writing, students will learn
to support their arguments with claims, write informative/explanatory
texts to examine and convey complex ideas and write narratives to
develop real or imagined experiences. To develop good readers and
writers, vocabulary building and the development of sophisticated,
varied, precise, and appropriate language will be taught. Students will
also engage in small group and class discussions and a variety of oral
presentations to build confidence in speech.
Texts may include:
Miller, Arthur. The Crucible. New York: Penguin Books, 1976.
O’Brien, Tim. The Things They Carried. New York: Broadway Books, 1990.
Shakespeare, William. Much Ado about Nothing. New York:
Washington Square Press, 1995.
Other novels, a variety of short stories, poems essays and media texts
Student chosen fiction and/or non-fiction
Prerequisite: 10th grade standing
English 11/12: Advanced Topics:
Media and Identity
(1 credit)
In this year-long course, students explore big ideas through
multi-genre texts. One semester focuses on the theme of Media
& Culture, and the other on the theme of Identity. With frequent
reading and writing, students will learn how to interpret and create
texts for specific audiences in a variety of genres, with a focus
on presenting sound arguments. In the second semester, students
will pursue independent research resulting in a college-level paper
and hone their presentation skills by presenting their findings to
an audience. This course balances individual student interest and
choice with a shared whole-class focus. It is excellent preparation
for those wishing to pursue AP English Language and Composition
or AP Literature and Composition as seniors, or current grade 12
students who want a rigorous pre-college experience.
Media & Culture: How do we read a world around us saturated with
media genres both old and new? Through consideration of form and
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function, this course will provide tools for navigating our dynamic
media landscape. Students will learn to identify and analyze the
context, purpose and audience of a given communication, with a
special emphasis on language. They will also study visual rhetoric,
and become more literate news consumers. Depending on student
interest, the course will pursue ideas from among the following: the
influence of media on politics during the American elections; the
world of advertising; the transformation of fiction (or fact) into film;
the rise of newer platforms like podcasting and/or social media.
Texts may include:
Shattered Glass. Santa Monica, Calif.: Lions Gate Home Entertainment, 2004.
Fountain, Ben. Billy Lynn’s Long Halftime Walk. New York: Ecco, 2012.
Niccol, Andrew, and Peter Weir. The Truman Show. Hollywood, CA:
Paramount Pictures, 1999.
Spiegelman, Art. Maus: A Survivor’s Tale. New York: Pantheon Books, 1986.
and long-form articles from magazines like The New Yorker and The Atlantic
Identity: How do we grapple with complex issues of gender and
sexual orientation, language, class, race and ethnicity in the texts
we read and in the world around us? In this semester long course,
students will look at literature not just as a means of expressing
identity, but as a way of constructing identity. Assigned texts will
include narrative fiction and nonfiction, essays, articles, plays and
film. Students will learn to read texts critically, employing analytical
skills from semester one, and to read texts comparatively, in
conversation with one another. Throughout the semester, students
will select texts to read independently, building an archive based
on their own questions and interests. The course culminates with
student-designed research projects in the spring quarter.
Texts may include:
Bechdel, Alison. Fun Home: A Family Tragicomic. Boston: Houghton Mifflin,
2006. Print.
Guare, John. Six Degrees of Separation: A Play. New York: Random House.
1990. Print.
Johnson, Matt. Loving Day. New York: Spiegel & Grau, 2015. Print.
Shakespeare, William. The Tragedy of Othello, the Moor of Venice. New York:
Washington Square Press, 1993. Print.
Walls, Jeannette. The Glass Castle: A Memoir. New York: Scribner, 2005. Print.
and selections from Kingston, Maxine H. The Woman Warrior: Memoirs of a
Girlhood Among Ghosts. New York: Vintage International, 1989. Print.
Literature Courses
English 11/12: American Literature
(not offered in 2016-2017)
(½ credit)
Among the most diverse nations in the world, America finds itself
among the most conflicted. Individuals are constantly battling with
who they are and who they are not. This semester-long English
elective investigates the questions of American identity and the
corresponding conflicts in American art and literature. Students
will read contemporary nonfiction in order to engage and analyze
American novels, short stories, and poetry. Through engaging
discussions, analysis, and multimedia projects, students will grapple
with some of the most controversial issues of class, gender, race and
identity cofounding American literature for centuries.
Texts may include:
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925.
Miller, Arthur. Death of a Salesman. New York: Penguin Plays, 1949.
Watson, Larry. Montana 1948. Minneapolis: Milkweed, 1993.
Works by Mark Twain
Readings from Colonial Era, Age of Reason and Romantic Era authors,
Prerequisite: 11th or 12th grade standing
English 11/12:
Japanese Literature in Translation (not offered in 2016-2017)
(½ credit)
Texts may include:
Ekuni, Kaori. Twinkle, Twinkle. New York: Vertical Inc., 2003.
Endo, Shusaku. Deep River. New York: New Directions Press, 1994.
Goosen, T. W. The Oxford Book of Japanese Short Stories. Oxford:
Oxford University Press, 1997.
Howl’s Moving Castle. Dir. Hayao Miyazaki. 2004. Film.
Kanehara, Hitomi. Autofiction. London: Vintage Books, 2008.
McCloud, Scott. Understanding Comics. London: New Directions, 1994.
Murakami, Haruki. After Dark. New York: Vintage Books, 2007.
Tanizaki, Junichiro. In Praise of Shadows. London: Vintage Books, 1977.
Yoshimoto, Banana. Kitchen. London: Faber and Faber, 1993.
(½ credit)
In this course, students explore the ways in which the insights of
psychology help us to understand literature, literary criticism, and
the way psychology helps explain our personal interpretations of
literature. Students learn how a psychological lens can help deepen
their reading of literature while the texts also serve as a vehicle for
an exploration of the various historical approaches to psychology.
Readings are drawn from a diverse range of fiction and non-fiction
texts. Evaluation is based on graded discussions, reaction papers,
blog entries, formal persuasive compositions, and research.
Texts may include:
Achebe, Chinua. Hopes and Impediments. New York: Anchor, 1988.
Gilbert, Daniel. Stumbling on Happiness. New York: Vintage Books, 2006.
Haddon, Mark. The Curious Incident of the Dog in the Night-time. New
York: Vintage Contemporaries, 2003.
Jones, Sadie. The Outcast. London: Chatto & Windus, 2008.
Shaffer, Peter. Equus. New York: Scribner, 1973.
Vaughan, Sara. The Talking Cure. New York: Henry Holt, 1997.
Various other texts.
English 11/12: Poetry
Hugo, Richard. The Triggering Town: Lectures and Essays on Poetry and
Writing. New York: W.W. Norton & Company, 1979.
Kennedy, X.J. and Dana Gioia. An Introduction to Poetry. 10th ed. New
York: Longman Publishers, 2002.
Polonsky, Marc. The Poetry Reader’s Toolkit: A Guide to Reading and
Understanding Poetry. Lincolnwood: NTC Publishing Group, 1998.
This English elective examines Japanese society through the study of
folk and fairy tales, ghost stories, manga, anime and contemporary
fiction. We explore multiple voices of Japanese aesthetic through
plot structure and narrative pacing of both texts and film. Frequent
graded discussions and writing assignments can be expected in
addition to multi-modal experiments. The course is appropriate for
both newcomers to Japan and those who have spent considerable
time here. Japanese Literature in Translation fulfills both an English
credit and ASIJ’s study of Japan graduation requirement.
English 11/12: Psychological Views of Literature
Texts may include:
English 11/12: Mythology
(½ credit)
This one-semester course invites students to examine the role of
myth in modern society. What is myth? What are archetypes (Hero,
Seductress, Creation, Journey, Love – to name a few) and how do they
affect human life? We contemplate the language of myth – symbol,
metaphor, and the subtle senses – and see how these tools enhance
creativity, storytelling and imagination.
We read both classic and modern texts, as well as make our own
digital texts, with an emphasis on Greek, Egyptian, Japanese and
North American myths. Students use cutting-edge technologies, such
as Google Earth Journeys and digital storytelling to enhance their
learning. As part of our holistic approach, we also make mythological
artifacts, such as masks, totem objects and medicine bundles. Expect
homework every class, consisting of writing, reading or creating.
Texts may include:
Calvino, Italo. Cosmicomics. Orlando: Harcourt Brace, 1965.
Hamilton, Edith. Mythology. Boston: Little, Brown, 1942.
Hesse, Herman. Siddhartha. New York: New Directions, 1951.
Ovid. Metamorphoses. Baltimore: Johns Hopkins University Press, 2002.
Alice in Wonderland. DVD. 2010.
Joseph Campbell: The Hero’s Journey. DVD. 1989.
Star Wars. DVD. 1977.
The Secret of Roan Inish. DVD. 1995.
Whale Rider. DVD. 2003.
Speaking Course
English 11/12: Speech (not offered in 2016-2017)
(½ credit)
As our world becomes smaller and technology increases our ability
to be in ever-constant communication, a speech/public speaking/
communications course becomes more and more vital to our education.
This one-semester course focuses on effective oral communication.
Students develop confidence in their own abilities to write speeches,
deliver oral presentations, understand their audience, use logic and
reasoning and critically evaluate their own and others’ speeches.
This course is not just about giving speeches; it is ultimately about
understanding how we communicate. Every student can benefit from
this course regardless of their level of confidence in public speaking.
Texts may include:
(½ credit)
In this course, students both read and write poetry. We develop
an appreciation for, and an understanding of, the genre. Poetry
seems mysterious and forbidding -- which is simply not true. We
read many kinds of poetry together and try our hand at a variety
of written forms, both structured and free verse.
Hauer, Nancy and Edward Martley. The Practical Speech Handbook. New
York: McGraw-Hill Companies, Inc., 1995.
Noonan, Peggy. On Speaking Well. New York: Harper-Collins, Inc., 1998.
9
English
some modern essays, short stories and poetry.
Students also select a free-choice novel to read on their own.
English
Writing Courses
English 11/12: College Composition 1 (½ credit)
This course emphasizes the basic elements of the writing process:
clear description, reader response, revision, and the “tightening
and sharpening of prose.” Students develop grammar skills and
style within the context of the personal narrative, expository, and
argumentative writing assignments.
Texts may include:
Birkenstein, Cathy and Gerald Graff. They Say I Say.
New York: Norton, 2006.
Hairston, Trimmer. The Riverside Reader. 6th ed. Boston:
Houghton Mifflin Company, 1999.
Krakauer, Jon. Into the Wild. New York: Anchor Books, 1996.
Krakauer, Jon. Into Thin Air. New York: Anchor Books, 1999.
Kemper, Meyer, and Patrick Sebranic. Writers INC. Wilmington:
Write Source, 2001.
Silverman, Jay, Elaine Hughes, and Diana Roberts Wienbroer. Rules of
Thumb: A Guide for Writers. Boston: McGraw Hill, 2000.
Wilson, Edward O., ed. The Best American Science and Nature Writing.
Boston: Houghton Mifflin Company, 2001.
Selected readings/handouts
Note: All students must take English 11/12: College Composition
1 or AP English Language and Composition to graduate from ASIJ.
English 11/12: College Composition 2 (½ credit)
Students read a variety of material as models and stimuli for good
writing. They also discuss the content and style of quality writing,
but the focus of the course is writing, and students spend most of
the semester improving their own writing style. They write during
most or all class periods, and they have opportunities to use varied
modes including: personal narratives, investigative, imaginative,
analytical and persuasive.
Texts may include:
Cooley, Thomas. The Norton Sampler. 5th ed. New York: W.W. Norton &
Company, 1997.
Murray, Donald M. The Craft of Revision. 3rd ed. Fort Worth: Harcourt
Brace College Publishers, 1997.
Prerequisite: 12th grade standing, successful completion of
College Composition 1 or AP Language and Composition.
Literature/Writing Courses
AP English Language and Composition (H)(1 credit)
In the first semester, students gain an overview of British literature from the
early Middle Ages to the 21st century. Students study the development
of the English language from Anglo-Saxon, through Medieval,
Elizabethan and Victorian contexts. The focus is on close reading
skills so students develop an appreciation of the effects of the literary
choices that the authors make and write about them in concise,
purposeful prose. Assignments include commentaries, essays, and
substantial, broad reading.
In the second semester, students focus on writing skills and preparation
for the AP Exam in English Language and Composition. Students should
further develop a sense of voice and audience while also learning to
organize essays in various formats. They should be able to make
substantive revisions on essays that are developed using the writing
process, but they must also be able to handle timed writing situations.
We use several tactics to prepare for the AP Exam in English Language
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and Composition (which students are required to take in May) with
special emphasis on stylistic analysis of prose text. However, the course
is ultimately about experiencing the joys, frustrations and rewards of
reading and writing.
Texts may include:
First semester
Beowulf
Chaucer, Geoffrey. The Canterbury Tales.
A Shakespeare play
Selected poetry 17th–19th Centuries
A 20th century novel
A 19th century play
Second semester
Baker, Sheridan. The Practical Stylist. 8th ed. New York: Longman, Inc., 1998.
Strunk Jr., William and E.B. White. The Elements of Style. 4th ed. New York:
Longman, Inc., 2000.
Smart, William. Eight Modern Essayists. 6th ed. New York: St. Martin’s
Press, 1995.
Selected essays and novels.
Prerequisite: 11th or 12th grade standing; a B+ average or above in
the previous year’s English class and teacher recommendation.
AP Exam: All students enrolled in this course are required to take the
corresponding AP Exam.
(1 credit)
In the first semester, students focus on classical and modern texts in the
tragic genre, ranging from classical Greek tragedies to Shakespeare
to modern works. Students explore the changing nature of tragedy
itself, from the moral certainties of ancient Greek civilization to the
emerging sense of subjectivity in Shakespeare’s tragic heroes, to the
complexities of modern identity and morality. In the second semester,
students study Modernism and Modern Literature from a Western/
European point of view. Students examine the people and forces
that shaped the thinking and perspectives, and the implications of
such thought as it is revealed through selected novels, essays, plays,
poems and paintings of the mid 1800s through the mid 1900s. The
AP English Literature and Composition course is united in its close
attention to interpretation and analysis of literature, focusing on
textual details including structure, style, and themes. Writing includes
extended analyses, timed writings, and journal responses. In addition,
presentations, research, and a final project are required.
Texts may include:
Abe, Kobo. “The Stick” and “The Cocoon” in A Late Chrysanthemum.
Tokyo: Charles Tuttle, 1986.
Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994.
Aristotle. The Poetics. Toronto: Dover, 1997.
Camus, Albert. The Stranger. New York: Vintage, 1988.
Conrad, Joseph. Heart of Darkness. New York: Norton, 1996.
Frayn, Michael. Copenhagen. New York: Anchor Books, 2000.
Ibsen, Henrik. A Doll’s House. New York: Dover, 1992.
Ishiguro, Kazuo. A Pale View of Hills. New York: Vintage House, 1990.
Kafka, Franz. The Metamorphosis. New York: Norton, 1996.
Miller, Arthur. All My Sons. New York: Dramatists Play Services, 1974.
Murakami, Haruki. “The Elephant Vanishes” in After the Quake. New York:
Vintage, 2003.
Perkin Gilman, C. “The Yellow Wallpaper.” Toronto: Dover, 1997.
Woolf, Virginia. Mrs. Dalloway. London: Penguin, 1996.
Shakespeare, William. Hamlet. Cambridge: Cambridge University Press, 2007.
Sophocles. The Three Theban Plays. New York: Penguin, 1984.
Selected poetry by: T.S. Eliot, Gertrude Stein, Hilda Doolittle, W.B. Yeats,
William Carlos Williams, Ezra Pound, Robert Frost.
Prerequisites: Completion of AP English Language and Composition with
a B+ average or above, 12th grade standing and teacher recommendation.
Note: The AP literature exam is not required for this course
English
AP English Literature and
Composition (H)
Social
Studies
Social Studies
Department Courses
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10
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AP World History (H) (grade 10 only)
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11
12
US History
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AP US History (H)
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Psychology (F)(S)
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Economics (F)
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AP Macroeconomics (H)(S)
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AP Microeconomics (H)(S) (grade 12 only)
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Japan Studies (F)(S)
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CWI: Fukushima (F)
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CWI: Tokyo Olympics (S)
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AP European History (H)
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Japan Seminar (H)
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AP World History
Requirements
1. Foundations of the Modern World is required in grade 9.
Modern World History or AP World History is required in
grade 10.
3. One semester of the study of Japan is required for graduation.
Text: Strayer, Robert W. Ways of the World – A Brief Global
History. Boston: Bedford/St. Martin’s, 2009.
Required Courses
(1 credit)
Foundations of the Modern World is not the sum of all history, but
rather the story of the connections and interactions between human
communities. This story can be told through individuals, groups,
whole societies, countries or nations, or it can be told through all
of humanity. In this course, students investigate the patterns and
linkages in the world which have become the foundations for the
global community. They thematically study human interactions
across civilizations and cultures. Students study global themes and
forces which have helped shaped human civilizations. Students
analyze the economic, political, and social factors which laid the
foundations for the industrial modern world. Foundations of the
Modern World assists students in understanding the emergence
of a global community, prepares them for the understanding of
the modern and contemporary world which they study in Modern
World History/AP World History as sophomores, and challenges
them to develop the skills and thinking processes necessary to
become compassionate, inquisitive global citizens.
Text: Beck, Black, Krieger at al. World History: Patterns of
Interaction. McDougal Littell, 2012.
Prerequisites: 10th grade standing only; a minimum of an
A- or above in Foundations of Modern World is recommended;
however, students with a B+ may be considered for the course. All
students must have teacher recommendation.
Notes: Students cannot receive credit for both Modern World
History and AP World History.
AP Exam: All students enrolled in this course are required to take
the corresponding AP Exam.
US History
(1 credit)
This course includes the history of the United States from the
colonial beginning to the present. Specific content includes an
examination of the nation’s goals, ideas, and policies over the last
two centuries, an analysis of the impact the U.S. has had on other
parts of the world, and a study of the personalities who have had
a direct hand in molding the American nation.
Text: Danzer, Gerald et al. The Americans. Evanston: McDougal
Littell, 2000.
Note: This course or AP US History is required for graduation.
Prerequisite: None
(1 credit)
(1 credit)
Students study historical content pertaining to the modern era. The
goals of Modern World History include: 1) to embark on intellectual
challenges while becoming active in self-learning and cooperative
learning; 2) to develop skills in the analysis of texts, formulation
of arguments, both oral and written, and acquisition of synthetic
skills; 3) to be able to identify and be aware of major forces that
cause historical changes; and 4) to constantly apply humanitarian
outlooks to global predicaments.
Texts: Beck, Black, Krieger at al. World History: Patterns of
Interaction. McDougal Littell, 2012.
Primary source compilations.
AP US History (H)
(1 credit)
This advanced course is designed to provide students with the
analytic skills and knowledge necessary to deal critically with the
problems and materials in US History. There is a substantial amount
of reading and preparation involved. Students are required to
assess historical materials, their relevance to a given interpretative
problem, their reliability, and their importance, and to weigh the
evidence and interpretations presented in historical scholarship.
Goals for this course include developing a thorough understanding
of US History, being adequately prepared for the AP examination
(which is a requirement of this course) and learning to use the skills
necessary for a successful university experience.
Text: Boyer, Paul S. et al. The Enduring Vision. New York: Houghton
Mifflin, 2006.
Prerequisites: 11th grade standing; a minimum of a B+ in
Modern World History or teacher recommendation.
Notes: This course or US History is required for graduation.
the corresponding AP US History exam.
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Social
Studies
2. One credit of US History or AP US History is required for
graduation. This class is normally in grade 11.
This AP course focuses on the study of six different chronological
periods from 8000 B.C.E. to the present. It also uses a thematic
approach to help students make connections across these different
historical periods and across different geographical regions.
The course is designed to develop historical thinking skills which
apply to all AP history courses. These skills include making
historical arguments and applying reasoning skills, comparisons,
interpretation and synthesis to world history. All students must take
the AP World History exam in May.
Social
Studies
Psychology
(½ credit)
This course covers concepts essential for building a fundamental
understanding of psychology as a social science. We study
biology and its influence on behavior, lifespan development, the
environment and its influence on society, personality development,
learning and intelligence, and abnormal behavior and treatments
thereof. The willingness to develop patience and tolerance
for people as well as a better understanding of oneself become
fundamental components of the course. This course may interest
students who want a general introduction to psychology and also
enjoy debating controversial issues pertaining to the social sciences.
Text: Rathus, Spencer A. Psychology: Principles in Practice.
Austin: Holt, Rinehart and Winston, 1998.
Economics
(½ credit)
Prerequisite: 12th grade standing and completion of Economics/
AP Macroeconomics in grade 11 with a grade of B+ or better, and
teacher recommendation.
World Religions
(not offered in 2016–17)
(½ credit)
Students study the major religions in the world that have helped
shape human history, with a major focus on Hinduism, Buddhism,
Islam, and Judaism/Christianity. Students are also introduced
to other religions and philosophies and examine the doctrines,
values, and practices of the believers to better understand human
behavior and the role of religion in society. Students follow current
events in order to analyze religion in the world today.
Texts:
Economics introduces students to basic economic concepts and
macroeconomic graphing. Topics include the loanable funds
market, aggregate expenditures, fiscal policy, and monetary
policy. Successful completion of this course is required for taking
AP Macroeconomics in the spring.
Burke, Patrick T. The Major Religions. Oxford: Blackwell Publishers, 1998.
Smith, Huston. The World’s Religions. New York: Harper San Francisco,
1991.
AP Macroeconomics (H) The goal of this course is to increase understanding of modern
Japan. Students study a variety of topical issues: political science,
economics, Japan-US relations, media, sports, arts and literature.
Classroom discussions, research, and hands-on experience further
the students’ appreciation of contemporary Japanese culture.
Students will have the opportunity to experience Japanese martial
arts as part of their hands-on experience while familiarizing
themselves with the philosophy and history behind the arts. This
course fulfills ASIJ’s study of Japan graduation requirement.
(½ credit)
This course focuses on macroeconomic issues: scarcity, the
movement of payments, resources, goods, and services
throughout the economy, measurements of economic performance,
government policies, economic growth, and international
trade. The first semester is designed to give students a sound
foundation in economic principles needed to be successful in AP
Macroeconomics. The first semester is, therefore, set at a rigorous
pace of study and is required for taking the AP Macroeconomics
course. While students are encouraged to take this course for the
full year, it is possible to earn ½ credit by taking Economics for the
first semester only. However, any student wishing to take the second
semester AP Macroeconomics course must successfully complete
the first semester Economics course and/or receive permission of
the instructor. Students who complete both semesters of the course
are required to take the AP Macroeconomics Exam offered in May.
Text: McConnell, Campbell R. and Stanley L. Brue. Economics.
New York: McGraw Hill, 2006.
AP Microeconomics (H)
(½ credit)
AP Microeconomics is a one-semester elective course which runs at
an accelerated pace so firm understanding of economic graphing
concepts and logic are required. It is additionally suggested that
students have a very strong understanding of mathematics. AP
Microeconomics studies individual consumer choices based on
utility, rational business decisions related to maximizing profits in
various competitive markets, and the evaluation of government
intervention in markets where externalities exist. This course
prepares students to take the AP Microeconomics exam which is a
requirement of the course.
Text: McConnell, Campbell R. and Stanley L. Brue. Economics. New York:
McGraw Hill, 2006.
14
Japan Studies
(½ credit)
Texts: Assorted texts
Contemporary World Issues: Tokyo Olympics (½ credit)
This class focuses on the lead-up to the 2020 Tokyo Olympics and
Tokyo’s attempt to showcase itself as host. This course explores the
domestic, regional, and international challenges involved in Tokyo’s
hosting. In addition, the course introduces the 2020 Tokyo Olympics
as an intersection of the past, present, and future, as Tokyo and all
of Japan continue to confront complex issues such as nuclear power,
demographic change, constitutional reform, global security alliances
and intra-Asian relations. This course fulfills ASIJ’s study of Japan
graduation requirement.
Prerequisite: 11th or 12th grade standing.
Contemporary World Issues: Fukushima (½ credit)
This course is designed to increase the students’ awareness of
current world problems, to help them develop a global perspective,
and to utilize investigative and analytical skills needed to study
controversial issues.
Natural and human-made disasters occur regularly. Unfortunately,
Japan experienced one of the worst disasters in human history
on March 11, 2011. This course will examine the triple disasters
of 3.11 through an interdisciplinary approach; students will learn
what happened and how various people understand and respond
to what happened. By studying “Fukushima” through the lenses of
science, anthropology and sociology, political science, literature,
art and music, students will learn about the complex nature of
human responses to crisis. In the second half of the course, students
choose their own topics to research, explore and share. A trip for
field-work is required for this course.This course fulfills ASIJ’s study
of Japan graduation requirement.
AP European History (H) (1 credit)
This course concentrates on political, economic, and social trends
in European history from the Renaissance to the present. Emphasis
is placed on the changing patterns found in European societies as
a result of intellectual trends, industrial and economic conditions,
warfare, and major revolutions. The class is treated as a collegelevel history course and demands considerable preparation time.
Goals for the course include developing a thorough understanding
of Modern Europe, being adequately prepared for the AP
examination (a requirement of this course) and learning to use the
skills necessary for a successful university experience.
Text: Kagan, Donald, Steven Ozment, and Frank Turner. The
Western Heritage. 8th ed. Upper Saddle River: Pearson Prentice
Hall, 2004.
Prerequisites: 12th grade standing; a minimum of a B+ average
or higher in Social Studies courses and teacher recommendation.
Jeff Wexler presents at Studio Ghibli Week
(1 credit)
Japan Seminar is a unique class to the American School in Japan.
It is a senior-level honors course; students must apply to enroll
in this course and are only admitted if they have a very strong
academic record in social studies. The emphasis in Japan Seminar
is a humanities approach to history; Japanese history is studied
through art, literature, and primary documents. The historiography
of modern Japanese history is also covered. There is a required
overnight field trip in Japan involving additional costs to students of
approximately ¥90,000. Students registering for Marine Studies
should plan to take it Semester 1 as the spring field trips for the two
courses take place at the same time. This course fulfills ASIJ’s study
of Japan graduation requirement.
Texts:
Field, Norma. In the Realm of a Dying Emperor. New York: Vintage Books,
1993.
Dower, John. Embracing Defeat: Japan in the Wake of World War 2. New
York: W.W. Norton, 1999.
Bix, Herbert. Hirohito and the Making of Modern Japan. New York:
Harper Collins, 2000.
Gordon, Andrew. A Modern History of Japan: From Tokugawa Times to the
Present. Oxford: Oxford University Press, 2003.
Prerequisites: 12th grade standing; a minimum of a B+ average
or higher in Social Studies courses and teacher recommendation.
Social
Studies
Prerequisite: 11th or 12th grade standing.
Japan Seminar (H)
Math
Math
Department Courses
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10
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Math Concepts
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Algebra 1
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Mathematics in Decision Making (F)
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Foundations of Geometry (S)
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Foundations of Algebra 2 with Trigonometry (S)
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Foundations of Precalculus/Advanced Precalculus (S)
Geometry
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Algebra 2 with Trigonometry
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Probability and Statistics (S)
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Precalculus
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Calculus (F)
AP Calculus AB (H)
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AP Calculus BC (H)
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AP Statistics (H)
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Requirements
Algebra 1
1. Students must earn a grade of C- or better and receive a teacher
recommendation to enroll in a subsequent course. Otherwise,
they may be asked to complete Foundations of Geometry,
Foundations of Algebra 2 with Trigonometry or Foundations
of Advanced Precalculus the following spring semester before
proceeding to the next level. There is a different grade
requirement for entering Advanced Precalculus.
This course covers the fundamentals of algebra incorporating
technology, cooperative work, and continuous review of the
concepts. Algebra 1 covers, but is not limited to, operations with
polynomials, factoring, linear equations, quadratic equations,
and radicals. Students learn to describe the world around them
with algebraic expressions, equations, graphs, and statistics.
Applications, especially with calculators and computers, help
provide a context for the abstract world.
2. A TI-Nspire CX CAS Handheld Calculator and accompanying
software installed on each student’s Macbook are required in
all high school math courses.
Math Concepts (1 credit)
This course is designed to develop students’ basic math skills and
introduce students to algebraic ways of thinking. For some students,
this course is a necessary step before taking the Algebra 1 course.
The philosophy of this course is to provide mathematical concepts
on a developmentally appropriate level. Topics and content are
constantly adjusted based on the needs of individual students.
Consideration is given to future academic need. Development of
skills, basic algebraic concepts, and confidence in mathematics
are the focus of this course.
Prerequisite: Teacher recommendation
Materials: ALEKS Web Based Learning System
Mathematics in Decision Making
(½ credit)
This project-based course focuses on the authentic applications of
mathematics that people encounter in their lives. The philosophy of
this course is to give students the opportunity to apply mathematics
at a level appropriate to their mathematical background. The
focus of this class will be utilizing mathematical techniques and
technological tools to make decisions in both business and social
science related fields such as: tax structures, investments, loans,
budgets, net worth, voting methodologies, and politics.
Texts: Various materials
Prerequisite: Algebra 1
16
(1 credit)
Foundations of Geometry (½ credit)
Precalculus (1 credit)
Geometry Text: Murdock, Jerald, Ellen Kamischke, and Eric Kamischke. Discovering
Advanced Algebra. Emeryville: Key Curriculum Press, 2004.
Foundations of Algebra 2 with Trigonometry
(½ credit)
Foundations of Precalculus/
Adv. Precalculus
(½ credit)
These courses are designed to help students further develop their
mathematical skills in an individualized manner. For a small number
of students, this is a necessary step before taking a subsequent math
course in the high school. Students set individualized mathematical
skill goals based on their needs and work closely with the teacher to
develop these skills.
Materials: ALEKS Web Based Learning System
(1 credit)
This course maintains and augments algebraic skills by using
algebra to teach geometry. It introduces logical argument and
proof as methods of deductive reasoning. This course includes
inductive reasoning, constructions, properties of geometric figures,
area and volume of both plane and solid figures, similarity, and an
introduction to trigonometry. Geometric and algebraic cocepts will
be explored using TI-nspire CAS computer software. Measuring
and problem solving skills are deveoped through projects.
Text: Larson, Ron, Laurie Boswell, and Lee Stiff. Geometry. Evanston:
McDougal Littell Houghton Mifflin, 2001.
Prerequisites: Algebra 1 and teacher recommendation
Algebra 2 with Trigonometry (1 credit)
This is a second-year algebra course which extends concepts
learned in Algebra 1: computations with integers and fractions,
simplifying expressions, solving equations, matrices and systems
of equations, factoring polynomials, using the quadratic formula,
etc. Students are introduced to functions, rational expressions,
properties of quadratic functions, sequences, series, counting
theory, probability, exponential and logarithmic functions and
trigonometry. Word problems and real-world applications are
emphasized. This course marks the completion of the core program
in the mathematics department.
Text: Brown, Richard G., Mary P. Dolciani, Robert H. Sorgenfrey and
Robert B. Kane. Algebra and Trigonometry, Structure and Method, Book
2. Evanston: McDougal Littell Houghton Mifflin, 1997.
Prerequisites: Geometry and teacher recommendation
Probability and Statistics
(½ credit)
This project-based introductory course exposes students to the
foundations of probability and statistics. The ability of technological
tools to store and analyze information has made probability and
statistics an increasingly important strand of mathematics. Students
learn how to collect, organize and interpret data. The TI-nspire
CAS software is emphasized as a means of analyzing data. This
course can serve as a preparation for AP Statistics and numerous
college-level social science and business classes.
Prerequisites: Algebra 2 with Trigonometry and teacher recommendation.
Note: Students may take Precalculus either for one semester
or as a year-long course. Taking the year-long course provides
students with an application-based precalculus experience.
This course prepares students for further study in numerous
collegiate–level mathematics courses. This course does not meet
the prerequisite for AP Calculus AB.
(1 credit)
Advanced Precalculus is a function theory course that focuses on
polynomial, logarithmic, exponential, trigonometric functions and
inequalities. Additional topics include conic sections, matrices,
graphical analysis and interpretation. This course is designed to
prepare students for AP Calculus AB.
Text: Brown, Richard G. Advanced Mathematics: Precalculus with Discrete
Mathematics and Data Analysis. Evanston: McDougal Littell Houghton
Mifflin, 1997.
Prerequisite: Algebra 2 with Trigonometry and teacher recommendation
Calculus
(½ credit)
This one semester, project-based course is designed to introduce
students to the concepts and applications of calculus. The concepts of
rates and area are applied to a variety of fields including business,
finance, science and product design. The NSpire calculator and
software will be used extensively when solving problems.
Prerequisite: Precalculus (1 Year) or equivalent and teacher
recommendation
Note: This course does not prepare students for an AP examination
but does provide a good introduction to the concepts of both
differentiation and integration.
Text: Murdock, Jerald, Ellen Kamischke, and Eric Kamischke. Discovering
Advanced Algebra. Emeryville: Key Curriculum Press, 2004.
Prerequisites: Geometry and teacher recommendation
17
Math
This project based course covers in the first semester the
applications of functions used to model relationships in numerous
fields such as consumer economics, geography, art, biology,
physics, medicine and manufacturing. Students look for patterns,
choose appropriate models and use the models to predict
unknown values. The graphing calculator and other technological
tools are emphasized as a means of analyzing functions and
data. In the second semester, the course covers the applications of
trigonometry. Students analyze the many phenomena both natural
and human-made that are periodic and can be represented by
trigonometric functions. In addition, applications of trigonometry
from numerous fields such as physics, navigation, surveying and
geography are explored. The NSpire software is emphasized as a
means of analyzing problem situations.
AP Calculus AB (H)
(1 credit)
This is a first course in college-level differential and integral calculus. It
covers those topics included in the AP Calculus AB syllabus. All students
are required to take the AP examination.
Text: Larson, Ron and Bruce Edwards. Calculus of a Single Variable,
AP Edition. Belmont: Brooks/Cole, Cengage Learning, 2010.
Prerequisites: Advanced Precalculus and teacher recommendation
Math
AP Calculus BC (H)
(1 credit)
In this course, students first complete the AP Calculus BC syllabus,
which includes several new integration techniques, Taylor Series, and
a unit on the calculus of parametric equations, polar equations, and
vectors. The course then covers some topics typically found in a second
year calculus course at U.S. universities, such as partial differentiation,
multiple integration, and vector analysis. Other advanced topics in
mathematics will also be investigated.
AP Statistics (H)
(1 credit)
This is a first course in (non-calculus) college-level statistics with limited
coverage of probability. All topics of the AP Statistics syllabus are
covered in addition to individual projects related to surveys and
experiments and a variety of real-life or student-generated data sets.
Good communication skills and understanding are emphasized, not
just pushing the correct calculator buttons. The main aspects of the
course are: exploratory analysis of data, surveys and experiments,
sampling/simulation/probability, and statistical inference. All students
are required to take the AP examination.
Text: Yates, Daniel S., David S. Moore, and Daren S. Starnes. The Practice
of Statistics. Third Edition. New York: W.H. Freeman and Company, 2006.
Prerequisites: Algebra 2 or Introduction to Probability and Statistics
and teacher recommendation
Texts:
Larson, Ron and Bruce Edwards. Calculus of a Single Variable, AP Edition.
Belmont: Brooks/Cole, Cengage Learning, 2010.
Finney, Ross L., Franklin D. Demana, Bert K. Waits, and Daniel Kennedy.
Calculus: Graphical, Numerical and Algebraic. Menlo Park: Scott
Foresman-Addison Wesley, 1999.
Prerequisites: AP Calculus AB and teacher recommendation
Probability
and
Statistics
Self Study
Algebra 2
Any time after Alg.1
Concurrent with
Geometry
Math
Concepts
Algebra 1
Geometry
Math and
Decision
Making
Algebra 2
Trigonometry
Advanced
Precalculus
AP Calculus
AB
AP Statistics
AP Calculus
BC and
beyond
Precalculus
Calculus
Any time after Alg.1
Foundation Class Available
For any student who does not meet
the minimum requirement for the next
class in their chosen sequence
18
Science
Science
Department Courses
9
Biosystems
•
10
11
12
Chemistry
•
•
AP Biology (H) +
•
•
AP Chemistry (H) +
•
•
AP Physics 1 (H)
•
•
•
•
System Dynamics (Conceptual)
•
System Dynamics (Analytical)
•
AP Physics 2 (H)
Synthetic Biology
•
Marine Studies (F)
•
•
Forensic Science (F)(S)
•
•
•
•
•
•
+ requires significant additional lab requirement
program that develops deep understanding and practical skills.
The content covered is the same as the analytical course by topic
but broader rather than deeper.
Science
Requirements
The minimum graduation requirements for science are one credit
of physical science and one of life science. Students entering ASIJ
after grade 9 meet with their counselor to determine science courses
needed for graduation.
The conceptual level does not prepare students to pursue AP
Chemistry or AP Biology.
Planning for your HS Science
Course Sequence while at ASIJ
Analytical: This level studies the same material as the conceptual
level with the added dimension of being a preparatory course
for students considering AP Physics and/or AP Chemistry in their
junior year. A deep understanding of concepts will be reinforced
more with an added emphasis on analytical skills involving
mathematics. To meet this goal students can expect a slightly faster
paced program and challenges in realizing connections on a more
abstract level.
Foundation Courses
Full-year Electives
Biosystems
System Dynamics
Chemistry
AP Physics 1
AP Physics 2
AP Chemistry
AP Biology
AP Environmental Science
AP Computer Science
Synthetic Biology
Semester Electives
Marine Studies
Forensic Science
Biosystems
(1 credit)
This course is designed to build on the Grade 8 science
experience, integrating concepts from biology, chemistry,
physics and environmental science. The laboratory-intensive
course provides multiple opportunities for students to develop
and hone fundamental laboratory techniques and scientific
practices. Students probe natural phenomena through the lens
of real-world contexts, Aligned to the Next Generation Science
Standards, students learn in a “3D” approach to science learning,
incorporating rich content, scientific practices, and cross-cutting
concepts (themes) of science. Thus, this course provides rigorous
preparation for the AP Program in science.
Text: The Integrated Science Program. Los Angeles, CA:
EduChange, ©2002-2014. Prerequisite: 9th grade standing
System Dynamics
(1 credit)
After completing an exploration into Biosystems during their Grade
9 year students delve into the physical world of matter and energy.
Classical (Newtonian) physics and contemporary physics and
chemistry are woven together in a manner that brings the world
and the universe into focus. These experimental sciences engage
the students in developing theories and testing observations with
enrichment from disciplined laboratory-based work in conjunction
with more traditional theoretical components. The emphasis is
on studying qualitative and quantitative changes of matter and
energy in our world and beyond. The course includes the study
of mechanics, work, energy, power, waves, atomic spectra and
structure & bonding, light, electrochemistry, chemical reactions
& mole concept aspects, electrostatics, thermochemistry,
electromagnetic waves, states of matter.
Aligned to the NGSS standards, students learn scientific practices,
cross-cutting concepts and rich content emphasizing this branch of
the physical sciences.
System Dynamics is offered at two different levels:
Conceptual: This level uses a broad conceptually based
methodology with contexts in the real world. Conceptual
relationships will be emphasized in an interesting and challenging
20
Text: Teacher selected materials
The Analytical level allows students to pursue any AP science class
in subsequent years.
Text: Teacher selected materials
Prerequisite: 10th grade standing, an A in Algebra 1 or
Algebra 2 concurrently, recommendation from science teacher, at
least a B+ in Biosystems.
Chemistry
(1 credit)
Chemistry is a qualitative and quantitative study of the nature
and changes of matter and energy in our world. This course
includes the study of atomic and molecular structure, periodicity,
kinetic theory, equilibrium, nuclear chemistry, and elementary
thermodynamics, with sufficient descriptive chemistry to unify and
illustrate theoretical concepts. Laboratory exercises are used to
enrich student understanding. This course is a college preparatory
chemistry course and provides an excellent foundation for further
study in all sciences.
Text: Lemay, Eugene, Herbert Beall, Karen Roblee, and Douglas Brower.
Chemistry: Connections to Our Changing World. New Jersey: Prentice
Hall, 2002.
Prerequisites: 11th-12th grade standing and Algebra 1
AP Biology (H)
(1 credit)
This advanced course is for students who have a keen interest in the
biological science. Course work is advanced, equivalent to a firstyear college course. Students must be self-motivated and consistent
workers. Class lectures and experiments cover such topics as
chemistry, biochemistry, cell physiology, genetics, molecular biology,
evolution and ecology.
Text: Reece, Urry, Cain, Wasserman, Minorsky and Jackson.
Campbell Biology. 10th ed. Boston: Pearson,2011.
Prerequisites: Biology and Alg I. Chemistry or AP Chemistry
recommended; at least a B+ in both Biology and Chemistry;
consultation and signature of the current and AP Bio teachers are
required.
Notes: This is the equivalent of a full-year college course.
AP Lab time required during lunch\flex time on every second class
when it borders lunch.
AP Chemistry (H)
(1 credit)
This is a college-level course based on the AP syllabus. The topics
in Chemistry are reviewed and extended for more complex
situations. Thermodynamics and equilibrium receive special
emphasis. There is advanced laboratory work to illustrate and
reinforce the concepts presented in lecture.
Text: Ebbing, Darrell. General Chemistry. 9th ed. Boston:
Houghton Mifflin, 2009.
Prerequisites: Chemistry; Algebra 2 or Algebra 2 with Trigonometry,
Conceptual Physics and Biology completed or taken concurrently; at
least a B+ in Chemistry; consultation with and signature of the current
teacher is required.
Notes: This is the equivalent of a full-year college course.
Due to significant changes to lab requirements for AP chemistry and
biology, supplemental time will be required for students undertaking
these courses. Students will be required to attend “lab” during the
combined lunch/flex time on every second class day on average;
(e.g. every fourth school day). Accommodations will be made to
ensure students have lunch during these required sessions.
AP Physics 1 (H)
(1 credit)
Text: Miller, Spoolman. Living in the Environment. Cengage, 2013.
Prerequisites: Biology and Conceptual Physics or Biosystems
and System Dynamics.
Notes: This is the equivalent of a one-semester college course.
AP Physics 1 is an algebra-based, introductory college-level
physics course that explores topics such as Newtonian mechanics
(including rotational motion); work, energy, and power;
mechanical waves and sound; and introductory, simple circuits.
Through inquiry based learning, students will develop scientific
critical thinking and reasoning skills. This course requires that 25%
of the instructional time will be spent in hands-on laboratory work,
with an emphasis on inquiry-based investigations that provide
students with opportunities to apply the science practices.
Text: Open stacks.
Prerequisites:
Prerequisite: Students should have completed geometry and be
concurrently taking Algebra 2 or an equivalent course. Although
the Physics 1 course includes basic use of trigonometric functions,
this understanding can be gained either in the concurrent math
course, or in the AP Physics 1 course itself. Students will have
taken, or be concurrently taking, Chemistry.
AP Physics 2 (H)
(1 credit)
AP Physics 2 is an algebra-based, introductory college-level physics course
that explores topics such as fluid statics and dynamics; thermodynamics
with kinetic theory; PV diagrams and probability; electrostatics; electrical
circuits with capacitors; magnetic fields; electromagnetism; physical and
geometric optics; and quantum, atomic, and nuclear physics. Through
inquiry-based learning, students will develop scientific critical thinking
and reasoning skills.
(1 credit)
The AP Environmental Science course is designed to be an
introductory college course in environmental science, through
which students engage with the scientific principles, concepts, and
methodologies required to understand the interconnectedness of
the natural world. The course requires that students identify and
analyze natural and human-made environmental issues, evaluate
the relative risks associated with these problems, and examine
alternative sustainable solutions for resolving or preventing them.
Environmental Science is interdisciplinary, embracing topics from
geology, physics, biology, chemistry, ecology and geography.
There will be a mandatory field trip to Lake Sai within the first few
weeks of the course costing approximately ¥50,000.
(1 credit)
This is a college-level introductory course in computer science,
which focuses on the design and implementation of computer
programs using the Java language. Students improve their ability
to design, code, test and debug increasingly more sophisticated
programs. Topics include classes, objects, data types, strings,
arrays, array lists, methods, searching and sorting algorithms,
recursion, inheritance and polymorphism. Students are prepared
for and required to take the AP Computer Science Exam.
Intermediate
Synthetic Biology
Programming
or
computer
(1 credit)
Synthetic Biology is a course for students who are interested in
biotechnology and engineering. Students will learn how to apply
the principles of engineering (design, build, test) into the research
practices of genetic engineering. Coursework and skills will include
ethics and feasibility of applications in real life, biotechnological
techniques in the laboratory and gaining an understanding of
the design aspect of the field. Learning experiences will include
building and transforming DNA into competent cells and testing
hypotheses, and working with recombinant DNA molecules.
Students will participate in unique research projects during second
semester to apply their skills.
Prerequisites: Successful completion of AP Biology, AP Chemistry,
AP ES or AP Physics and approval of instructor; Algebra 2
This course requires that 25% of the instructional time will be spent in handson laboratory work, with an emphasis on inquiry-based investigations
that provide students with opportunities to apply the science practices.
Text: Open stacks.
21
Science
AP Lab time supplemental
Prerequisite: Students should have had AP Physics 1 or a
comparable introductory physics course. Students should have
taken, or be concurrently taking, Chemistry and pre-calculus or
equivalent courses.
Forensic Science
(½ credit)
Forensic Science is a multidisciplinary applied science encompassing
the sub-fields of biology, chemistry, physics, and crime science
investigation (CSI). These sub-fields include genetics, toxicology,
entomology, ballistics, pathology, fire debris and trace evidence.
In this course, study focuses on forensic science concepts: abilities
to perform inquiry; crime scene investigation; DNA analysis and
blood typing; examining and analyzing different types of physical
evidence; fingerprinting; science and psychology, blood splatter
physics, and forensic anthropology. The primary emphasis is to
develop understanding of these concepts through hands-on, inquiry,
data collection and to use them to solve interesting crime scenarios.
Marine Studies
(½ credit)
The Marine Studies course is a semester course. Throughout the
semester students engage in; researching a marine organism,
exploring various marine ecosystems and report on current events
related to the Earth’s oceans. Issues associated with human impacts
on our oceans will be discussed. There will be a mandatory field trip
to Izu with an approximate cost of ¥35,000.
Text: Castro, Peter and Michael Huber. Marine Biology. 8th ed.
New York: McGraw/Hill, 2010.
Prerequisites: Biology and a physical science (Conceptual Physics,
System Dynamics or Chemistry) completed or taken concurrently.
Science
Text: Funkhouser, John. Forensic Science for High School. 2nd ed.
Dubuque: Kendall Hunt, 2009.
Prerequisite: Biosystems
2016–17
9
10
System Dynamics
(Conceptual)
Bio
11
12
Forensic Science
Forensic Science
Marine Studies
Marine Studies
AP Physics 1
AP Physics 1 and or 2
AP ES
AP ES
Systems
Any AP Course
System Dynamics
(Analytical)
Forensic Science
Marine Studies
Any AP Course
Synthetic Biology**
Any AP Course
For entry into any AP Science/Syn. Bio course students are required to get teacher approval from the AP course teacher.
There is provision for a strong student to go into AP Physics 2 without AP Physics 1 - done only in consultation with the Physics teacher.
22
Modern Languages
Department Courses
9
10
11
12
Chinese 1
•
•
•
•
Chinese 2
•
•
•
•
Chinese 3
•
•
•
•
•
•
•
•
•
Chinese
Chinese 4
Spanish
•
•
•
•
Spanish 2
•
•
•
•
Spanish 3
•
•
•
•
•
•
•
•
•
Spanish 4
Modern
Languages
Spanish I
Japanese
Japanese 1
•
•
•
•
Japanese 2
•
•
•
•
Japanese 3
•
•
•
•
Japanese 4
•
•
•
•
AP Japanese Language and Culture (H)
•
•
•
•
Japanese 5
•
•
•
•
Japanese 6
•
•
•
•
Japanese 7
•
•
•
•
Japanese 8
•
•
•
•
Japanese 9 (H) (grade 12 only)
•
Advanced Japanese: Comparative Cultures (F)
•
•
•
Advanced Japanese: Media Literacy (S)
•
•
•
Advanced Japanese: Traditional Literature to Pop Culture (H)
Requirements
1.Two levels of the same modern language in grades 9-12 are
required for graduation.
3.Placement in modern language courses is determined by the
department.
2.Only one Level I modern language course may be taken at a time.
4.One semester of the study of Japan is required for graduation.
23
Chinese
Chinese 1
Texts:
(1 credit)
The Chinese 1 course is designed to achieve proficiencies in
reading, writing, listening, speaking, and culture throughout, and
sometimes beyond, the Novice-Low to Mid range, as described
in the American Council on the Teaching of Foreign Languages
(ACTFL) Proficiency Guidelines.
This course is for students with no prior knowledge of Chinese.
This foundation course emphasizes basic communication skills
pertaining to everyday topics. Students are introduced to the four
basic language skills through the use of active learning strategies,
media and technology. The listening comprehension and speaking
skills of effective communication will be the primary focus,
followed by character reading and writing. Cultural awareness
and appreciation is developed during the sequential building of
the four skills.
Modern
Languages
Texts:
Wu, Wei-ling and Hai-lan Tsai. Far East Chinese for Youth. Taipei: The Far East
Book Co., Ltd., 2007.
Teacher-made and selected materials.
Prerequisite: None
Chinese
Chinese 2
(1 credit)
Chinese 2 is designed to continue the development of the four language
skills: listening, speaking, reading and writing. At this level, there is an
emphasis on expanding vocabulary and improving the students’ ability
for practical and effective communication. Also, character writing will be
further developed. Language usage and cultural knowledge continue to
be furthered through the sequential building of the four skills.
Text: Ma,Yamin and Li, Xinying. Chinese Made Easy, Levels 1 & 2. 2nd
ed. Hong Kong: Joint Publishing Co., Ltd, 2006.
Prerequisites: Chinese 1 or equivalent with at least a B- and teacher
recommendation
(1 credit)
Chinese 3 is designed to achieve proficiencies in reading, writing,
listening,speaking and culture throughout, and sometimes beyond,
the Intermediate-Low to Mid range, as described in the American
Council on the Teaching of Foreign Languages (ACTFL) Proficiency
Guidelines.
Students continue to improve students’s proficiency in all four
language skills with an emphasis on the application in real-life
situations. Besides the communicative approach, students are
using various media tools and technologies to work on story telling
and writing. Culture knowledge and appreciation continue to be
the centerpiece of the course. Students study the art of feng shui
and learn how to apply it to their own life.
24
Prerequisites: Chinese 2 or equivalent with at least a B- and
teacher recommendation
Chinese 4
(1 credit)
The Chinese 4 course is designed to be comparable to third
semester college/university courses in which students are expected
to achieve proficiencies in reading, writing, listening, speaking,
and culture throughout, and sometimes beyond, the IntermediateMid to High range, as described in the American Council on the
Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.
Spontaneous expression is emphasized through extensive oral,
auditory, reading, and written practice via authentic materials. The
teacher and the students speak exclusively in Chinese. Students will
acquire proficiency in language and culture in order to continue on
to the AP Chinese Language and Culture course.
Text:
The Chinese 2 course is designed to achieve proficiencies in reading,
writing, listening, speaking, and culture throughout, and sometimes
beyond, the Novice-High to Intermediate-Low range, as described in
the American Council on the Teaching of Foreign Languages (ACTFL)
Proficiency Guidelines : www.actfl.org/files/public/ACTFLProficiency
Guidelines2012_FINAL.pdf.
Chinese 3
Chen, Yea-Fen, Meng Yeh, Frances Yufen Lee Mehta, Mei-Ju Hwang, Yuanchao
Meng and Natasha Pierce. Chaoyue: Advancing in Chinese, New York:
Columbia Press, 2012.
Meng Yeh, Frances Yufen Lee Mehta, Mei-ju Hwang, Yuanchao Meng and
Natasha Pierce, Chaoyue: Advancing in Chinese, New York: Columbia Press
2012
Chen, Yea-Fen, Meng Yeh, Frances Yufen Lee Mehta, Mei-ju Hwang,
Yuanchao Meng and Natasha Pierce. Chaoyue: Advancing in Chinese,
New York: Columbia Press, 2012.
Meng Yeh, Frances Yufen Lee Mehta, Mei-ju Hwang, Yuanchao Meng
and Natasha Pierce, Chaoyue: Advancing in Chinese, New York:
Columbia Press 2012
Prerequisites: Chinese 3 or equivalent with at least a B- and
(1 credit)
The AP Chinese Language and Culture course is designed to be
comparable to fourth semester (or the equivalent) college/university
courses in which students are expected to achieve proficiencies
throughout, and sometimes beyond, the intermediate high to
advanced low range, as described in the American Council on the
Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.
The course is to be conducted entirely in Chinese and students are
expected to express themselves, orally and in writing, coherently,
resourcefully and with reasonable fluency on a variety of topics.
The students’ progress will be developed as they learn strategies to
interpret audio and written texts from a variety of types of authentic
materials from diverse sources.
Text: Chen, Yea-Fen, Meng Yeh, Frances Yufen Lee Mehta, Mei-ju Hwang,
Yuanchao Meng and Natasha Pierce. Chaoyue: Advancing in Chinese. New
York: Columbia Press, 2012.
Prerequisites: Chinese 4 or equivalent with at least a B+ and
Spanish
Spanish 1
(1 credit)
Spanish 1 is a practical course designed to make students express
themselves in Spanish from day one. Topics emphasized include
those related to the students personal interests such as friendship,
family, likes, school life problems, shopping and survival skills
in a foreign country. Students acquire cultural knowledge and
language practice as they read and listen to authentic material.
The teacher and students speak mostly Spanish in class.
Students achieve proficiency in reading, writing, listening,
speaking and culture throughout the Novice-Mid to Novice-High
range, as described in the American Council on the Teaching of
Foreign Languages (ACTFL) Proficiency Guidelines.
Text: Descubre 1, Vista Higher Learning, 2014.
Prerequisite: None
(1 credit)
speaking and culture throughout the Novice-Mid to IntermediateLow range, as described in the American Council on the Teaching
of Foreign Languages (ACTFL) Proficiency Guidelines.
Texts: Descubre 2, Vista Higher Learning, 2014.
Prerequisite: Spanish 1, Spanish B (MS) or equivalent with at
least a B- and teacher recommendation.
Spanish 3
(1 credit)
This course stresses the ability to tell stories and talk about
current topics. Students work towards increased fluency and selfconfidence in developing the four language proficiencies. At the
same time, they broaden their knowledge of the language and
the culture through the use of authentic documents and traditional
stories of the Hispanic world. Language activities are conducted
in Spanish.
Students achieve proficiency in reading, writing, listening, speaking
and culture throughout the Intermediate-Low to Intermediate-High
Text: Samaniego, Fabian, M. Carol Brown, Patricia Hamilton
Carlin< Sidney Gorman, and Carol L. Sparks, Carol. ¡Dime! DOS.
Lexington: McDougal Littell, 1997.
Prerequisite: Spanish 2 or equivalent with at least a B-- and
Texts: Imagina, Vista Higher Learning, 2014
Prerequisite: Spanish 3 or equivalent with at least a B- and
(1 credit)
A deeper understanding of the Hispanic culture is achieved
through reading and listening to authentic materials. Formal and
informal interpersonal communication is emphasized, and students
develop strong presentational skills. The students and the teacher
speak exclusively in Spanish.
Exam: All students enrolled in this course are required to take the
speaking and culture throughout the Intermediate-High to AdvanceLow range, as described in the American Council on the Teaching
of Foreign Languages (ACTFL) Proficiency Guidelines.
Texts: Yates, Donald and Joh Dalbor. Imaginación y Fantasía.
New York: Holt, Rinehart & Winston, 2000.
Díaz, José M, Margarita Leicher-Prieto and Gilda Nissenberg.
AP Spanish – Preparing for the Language Examination. 3rd ed.
Boston: Pearson Prentice Hall, 2007.
Miguel, Lourdes and Neus Sans Baulenas. ¿A que no sabes …?
Madrid: Selecciones Gráficas. 1983.
Prerequisite: 11th or 12th grade standing: Spanish 4 or
equivalent with at least a B+ and teacher recommendation.
Japanese
Japanese 1
(1 credit)
This course is for students with little or no prior knowledge of Japanese
language. Japanese culture and customs are introduced to help students
adapt to a new life in Japan. Simple phrases and basic sentence patterns
as well as hiragana, katakana and beginning kanji writing systems are
also introduced. Students learn how to use Japanese word processing
and interact with native speakers through the year. Students are expected
to achieve proficiencies at or beyond the Novice-low to Novice-mid
ranges as described by the American Council on the Teaching of Foreign
Languages (ACTFL) proficiency guidelines.
Japanese 2
(1 credit)
This course continues to develop linguistic abilities begun in the Japanese
1 course. Topics covered are relevant to student life in Japan. Students
are expected to achieve in the Novice-mid to Novice-high range on the
ACTFL standards, as they become more active linguistic participants
while living in Japan.
Prerequisites: Japanese 1 or equivalent with at least a C+ and
25
Spanish
Japanese
Spanish 2 is a balanced combination of grammar, meaningful
communication and cultural awareness. Students develop
their language skills while building practical and personalized
vocabulary. This course moves from structured practice to more
open-ended communication. Students learn to express personal
feelings and opinions, as well as to cope successfully with simple
situations that may arise in a Spanish-speaking country. Language
activities are conducted in Spanish.
Students achieve proficiency in reading, writing, listening, speaking
and culture throughout the Intermediate-Mid to Intermediate-High
Modern
Languages
Spanish 2
Spanish 4
(1 credit)
This course is a comprehensive study of the language and culture.
Students increase their vocabulary through short literary readings,
authentic material, and online articles from the Internet. Students
develop confidence in spontaneous interpersonal communication,
as well as formal presentations. They also develop higher order
thinking skills through formal writing. The teacher and students
speak exclusively in Spanish.
Japanese 3 (1 credit)
In Japanese 3 students learn how to use Japanese in real-life situations for
various communicative purposes. Students continue to develop their oral
proficiency while increasing their ability to read and write. Topics selected
for this course are relevant to students’ lives and interests. Students can
expect to achieve in the Novice-high to Intermediate-low range on the
ACTFL standards.
Prerequisites: Japanese 2 or equivalent with at least a C+ and
Spanish
Japanese
Modern
Languages
Japanese 4/AP Japanese
Language and Culture (H)
(1 credit)
This rigorous course uses various authentic materials to enable
students to develop the productive, receptive and cultural skills
necessary to communicate with native speakers of Japanese.
Emphasis is placed on further developing students’ Japanese
language skills and understanding of the culture while
simultaneously preparing them for the AP Japanese Language
and Culture examination. Students are expected to achieve in
the Intermediate-low to Intermediate –mid range on the ACTFL
standards. The content of this course is varied and the course can
be taken twice for credit: once as Japanese 4 for students who
wish to strengthen their base in Japanese before attempting the AP
Japanese Language and Culture exam, and then as AP Japanese.
Alternatively, students who feel secure in their language acquisition
can enroll in AP Japanese Language after Japanese 3.
Prerequisites: For AP Japanese, a A- in Japanese 3 or equivalent
and teacher recommendation; other students are recommended to
take Japanese 4.
Japanese 5
(1 credit)
This course is designed to help students develop confidence and ease
in conversations on familiar topics, to develop the ability to make
presentations on chosen subjects and to write about various topics
chosen by the students in consultation with the instructor. The course is
conducted nearly entirely in Japanese and students can expect to achieve
in the Intermediate mid-high to high on the ACTFL standards.
Text: Teacher-selected materials
Prerequisites: AP Japanese Language and Culture, Japanese 4, or
equivalent and teacher recommendation
Japanese 6 (1 credit)
This course is designed for students to continue to develop proficiency in the
various domains, including vocabulary development, grammar, kanji and
written organizational needs. In this course, students develop the ability to
mantain a more formal register of Japanese in speaking and writing. This
course is conducted entirely in Japanese and students are expected to achieve
in the Advanced-low to Advanced-mid range on the ACTFL standards.
Text: teacher selected materials
Prerequisites: Japanese 5 or teacher recommendation.
26
Japanese 7
(1 credit)
This course focuses on developing academic language fluency. Students
expand their vocabulary, grammar, kanji, and written organization.
The main theme explored at this level is “Global Challenges” through
units such as environmental issues and food supply.
Prerequisites: Japanese 6 or equivalent with at least a B- and
Japanese 8
(1 credit)
This course focuses on further developing academic language
fluency. Students increase their awareness of current world
issues, develop a global perspective, and learn investigative and
analytical skills through various texts in Japanese. The main theme
explored in this level is “Expanding my World”, through units such
as human rights and Meiji Restoration.
Prerequisites: Japanese 7 or equivalent with at least a B- and
Japanese 9 (H)
(1 credit)
Students strengthen their communication skills in complex content in order
to become insightful readers, proficient writers, and effective speakers.
There is an honors option in the regular Japanese 9 class for seniors
who meet the prerequisites and have the teacher’s recommendation.
These students are required to complete extensive projects which must
exceed Japanese 9 expectations in terms of quality and performance.
Prerequisites: For Japanese 9: Japanese 8, or equivalent with at
least a B- and teacher recommendation. For Japanese 9 (H): 12th
grade standing; Japanese 8 or equivalent with at least a B+ and
Advanced Japanese: Innovation and Entrepreneurship
(1 credit)
In this personalized course, students develop technical and
functional language skills necessary in a field of their choice.
Students work on developing reading, oral communication, and
presentational skills through authentic materials and situations from
various topics and themes in fields such as business, humanities,
sciences, and sports. In the first semester, students gain a greater
understanding of the entrepreneurial world today, familiarize
themselves with the Business Model Canvas, and develop necessary
and practical skills for their own projects. A major component of
the second semester is for students to apply their acquired skills in
order to pitch a project, start a campaign, or engage in volunteer
work in a field of their interest. They prepare formal presentations
and submit project reports after their field study.
Prerequisites: Japanese 9 or equivalent with at least a B+ and
Modern
Languages
This course is designed to deepen the students’ understanding of
different cultures by analyzing, comparing and contrasting values,
attitudes, language and perspectives of these cultures through diverse
sources including newspapers, magazines, documentaries and guest
speakers. Students present their ideas and thoughts orally and in
writing for a variety of purposes.
Prerequisites: Japanese 9 or equivalent with at least a B and
Advanced Japanese: Media Literacy
(½ credit)
This course is designed to help students become media literate in the
world today. Students will be challenged to evaluate a way of thinking
about the media and analyze written and unwritten messages in the
media. Students will also have practical experience in translation and
subtitling in Japanese and English as well as creating their own media
to the real audiences.
Prerequisites: Japanese 9 or equivalent with at least a B and
Advanced Japanese: Contemporary Japan (H)
(½ credit)
Advanced Japanese: Current Issues (H)
(½ credit)
This course is designed to deepen the students’ understanding
of current issues through various authentic materials including
newspapers, magazines, TV news, online sourses, etc. Students
compose creative and critical responses to texts for various
audiences and communicative purposes.
Advanced Japanese:
(1 credit)
From Traditional Literature to Pop Culture (H)
This course focuses on compelling ideas in multiple areas of
inquiry in literature. Students interrogate a range of texts in order
to deepen their understanding of Japanese literature and culture.
Topics include comparative literature, the study of traditional and
contemporary genres, film, translation, and a creative project.
This course is academically rigorous and targeted at students who
have strong Japanese language skills.
Texts may include [in translation]: The Great Gatsby,
Catcher in the Rye as well as texts such as “Rashomon” “Kinkakuji”,
“Spark”, “1Q84”, “No Longer Human”, “Phoenix” as well as
manga.
This course is designed to deepen students’ understanding of contemporary
Japanese society and people since the end of World War 2, through a
wide range of texts including newspapers, books, magazines, websites
and articles. Students further develop their investigative and analytical
skills and present their opinions persuasively, in oral and written Japanese,
through multi-media presentations.
27
Japanese
Advanced Japanese: Comparative Cultures(½ credit)
Japanese Language Sequence
Japanese 1
1 credit
Japanese 2
1 credit
Japanese 3
Modern
Languages
1 credit
AP Japanese Language
Japanese 4
and Culture (H) 1 credit
1 credit
Japanese
Japanese 5
1 credit
Japanese 6
1 credit
Japanese 7
1 credit
Japanese 8
1 credit
Japanese 9 1 credit
Japanese 9 (H) 1 credit - gr. 12 only
1st Semester
Advanced Japanese: Comparative Cultures
2nd Semester
(½ credit)
Advanced Japanese: Media Literacy
Advanced Japanese: From Traditional Literature to Pop Culture (H)
28
(½ credit)
(1 credit)
Visual, Applied &
Performing Arts
Music Courses
9
10
11
12
+Wind
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Music Composition (F)(S)
•
•
•
•
Adv. Music Composition and Song Writing (F)(S)*
•
•
•
•
Guitar I (F)
•
•
•
•
Guitar 2 (S)
•
•
•
•
+Strings
*
•
•
•
•
+Rookie
Band
•
•
•
•
Ensemble *
+Concert
+Jazz
Band *
Band *
+Choir*
+Choir
- Second Level *
+Vocal
Jazz Ensemble *
* course may be repeated for credit
Note: In Wind Ensemble, Concert Band, Jazz Band, Choir, Vocal Jazz Ensemble and Strings, students are required to participate in all school performances (and possibly other
performances as described in the course descriptions below).
+ Performing arts ensemble courses are a one-year commitment, and may not be dropped after the semester 1 add/drop period.
Music
Choir
Requirements
1. The graduation requirement within Visual, Applied &
Performing Arts is 1½ credits, plus 1 additional credit of
Physical Education or Visual, Applied & Performing Arts.
2. Students may select from courses in Film Making, Music, Visual Arts,
Applied arts and Theater Arts in order to complete their graduation
requirements.
Wind Ensemble
(1 credit)
Opportunities are available to audition for local and international
honor choirs and join festivals. The class is a full year course and
all performances are required culminating experiences. Choir is
open to students new to singing and singers with a vocal studies
background. Actors interested in the spring musical, singers
aspiring to vocal jazz and instrumentalists seeking to round out
their music experience are especially encourage to enroll.
Materials: Compositions and arrangements for Wind Ensemble,
as well as recorded and filmed music
Students with previous choral background and teacher
recommendation may join Choir as second-level singers. Secondlevel students meet, rehearse and perform in Choir but also study
advanced sight singing, music theory, and technique. Second-level
students are section leaders, prepare solo pieces, audition for
honor choir, and complete a musical thesis project spring semester.
Students are required to participate in all school performances.
Concert Band
Visual, Applied &
Performing Arts
(1 credit)
Students in this full-year course continue the study of an instrument
of the band. Emphasis is placed on the large ensemble, as well as
on solos, small group collaborations, music theory, and the study
of scales and arpeggios. Students are required to participate in all
school performances and to practice regularly outside of school.
During second semester, all students are required to perform a solo
and/or ensemble piece at the Kanto Plain Solo/Ensemble Festival.
Students also have the opportunity in the first semester to audition
for the AMIS International Honor Band Festival and the Kanto Plain
Honor Band, both of which occur in the second semester.
Prerequisites: By audition and teacher recommendation
Music
Singing is a direct connection to our musical expression, an
integral part of the human experience. Students in choir learn
vocal skills as a soloists and ensemble members in many musical
styles including rock, pop, jazz and classical genres; from
Gregorian Chants to Glee. While preparing for concerts, students
learn notation reading, sight singing, solo and ensemble vocal
techniques. Exploring individual musical passions is an important
aspect of the class with opportunities to create arrangements and
work with instrumentalists on solo projects. You will finish this class
a confident expressive singer.
(1 credit)
of the band. Emphasis is placed on the large ensemble, as well as
on music theory and the study of scales. Students are required to
participate in all school performances, as well as the annual Kanto
Plain Band Festival and to practice regularly outside of school. During
the second half of the school year, all students are required to perform
a solo and/or ensemble piece at the Kanto Plain Solo/Ensemble
Festival. Students also have the opportunity in the first semester to
audition for the AMIS International Honor Band Festival and the Kanto
Plain Honor Band, both of which occur in the second semester.
Materials: Compositions and arrangements for Concert Band, as
well as recorded and filmed music
Prerequisites: Sufficient previous study of a band instrument with the
ability to read Grade 2-3 level band music and teacher recommendation
Jazz Band
(1 credit)
of the jazz tradition. Emphasis is placed on ensemble playing,
small groups, jazz improvisation, scales and arpeggios, the
study of recorded and filmed jazz, and reflection. Students are
required to participate in all school performances and at least one
annual jazz festival, regular private practice, frequent sectionals,
and occasional weekend rehearsals. Students are encouraged
to audition for local and international Band and Solo/Ensemble
Festivals, as well as for the AMIS International Honor Jazz Festival.
Materials: Compositions and arrangements for jazz ensemble
and jazz small group, solo transcriptions, Jazz standards filmed
and recorded music, and online resources.
Prerequisites: By audition and teacher recommendation
30
Prerequisite: None
Choir - Second Level
Prerequisites: Choir,
Vocal Jazz Ensemble
10th-12th
(1 credit)
grade
standing,
and
(1 credit)
Vocal Jazz Ensemble is a dynamic class providing small ensemble
experience in jazz style, jazz tone, microphone technique, and
studies in complex harmony for the advanced vocal student.
Focus strands include ensemble singing, solo interpretation,
and improvisation. The Vocal Jazz Ensemble aggressively
seeks performing experience opportunities, and students should
consider potential scheduling conflicts before applying. Bass,
drum and piano players are also trained in the jazz style and are
encouraged to audition. Students are required to participate in all
school performances.
Prerequisites: By audition and teacher recommendation. A
minimum of one-year choral experience in Choir, solid music
reading skills, and 11th or 12th grade standing. Rhythm section
players: see teacher for details on admittance.
Music Composition: Songwriting and Studio Production
(½ credit)
Become a hit songwriter, a film composer, or maybe a classical
master by writing and recording your musical vision. Composing
in a workshop format, students create and record original
musical compositions using the current musical technology and
tools (synthesizers, computer sequencing software, guitars,
and digital recorders). Applying the basics of rhythm, melody,
chord progression, instrumental arranging and studio recording
techniques, students develop pieces in a wide variety of musical
styles based on their own interests and taste including pop/rock,
classical, and film soundtracks. Each student receives a portfolio of
their songs including website posting.
Materials: Garageband & Logic Pro
Prerequisite: No previous musical experience is required.
Students with previous musical background find new creative ways
to apply their experience.
Advanced Music Composition and Song Writing
(½ credit)
Musicians design projects with instructor advice relating to their
specific interest to further explore music composition. The class format
is studio projects in an independent setting. Possible projects may
include advanced composing in various musical genres (pop, dance,
classical, commercial, etc.), scoring for live bands, digital recording,
multi-media and music videos, and world composition projects.
Guitar I
(½ credit)
Materials:
Snyder, Jerry. J. Snyder’s Guitar School, Book 1. Van Nuys: Alfred,
1993.
Web-based tools and Garageband
Prerequisite: No previous guitar experience
Materials:
Snyder, Jerry. J. Snyder’s Guitar School, Books 1 and 2. Van Nuys:
Alfred, 1993 and selected music
Web-based tools and Garageband
Prerequisite: Guitar I or teacher approval
Strings
(1 credit)
This course offers intermediate to advanced-level instruction through
the performance of string orchestra music in an ensemble setting.
Students study and perform a variety of solo, chamber music, and/or
large ensemble repertoire throughout the year. Students are required
to participate in all school performances (three formal concerts).
Enrolling in Strings makes students eligible to audition in semester 1 for
the AMIS Senior Honor Orchestra and Kanto Plain Honor Orchestra.
In addition, students are eligible to participate in the annual Kanto
Plain Solo and Ensemble Festival and other string master classes,
which occur in semester 2.
Materials: Assorted musical selections
Prerequisites: Three or more years of private or group study and
Rookie Band
(1 credit)
In this full year course, students begin the study of an instrument of the
band with individual assistance. When ready, they transition into Concert
Band, which meets concurrently. Emphasis is placed on the large
ensemble, as well as on music theory and the study of scales. Students
are required to participate in all school performances, as well as the
annual Kanto Plain Band Festival and to practice regularly outside
of school. During the second half of the school year, all students are
required to perform a solo and/or ensemble piece at the Kanto Plain
Solo/Ensemble Festival. Students also have the opportunity to audition
for the AMIS International Honor Band Festival and the Kanto Plain
Honor Band. This course is taught concurrently with Concert Band.
Materials: Compositions and arrangements for Band, as well as
recorded and filmed music
31
Music
Guitar zero to guitar hero. Guitar I is an entry level class for
beginning guitar. Using current popular songs, students learn
chords (folk and barre) and a variety of strumming and finger
pickings styles. Students learn how to apply guitar tablature and
web-based tools to learn cover song create songbooks to share
with their band. Blues progressions are used for introduction to
rock and roll and lead soloing. With Garageband, guitarists will
learn studio skills to make recorded demos of their own songs.
Guitarists complete the class with the skills to continue their musical
growth in advanced classes and on their own.
(½ credit)
Guitar 2 is the continuation of Guitar I skills for students with
basic technique wishing to develop advanced chord structure
and performance skills. Guitarist will be introduced to electric
guitar and effect pedal usage. A key aspect of the class is for
guitarists to follow their personal interests, guitar passions and
musical directions with independent projects. Project examples
include classical, fingerpicking, blues, slack key, jazz chording,
indie, heavy metal, songwriting, advanced solo improvisation,
electric guitar, demo recording, band and ensemble production,
traditional theory, and more. Studio recording and practice skills
using Garageband are an ongoing class tool.
Visual, Applied &
Performing Arts
Prerequisites: Completion of Music Composition and Song
Writing, 10th-12th grade standing, and teacher recommendation
Guitar 2
Visual, Applied &
Performing Arts
Visual Art
Visual Arts Courses
9
10
11
12
Fine Arts 1 (F)(S)
•
•
•
•
2D Design 1 (F)(S)
•
•
•
•
3D Art 1 (F)
•
•
•
•
Fine Arts 2 (F)(S)
•
•
•
•
2D Design 2 (F)(S)
•
•
•
•
3D Art 2 (S)
•
•
•
•
Fine Arts 3 (F)(S)
•
•
•
2D Design 3 (F)(S)
•
•
•
3D Art 3 (F)(S)
•
•
•
Advanced Studio Art 4 (F)(S)
•
•
•
Advanced Studio Art 5 (S)
•
•
•
AP Studio Art: Drawing (H)
•
•
•
AP Studio Art: 2D (H)
•
•
•
AP Studio Art: 3D (H)
•
•
•
*course may be repeated a 2nd time for Visual, Applied & Performing Arts credit
**Grade 9 with previous experience or teacher recommendation
Fine Arts 1
(½ credit)
A broad based fine arts survey course with a focus on principles
of art; mark making, and creating a sense of volume on a flat
surface, along with skill building through exploring media and
materials. This course is designed to provide students with a broad
range of experiences including observational drawing, painting
and printmaking with a focus on volume, form and expressive
mark making. A great opportunity for students who want to build
confidence in their use of visual communication, developing skills
in visual thinking and problem solving. Foundational knowledge
of the elements and principles of Art are part of the instruction,
students are engaged in exploring the elements and principles of
Art through a variety of challenges. This course is one of the two
essential starting points for any students wishing to pursue further
studies in Visual Art including AP Studio Art Drawing or AP Studio
Art 2D. This course is graded on a pass/fail basis.
No prerequisite
2D Design 1
(½ credit)
A broad based design survey course with a focus on 2D principles
of Design, skill building with media and materials. Foundational
knowledge of the elements and principles of 2D Design are part
of the instruction, students are engaged in exploring the elements
and principles of Design through a variety of Design challenges
involving drawing, printmaking, photography, and graphic design
with a focus on layout, composition and visual organisation. There
will be a clear focus on Design issues.
No prerequisite
(½ credit)
A broad based 3D design and media exploration course with
a focus on 3D principles of Design, particularly with a focus
on skill building with clay, glass and other media. Foundational
knowledge of the elements and principles of 3D Design are part of
the instruction, students are engaged in exploring the elements and
principles of 3D Design through activating space in 3 Dimensions.
The course involves a variety of Design challenges with a focus on
applying the principles of 3D Design This course is an essential
starting point for any students wishing to pursue further studies in
Architecture, 3D Visual Art, Product Design, Sculpture or pursuing
AP Studio Art 3D. This course is graded on a pass/fail basis.
No prerequisite
Fine Arts 2
(½ credit)
A broad based fine arts development course building on the
experiences of level 1 study.
This course is designed to provide students with a greater depth
of experiences including drawing, mixed media, new media,
painting and printmaking with a greater focus on applying
volume, form and expressive mark making. A great opportunity
for students who want to extend their understanding, build work
towards a portfolio and explore more challenging approaches. A
deeper knowledge and application of the elements and principles
of Art are part of the instruction. Students are engaged in a variety
2D Design 2
(½ credit)
A broad based design development course building on the
experiences of level 1 study. This course is designed to provide
students with a greater depth of experiences such as drawing,
printmaking photography, typography and graphics. A great
opportunity for students who want to extend their understanding,
build work towards a Design portfolio and explore more challenging
approaches. A deeper knowledge and application of the elements
and principles of 2D Design are part of the instruction. Students
are engaged in a variety of progressively greater challenges. This
course is one of the two essential secondary scaffolded steps for
any students wishing to pursue further studies in Visual Art including
AP Studio Art Drawing or AP Studio Art 2D. This course is graded
on a pass/fail basis.
Prerequisite 2D Design 1 or at least 1 class from Art Spectrum
1 or 2; Life Drawing, Advanced Drawing, Painting, Printmaking,
Photography or Visual Communications
3D Art 2
(½ credit)
A broad based 3D design and media development course
building on the experiences of level 1 study. With a focus on
continued skill building with clay, and introducing metals and other
media. The course is designed to provide students with a greater
depth of experiences and is a great opportunity for students who
want to extend their understanding, build work towards a 3D
Design portfolio exploring spatial issues and more challenging
approaches. The course involves a variety of 3D Design challenges
with a focus on applying the principles of 3D Design This course
is an essential secondary scaffolded step for any students wishing
to pursue further studies in Architecture, 3D Visual Art, Product
Design, Sculpture or pursuing AP Studio Art 3D. This course is
graded on a pass/fail basis.
Prerequisite 3D Art 1, or at least 1 class from Ceramics, Glass,
Metals or Sculpture
Fine Arts 3
(½ credit)
This is a practical Fine Arts Studio course giving students opportunities
to further extend their use of the principles of art (covered in the
prerequisite courses) to have the opportunity to work in a studio
setting working like an artist. Developing an understanding of how
professional artists work, including promotional and organisational
skills in pursuit of appropriate Studio Habits.
The focus will be on developing Expression and Verve in the
portfolio of work. This course is the third scaffolded step, which
can lead to AP and is the prerequisite for the breadth portfolio for
AP Studio Art Drawing or 2D Design. This course is graded on a
pass/fail basis.
Prerequisite Two classes from Art Spectrum 1 or 2; Life-drawing,
Advanced Drawing, Painting, Printmaking, Photography or Visual
Communications
33
Visual Art
3D Art 1 Prerequisite Fine Arts 1 or 2D Design 1or at least 1 class from
Art Spectrum 1 or 2; Life Drawing, Advanced Drawing, Painting,
Printmaking, Photography or Visual Communications
Visual, Applied &
Performing Arts
This course is one of the two essential starting points for any
students wishing to pursue further studies in Visual Art including
AP Studio Art Drawing or AP Studio Art 2D. This course is graded
on a pass/fail basis.
of progressively greater challenges. This course is one of the two
essential secondary scaffolded steps for any students wishing to
pursue further studies in Visual Art including AP Studio Art Drawing
or AP Studio Art 2D. This course is graded on a pass/fail basis.
2D Design 3
(½ credit)
This is a practical 2D Design course giving students opportunities
to further extend their use of the principles of Design (covered
in the prerequisite courses), explorations will be focused on the
needs of the user or client. Students will further their skills in visual
presentation and pitching their visual ideas. Students will deepen
their understanding of Visual Literacy; the ways design elements
and principles affect the visual message and the way information
and ideas are read and perceived. Students will be encouraged
to apply skills and concepts gained through this course in other
areas of their life. This course is the third scaffolded step which
can lead to AP and is the prerequisite for the breadth portfolio for
AP Studio Art 2D Design or Drawing. This course is graded on a
pass/fail basis.
Prerequisite Two classes from Art Spectrum 1 or 2; Life-drawing,
Advanced Drawing, Painting, Printmaking, Photography or Visual
Communications
Visual Art
Visual, Applied &
Performing Arts
3D Art 3
(½ credit)
This is a practical 3D design and media development course
building on the experiences of level 2 study. In the fall, the course
focuses on clay and glass. The course in spring focuses on clay
and metals with a clear focus on the needs of the user or client.
Students will further their skills in 3D Design iteration, including
sketching, prototyping and pitching their 3D Design work. Students
will deepen their understanding of 3D Art & Design; the ways
design elements and principles affect the decisions of the Designer
and the appeal of the product to the client. Students may choose
to specialize in a single medium or work across multiple mediums.
Students will be encouraged to apply skills and concepts gained
through this course in other areas of their life. This course is the
prerequisite for the breadth portfolio for AP Studio Art 3D Design.
This course is graded on a pass/fail basis.
Prerequisite 3D Art 2 or two classes from Ceramics, Metals,
Glass, Sculpture or 3D Art 1
Advanced Studio Art 4
(½ credit)
Students in this course will work at an accelerated pace producing
ten to twelve outcomes. Students will be going deeper into
exploring media, genre, and art concepts in either Fine Arts, 2D
Design, or Sculpture. It is open to serious art students, providing
an opportunity to explore more fully context and meaning in studio
artwork with specific focus on a single strand from Fine Art, 2D
or 3D Design. Work done in this course could fulfill all or part of
the breadth portion of AP Studio Art, or provide an opportunity for
building a portfolio of quality artwork for those students who wish
to further explore Art. This is a graded course and is a prerequisite
for AP Studio Art 2D, AP Studio Art Drawing or AP Studio Art 3D.
Prerequisite Fine Arts 3, 2D Design 3, 3D Art 3 or two of the
following: Adv. Drawing, Life Drawing, Painting 1 or 2, Printmaking
or Visual Communications and instructors signature
(1 credit)
Students in this course will work at an accelerated pace producing
ten to twelve outcomes. Students will continue exploring media,
genre, and art concepts in either Fine Arts, 2D Design, or
Sculpture, while focusing on the concept of working in a series.
Students may complete multiple Breadth Portfolios if they plan to
34
submit more than one AP Studio Art exam. This is a graded course
and is a prerequisite for AP Studio Art 2D, AP Studio Art Drawing
or AP Studio Art 3D.
Prerequisite Advanced Studio Art 4 and instructors signature
AP Studio Art – Drawing (H)
(1 credit)
This is a year long College level course. Students taking this course
will be required to submit an AP Studio Art Drawing portfolio for
examination by the College Board in Princeton, New Jersey. This
course will focus on the concentration portfolio, which is a sustained
investigation of a single student-driven topic, which focuses on
decision making based on the principles of art; mark making, and
creating a sense of volume and form on a flat surface, along with
demonstrating skilfull use of media and materials. In this course
students will also organize and develop the Quality and Breadth
Sections of their submissions, mainly taking the Breadth portfolio
from appropriate work done in their previous Breadth Portfolio or
level 3 Fine Art or 2D Design courses. Students will work at an
accelerated pace, requiring significant time outside of class.
Prerequisite Advanced Studio Art 4 and teacher recommendation,
or Advanced Studio Art 4 & 5
AP Studio Art – 2D (H)
(1 credit)
This is a year long College level course. Students taking this
course will be required to submit an AP Studio Art 2D portfolio
for examination by the College Board in Princeton, New Jersey.
This course will focus on the concentration portfolio, which is a
sustained investigation of a single student-driven topic, which
focuses on decision making based on the principles of art; a
focus on layout, composition and visual organisation, along with
demonstrating skilfull use of media and materials. In this course
students will also organize and develop the Quality and Breadth
Sections of their submissions, mainly taking the Breadth portfolio
from appropriate work done in their previous Breadth Portfolio or
level 3 Fine Art or 2D Design courses. Students will work at an
accelerated pace, requiring significant time outside of class.
Prerequisite Advanced Studio Art 4 & 5 or Advanced Studio Art
4 and teacher reccomendation
AP Studio Art – 3D (H)
(1 credit)
This is a year long College level course. Students taking this
course will be required to submit an AP Studio Art 3D portfolio
for examination by the College Board in Princeton, New Jersey.
This course will focus on the concentration portfolio, which is a
sustained investigation of a single student-driven topic focusing on
activating space in 3 Dimensions. In this course students will also
organize and develop the Quality and Breadth Sections of their
submissions, mainly taking the Breadth portfolio from appropriate
work done in their previous Breadth Portfolio or level 3 3D Art
courses. Students will work at an accelerated pace, requiring
significant time outside of class.
Prerequisite Advanced Studio Art 4 & 5 or Advanced Studio Art
4 and teacher reccomendation
Visual Arts
Fine Arts 1
2D Design 1
3D Art 1
Fine Arts 2
2D Design 2
3D Art 2
Fine Arts 3
2D Design 3
3D Art 3
AP Studio Art - Drawing
Visual, Applied &
Performing Arts
AP Studio Art 2D
AP Studio Art 3D
9
10
11
12
Yearbook Design
**
•
•
•
•
•
•
3D Design (F)
**Grade 9 with previous experience or teacher recommendation
3D Design
(½ credit)
Students in this class use the design thinking cycle to create solutions
to design briefs. Students produce design sketches to communicate
product ideas, rapid prototype these ideas on paper and
cardboard models, and then use 3D modeling software to create
digital prototypes. The finished prototype and product are created
using laser cutters, 3D printers and a variety of other tools. Students
develop hands-on construction and presentation techniques. Both
individual and collaborative projects are undertaken. Testing,
revising, refining and ultimately displaying the products are part
of the process.
Prerequisites: 10th grade standing or above or 9th grade
standing and D+F Lab.
This course is graded on a Pass/Fail basis.
Yearbook Design
(½ credit)
This course is designed to give students a hands-on experience in all
aspects of designing and producing a professional quality yearbook.
Students learn about the concept development process, art direction
and layout, management and creation of content with emphasis on
photography using digital SLR cameras. Students also engage in
a mini-unit on feature writing (Journalism) for yearbook purposes.
Individual and group assignments encourage students to problem
solve, manage time effectively, and work cooperatively with others.
Prerequisites: 10th-12th grade standing, grade 9 students with
previous yearbook experience or teacher recommendation.
Note: This course may be repeated a 2nd time but not for Arts credit.
Visual Art
Applied Arts Courses
Theater Courses
9
10
11
12
Stagecraft (S)*
•
•
•
•
Acting (F)
•
•
•
•
*course may be repeated a 2nd time for Visual, Applied & Performing Arts credit.
Stagecraft
(½ credit)
This hands-on course exposes students to the behind-the-scenes
field of stagecraft. Props, lighting, set construction, painting, and
sound design are just some of the areas of concentration. Skills
learned are immediately applied to the real-world situation of
contributing to the set for the spring musical. Students develop an
extraordinary comprehension of safety, creativity, and team work
as they design and build elements of the set. This course is open to
all grade levels and may be repeated.
Acting
(½ credit)
In this workshop-style course, students receive training in the fundamental
skills of stage acting. As performers, they develop poise, control, and
confidence in front of an audience. Using a broad spectrum of material
ranging from classical to modern and tragedy to comedy, they analyze
scenes, develop characters, and present performances. Emphasis is on
physical, vocal and mental technique as well as emotional truthfulness.
Prerequisite: None
Text: Assorted printed materials
Prerequisite: None
Note: This course may be repeated a 2nd time for Visual, Applied &
Theater
Film Making
Visual, Applied &
Performing Arts
Performing Arts credit.
Film Making Courses
9
10
11
12
Digital Film Making I (F)
•
•
•
•
•
•
•
*Digital Film Making 2 (S)
Digital Film Making I
(½ credit)
This introductory course is designed to give students a firm
understanding of the basics of video production. Skills developed
include camera usage, composition, continuity, lighting, sound,
and editing. Students produce a variety of projects in which they
develop and apply these skills. Projects are selected according to
student interest but may include music videos, commercials, short
documentaries, news programs, or how-to (instructional) videos.
Digital Film Making 2
(½ credit)
This class is for students with an intermediate understanding of video
production. The entire semester is devoted to the production of a short
movie. Students write, direct, design, film, act in, and edit an original
film which is screened at the end of the year. They learn to develop
a critical eye towards imagery, composition, and visual story telling.
Text: Assorted online references
Text: Assorted online references
Prerequisite: Digital Film Making I or similar class at other
schools
Prerequisite: None
Note: This course may be repeated a 2nd time for Visual, Applied &
Performing Arts credit.
36
CID courses provide students with pathways to develop a creative maker-mindset. CID is not a distinct department; rather, it is a collection
of courses drawn from various disciplines that elicit this mindset. Such courses in specific departments are so denoted.
Creativity, Innoviation & Design Courses
9
Design and Fabrication Lab (F)(S)
•
Design Studio (F)(S)
10
11
12
•
•
•
Introduction to Programming (F)
•
•
•
•
Intermediate Programming (S)
•
•
•
•
Robotics Engineering (F)
•
•
•
•
Robotics Programming (S)
•
•
•
•
•
•
Advanced Robotics (F)(S)
Creativity,
Innovation and Design
Creativity, Innovation and Design
Design & Fabrication Lab (½ credit)
Students work with materials and technology to take ideas
from concept to physical products and solutions. Students learn
to combine design thinking with a maker mindset. Through
collaborative challenges, as well as team and individual projects,
students explore situations, identify problems, test and refine
ideas, and make and pitch proof-of-concept design solutions. Skill
development includes: creative thinking, planning and project
management, safe operation of tools and machines, team dynamics,
giving and receiving effective feedback, and communicating with
a variety of audiences.
Prerequisite: None
Design Studio
In this course the skills introduced in Design and Fabrication will
be consolidated through further exploration of materials, function
and form and will be applied to the concept of inclusive design.
Inclusive design focuses on the diversity of people and the impact
of this on design decisions. Students will develop an innovative
product in response to a design brief. Through the development of
a series of prototypes, exploring materials and rendering design
ideas through computer
aided design, students will practice the
process of working like designers.
Focusing then on a human need, students will follow an inquiry
based approach to solving authentic problems, developing and
refining products that aid and support the needs of a real client.
Students will record their designs in a portfolio tracing the concept
development of a product in response to an authentic design
problem they identify and follow through to product development
or a proof of concept model. This portfolio will be developed to
represent design industry standards and will be an exceptional
record of student ingenuity, self reliance and creative problem
solving.
Creativity,
Innovation and Design
Introduction to Programming
(½ credit)
This first-semester course is designed for students new to computer
programming or with basic knowledge / experience. The
fundamentals of programming are introduced, with a user-friendly
programming language, Python. This project-centered course
empathizes problem solving, algorithm development, and the
development of sound programming skills.
source 3D modeling tool with a Python-scriptable game engine.
The principles of object-orientated programming and the Java
programming language are also introduced in preparation for
enrollment in AP Computer Science.
Prerequisites: Introduction to Programming
Robotics Engineering
(½ credit)
In this course students use robotics to learn key STEM concepts and
the fundamentals of engineering. They get to design, build and
program robots using the VEX design system. Students learn how
to prototype and design custom robot parts using CAD software
and manufacturing parts using 3D printing.
Students gain rich experience in engineering, construction,
teamwork, critical thinking and problem solving. The course starts
with the essentials of electronics. Students build breadboards to
prototype electrical circuits and refine their soldering skills. They
use an Arduino system to explore microcontroller basics, covering
transistors, integrated circuits, photoresistors, temperature sensors
and relays. The programming component in this course focuses on
a language based on C/C++. Skill development areas include:
sensor operation and interfacing, mechanical design, electronics,
computer programming, and robotic construction.
Prerequisite: None
Robotics Programming (½ credit)
Robotics Programming is a second-semester Robotics Design
course, with an emphasis on computer programming and
autonomous robotic operation. Students will deepen their physics,
engineering, and programming skills by completing a series of
challenges, using a variety of robotic platforms including the VEX
robotics system and Arduino based robots. There is a special
emphasis on developing student problem solving skills, as well as
logical and algorithmic thinking.
Programming fundamentals are extended using the RobotC
programming language. Students learn about firmware and how
to program a robot’s microprocessor. Students create flowcharts
and apply pseudo code to develop algorithms to solve problems.
Students also learn how to use feedback from sensors to solve
complex problems.
Prerequisites: Robotics Engineering or course teacher recommendation.
Topics studied include:
Advanced Robotics •
•
•
•
•
•
This course is for students who have already taken Robotics
Engineering who want to pursue more advanced robotics projects.
This course is designed for students with previous experience in
robotics and is especially tailored to prepare students to build and
program more ambitious robotics systems.
Algorithms and Fundamentals of Programming Languages
Program Control with Decisions and Events
Problem-solving Strategies
Program Control with Iteration and Timers
Simple Data Structures
Game Design Theory
Prerequisite: None
Intermediate Programming
(½ credit)
This second-semester elective is a continuation of the Introduction
to Programming course with an emphasis on effective software
design applied to the development of more complex problems.
In project work students will increase their level of programming
skill in Python to develop a more complicated original games using
the Pygames software library. They will also use Blender, an open38
(½ credit)
Options would include:
• Building a VEX competition robot to compete
in a tournament at ASIJ
• Construct a robot from scratch using off-the-shelf industry
standard electronic and mechanical components.
• Build and program a variety of different kinds of robots,
including ones based on the Arduino controller
• Submit a project proposal to design, build
and program a complex robotics system
Prerequisites: Robotics Engineering
Physical Education and Health
Department Courses
9
Health (F)(S)
PE 9 (F)(S)
11
12
•
•
•
•
•
•
•
•
•
•
PE 10 (F)(S)
Strength Training and Conditioning (F)(S)*
10
•
•
ARC Lifeguard Training (F)
Personal Fitness (F)(S)*
•
•
•
•
Lifetime Activities (F)(S)*
•
•
•
•
PE and
Health
Requirements
1. Physical Education graduation requirements consist of 1½
credits: grade 9 (1 semester), grade 10 (1 semester) and 1
additional credit of Physical Education or Visual, Applied &
Performing Arts electives*. The Health graduation requirement
consists of 1 semester during the grade 10 year or 1 semester
during grade 11 or 12 for those transferring in without a high
school Health credit.
* Class of 2019 on : Physical Education graduation requirements
consist of 1 ½ credits: Grade 9 (1 semester), grade 10 (1 semester)
and 1 additional semester of PE.
2. Every attempt must be made to fulfill the Physical Education graduation
requirement before the second semester of the student’s senior year.
3. All elective classes may be taken more than once. Priority is
always given to students taking a class for the first time.
Health (½ credit)
This course is designed to increase the student’s knowledge and
appreciation of living a healthy lifestyle, as well as to increase the
awareness of the range of choices inherent within selected healthrelated topics, which confront the individual student. The general
topics include substance abuse, human sexuality, nutrition, and
mental health. Health is required of grade 10 students. New ASIJ
students in grades 11 and 12 who have not previously had a high
school health course are required to take Health.
Texts: A variety of materials, including textbook, videos, online
sources and handouts
Physical Education 9 and 10
(½ credit)
The grades 9 and 10 Physical Education program offers a wide variety
of experiences in both team and individual activities. The improvement
of personal fitness levels is a high priority with 30 minutes of every class
devoted to this goal.
Physical Education 9 (1 semester) (½ credit)
Students take one semester of PE 9 in their 9th grade year. The focus
of PE 9 is fitness and overall improvement in mental and physical
well-being. Sport activities are also practiced as part of the course
with the goal of improvement of gross and fine motor skills as well
as increased fitness levels.
Physical Education 10 (1 semester) (½ credit)
Students take PE 10 for one semester and Health 10 the other semester.
The focus of PE 10 is on personal fitness and self-improvement. All
students learn to use a fitness facility efficiently and safely. Jogging
for fitness is prioritized throughout the semester. Fitness testing is used
to set goals and the work in the fitness room, jogging, sprinting and
functional workouts in the gym are used to attain these goals. Heart
rate monitors are used to learn as well as gauge fitness.
American Red Cross (ARC)
Lifeguard Training
(½ credit)
The Lifeguard Training course offers students the minimum knowledge
and skills training to qualify as an ARC entry-level lifeguard. ARC
certifications in CPR for the Professional Rescuer (includes training in
adult, child, and infant: rescue breathing, clearing obstructed airway,
cardiopulmonary resuscitation and two-person rescue techniques),
First Aid, Automated External Defibrillation (AED) and Lifeguarding
are awarded upon successful competition of the curriculum. This
course follows objectives stated in the respective ARC textbooks.
Prerequisite: Students must be in grade 10 or above and
15 years of age on or before the final session of the course;
prospective students must pass the ARC proficiency swim test. The
teacher’s signature is required.
Personal Fitness
(½ credit)
The goal of this Personal Fitness course is to encourage and develop
a lifelong, positive attitude toward being physically fit through
participation in a variety of fitness activities. This course is designed
for male and female students who wish to improve or maintain their
personal fitness level. Workouts encompass a wide range of activities
including endurance running, muscular strength and cardiovascular
training, yoga and pilates. Running progress is tracked online, and
personal goals are created and reflected on throughout the semester.
Prerequisite: None
Lifetime Activities
(½ credit)
Lifetime Activities incorporates lifetime fitness along with lifetime
activities. Each class consists of a fitness component and a lifetime
activity such as, but not limited to, badminton, dodge ball, tennis,
volleyball, basketball, floor hockey and ultimate frisbee. An emphasis
is put on fitness within the course where students learn and expand
upon their knowledge in fitness as well as lifetime activities.
Prerequisite: None
Prerequisite: None
Cross-Training
Physical Education Electives
PE and
Health
The Physical Education electives provide students an opportunity to
pursue a wide variety of fitness-related and lifetime pursuit activities
as well as certification in an American Red Cross Lifeguard
Training course. These courses are primarily for students in grades
11 and 12 but may be taken by underclassmen (with department
approval) in conjunction with the PE 9 or PE 10 class.
Strength Training and Conditioning (½ credit)
This course is specifically aimed at those involved in the co-curricular
athletic program at ASIJ. If you are an athlete and want to increase
your muscular strength and explosive power, minimize the chance of
injury, increase running speed, vertical jumping ability and enhance
overall athletic performance, this class is for you!
Prerequisite: None
40
(½ credit)
This course is designed to increase the student’s overall fitness
through a combination of strength training and varied movements
preformed at a high intensity. The Cross-Training class follows
the most up-to-date fitness trends used by CrossFit. Want to get in
shape and be ready for anything that comes your way? See you in
class! All fitness levels are welcomed.
Prerequisite: None
Learning Support
Department Courses
9
10
11
12
Skills for Success (S)*
•
•
•
•
Skills for Success (¼ credit per semester)
Admission to this course is by recommendation only
The Skills for Success class seeks to help students better understand
their individual learning abilities and style. The course’s primary
focus is to broaden the students’ strengths and use them to minimize
what causes them to struggle academically. In class, students set
goals based on their specific areas of need, typically in the areas
of study skills, time management, test taking, written expression,
executive functioning, and/or reading comprehension. Students
incorporate these learning and study strategies in the context of
coursework from their academic classes.
Texts:
Brown, Sallie A. and Douglas E. Miller. The Active Learner: Successful
Study Strategies. 3rd ed. Los Angeles: Roxbury Publishing Company,
2000.
Burchers, Sam, Max, and Bryan. Vocabulary Cartoons. Punta Gorda: New
Monic Books, 1997.
Davies, Leslie, Sandi Sirotowitz, and Harvey C. Parker. Study Strategies
Made Easy. Plantation: Specialty Press, Inc., 1997.
Langan, John. Ten Skills You Really Need to Succeed in School. West
Berlin: Townsend Press, 2001.
Texts from English, Math, Science, and Social Studies courses.
Other Courses
Department Courses
9
10
11
12
•
•
•
•
•
•
Global Online Academy (GOA)
•
•
Independent Inquiry (F)(S)
•
•
Teaching Intern (F)(S) *
EAP: English for Academic Purposes *
•
Teaching Intern
(½ credit)
This course gives high school students a variety of opportunities
for learning about the teaching profession within the ASIJ school
community. This includes working directly with students and
teachers, primarily in the elementary school, for a supervised
classroom experience. Students also provide extra support to
individual students.
Prerequisite: 10th-12th grade standing and counselor recommendation
EAP: English for Academic Purposes
(1 credit)
Admission to this course is by recommendation only
Burchers, Sam, Max, and Bryan. Vocabulary Cartoons. Punta Gorda: New
Monic Books, 1997.
Donald, Robert B., Betty Richmond Morrow, Lillian Griffith Wargetz, and
Kathleen Werner. Writing Clear Sentences. Englewood Cliffs: Prentice-Hall,
Inc., 1987.
Hacker, Diana. A Writer’s Reference. 4th ed. Boston: Bedford/St. Martin’s,
1999.
Longman, Debbie Guice and Rhonda Holt Atkinson. Study Methods and
Reading Techniques. 2nd ed. Belmont: Wadsworth Publishing Company,
1999.
Nist, Sherrie L. Building Vocabulary Skills. West Berlin: Townsend Press,
2002.
Spargo, Edward. Timed Readings Plus. New York: Glencoe McGraw-Hill,
1998.
Websites: OWL. Purdue University’s Online Writing Lab.
Farbman, Evelyn and Charles Darling. Sentence Sense: A Writer’s Guide.
Capital Community College.
Darling, Charles. Guide to Grammar and Writing. Capital Community
College.
Texts from English, Science, and Social Studies courses.
Other
Courses
Learning
Support
English for Academic Purposes is designed to provide assistance
to those students needing to improve their reading, writing,
speaking, listening, and vocabulary skills in English. Students
address strategies to improve reading comprehension, reading
speed, organizing ideas for writing, self-editing, using grammar
and mechanics to compose clear sentences, listening for content,
and speaking for clarity, based on each student’s individual needs.
Students may also learn strategies for vocabulary development
and note taking skills in class.
Texts:
41
Global Academy Online (GOA)
Students interested in taking a GOA course should speak with their
counselor to see how this might fit into their academic program. GOA
courses appear on a student’s transcript, impact a student’s GPA and
count as part of the minimum course load. ASIJ covers the tuition cost
of GOA courses taken during the school year.
There are more than 50 courses on offer. For more information about
course offerings and the GOA experience, visit
www.globalonlineacademy.org
Independent Inquiry
(½ credit)
Independent Inquiry (I.I.) is an option for juniors and seniors who
want to drive their own learning. Such students typically have
a passionate interest in a subject that is not offered at ASIJ, or
they may wish to extend their studies in a particular area beyond
their studies at school while earning credit at ASIJ. Students who
choose I.I. are driven to becoming involved in applied learning,
to engaging in social entrepreneurial projects with real world
applications, or to adding to the knowledge base in a particular
field. All I.I. courses typically result in a visible demonstration of
learning for members of the ASIJ and larger communities. Interested
students should express their interest to the HS Associate Principal
by June 1st (for semester1) or December 1st (for semester 2).
42
High School Four-Year Plan (Grades 9-10)
Required
Credits
Subjects & Requirements
Grade 9
Grade 10
English 9
English 10
Foundations
of the
Modern World
Modern
World History
or
AP World
History
Biosystems
System
Dynamics
Grade 11
Grade 12
English
4
3
2
2
2
1½
1
1
½
- Students must take English each semester
- Students must take at least one literature
course during grades 11 and 12
Social Studies
- 1 credit of U.S. History required
US History
or
AP US History
Math
Science
- 1 credit of life science required
- 1 credit of physical science required
Modern Languages
- 2 levels of the same language in
grades 9-12 required
- 3 semester courses required
Creativity, Innovation & Design
Design & Fabrication
Laboratory
- 0.5 credit of Design & Fabrication or equivalent
- 0.5 additional CID course
Physical Education
PE 9
PE 10
- PE 9, 10 and an elective are required.
Health
Health
5
Electives
- All additional credits earned beyond the
minimum course requirements
Impact
Credit Totals
Notes on Graduation requirements Class of 2019 on:
All students must achieve a minimum of 22 credits that include:
Study of Japan: 1 semester (e.g. Japan Studies, Japan Seminar, Japanese Literature in Translation,CWI: Fukushima, CWI: Tokyo Olympics and Japanese Language.)
Creativity, Innovation & Design (CID): 1 credit of CID (e.g. Design & Fabrication, Music Composition, 2D Design 3, 3D Arts 3, Robotics or Programming.)
43
High School Four-Year Plan (Grades 11-12)
Required
Credits
Subjects & Requirements
Grade 9
Grade 10
English 9
English 10
Foundations
of the
Modern World
Modern
World History
or
AP World
History
Conceptual
Physics
Biology
PE 9
PE 10
Grade 11
English
4
3
2
- Students must take English each semester
- Students must take at least one literature
course during grades 11 and 12
Social Studies
- 1 credit of U.S. History required
US History
or
AP US History
Math
Science
2
2
1½
1½
1
½
- 1 credit of physical science required
(Conceptual Physics or Chemistry)
- 1 credit of life science required (Biology)
Modern Languages
- 2 levels of the same language in
grades 9-12 required
- 3 semester courses required
Physical Education
- PE 9 and 10 are required.
Additional Physical Education or
PE 9
Design & Fabrication
Laboratory
- 2 additional semesters required. Courses may be in
PE or Visual, Applied & Performing Arts or 1 of each
Health
Health
4½
Electives
- All additional credits earned beyond the
minimum course requirements
Credit Totals
Notes on Graduation requirements (Grades 11–12)
All students must achieve a minimum of 22 credits. All students must take at least 1 semester of the study of Japan (e.g. Japan Studies, Japan Seminar,
Japanese Literature in Translation, CWI: Fukushima, CWI: Tokyo Olympics or Japanese Language.)
44
Grade 12

HS Course Offerings for 2016–17

Transcription

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