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Course Catalogue

Middle and High School (G6-12) Course Descriptions

English

GRADE 6-8 COURSE DESCRIPTION

Course Aims:

  • Use language as a means of creativity, reflection, learning, self- expression, and social interaction
  • Develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts
  • Develop critical, creative and personal approaches to studying and analyzing literary and non-literary works
  • Engage in literature from a variety of cultures and representing different historical periods
  • Explore and analyze aspects of personal, host and other cultures through literary and non-literary works
  • Engage with information and communication technology in order to explore language
  • Develop a lifelong interest in reading widely
  • Apply language skills and knowledge in a variety of real-life contexts.

Units and topics:

Unit 1 – Taking Action

Reading a non-fiction (informational writing) and a fiction text (Personal Narrative)
  • Determine Author’s Purpose
  • Cite Evidence and Draw Conclusions
  • Analyze Character Traits
  • Analyze Internal and External Conflict
Writing:
  • Write an Informational Essay
Language Conventions:
  • Consistent Verb Tense
  • Sentence structure (simple and complex)
Unit 2 – Nature Inspires Us

Reading an argument and media (a video and a poster)
  • Analyze an Argument
  • Analyze Subjective and Objective Point of View
  • Analyze Persuasive Media
  • Analyze Digital Texts
Writing:
  • Writing a blog / newspaper article
  • Preparing a podcast or Present a Critique
Language Conventions:
  • Conjunctions and Complex Sentences
  • Correctly Spell Commonly Confused Words
Unit 3 – The Wonder of space

Reading a science fiction selection from a novel and a science writing
  • Analyze Science Fiction
  • Analyze Mood
  • Analyze Structural Elements
  • Analyze Organizational Patterns
Writing:
  • Write an argument
Language Conventions:
  • Consistent Verb Tenses - Capitalization
  • Subordinating Conjunctions to Form Complex Sentences
  • Pronoun-Antecedent Agreement
Unit 4 – Change Agents

Reading an excerpt from a short story (realistic fiction)
  • Analyze Realistic Fiction
  • Analyze Character Qualities
  • Analyze Poetry Elements
  • Analyze Free Verse Poetry
  • Analyze Theme
Writing:
  • Write a Research Report
  • Conducting Research; Using Textual Evidence
Language Conventions:
  • Consistent Verb Tense
  • Paraphrasing and Plagiarizing
Unit 5 – Free Independent readings + Reader-Response

Student will choose up to 3 selections of texts from any of the modules that have been explored (independent reading).
Students will produce a reader response.
Work can be submitted in the form of an essay, dramatization, video, audio (podcast), etc.

 

G9-12 COURSE DESCRIPTION

Course Aims:

The points of all subjects in investigations in language and writing are to empower understudies to:

  • Engage with a range of writings, in a variety of media and structures, from various periods, styles, and societies
  • Develop listening, speaking, reading, writing, viewing, presenting, and performing skills
  • Extend interpretation, analysis, and evaluation skills
  • Develop an understanding of intertextuality and a variety of viewpoints, cultural contexts, and local and global issues and an awareness of how they contribute to diverse responses
  • Cultivate an understanding of the relationships between studies in language and literature and other disciplines
Area of Exploration

Readers, Writers, and Texts
Intertextuality
Unit Themes

Finding Common Ground
  • Identity
  • Culture
  • Representation
Writing a personal essay
Area of Exploration

Readers, Writers, and Texts Time and Space
Unit Themes

The Struggle for Freedom
  • Culture
  • Creativity
  • Perspective
  • Representation
Writing a Research Report
Area of Exploration

Intertextuality Readers, Writers, and Texts
Unit Themes

The Bonds between Us
  • Perspective
  • Communication
Writing a short story about interpersonal connections
Area of Exploration

Readers, Writers, and Texts Time and Space
Unit Themes

Heroes and Quests
  • Identity
  • Culture
  • Perspective
  • Transformation
Writing an explanatory essay
End of Year Paper

Students will use the learner portfolio to explore the relationship between the texts studied and a larger global concern of their choice. Students selects two texts to formulate their response: an extract from a literary text studied in class and a non-literary text to anchor their analysis and to act as a foundation for wider exploration of the overall text, including how meaning is constructed in the text, in connection with the chosen global issue.

Social Studies

Inquiry is at the heart of social studies and the center of learning that challenges and prepares students for college and career readiness. Hence the course follows the C3 Framework Organization:

Dimension 1: Developing Questions and Planning Inquiries

Developing Questions and Planning Inquiries

Dimension 2: Applying Disciplinary Tools and Concepts

Civics

Economics

Geography

History

Dimension 4: Communicating Conclusions and Taking Informed Action

Gathering and Evaluating Sources

Developing Claims and Using Evidence

Dimension 3: Evaluating Sources and Using Evidence

Communicating and Critiquing Conclusions

Taking Informed Action


GRADE 6-8 COURSE DESCRIPTION

The course is an introduction to the world of History.

It explores the Early Cultures and the Stone Age, The Fertile Crescent: Mesopotamia and the Persian Empire, Kingdoms of the Nile, The Hebrews, and Judaism and ends with the Greeks and Roman Empires.

The physical and human geography of each region will be covered, but there will be a much greater emphasis on history and the cultural diversity of the region.

Students will explore various themes within each module and will present response work in the form of presentations and oral presentations. The course will follow the flipped-learning model.


GRADE 9-12 COURSE DESCRIPTION

This course covers the end of the Roman Empire, the growth of Christianity and rise of Islam. Students will explore the Middle Ages, Renaissance and Age of Exploration, Revolutions that shaped the world and their effect on the rise of democratic ideas as well as social ideals and dilemmas.

 

  • Students of grades 9 and 10 will focus on the period of Enlightenment, followed by the French Revolution, the industrial revolution, to reach the age of imperialism.
  • Students from the Grade 11-12 cluster will work on World War I and II, Cold War conflicts, ending with the struggles for democracy and Global Interdependence (Technology, New economics, Terrorism and Environmental changes).
Students will explore various themes within each module and will present response work in the form of presentations and oral presentations. The course will follow the flipped-learning model.

 

Mathematics

Our program is structured to incorporate the various mathematical strands in a concrete and contextual manner to develop skills and concepts related to mathematical standards through relevant cultural and real-life interconnected experiences.

Inspired from the International Baccalaureate (IB) philosophy, our curriculum combines learners’ knowledge and understanding with mathematical concepts, application and attitudes. Learners will take their knowledge and use it in other subject areas and apply it to real life situations by

  • Developing a positive attitude toward the continued learning of mathematics.
  • Appreciating the usefulness, power and beauty of mathematics and recognize its relationship with other disciplines and with everyday life.
  • Appreciating the international dimensions of mathematics and its varied cultural and historical perspectives.
  • Gaining knowledge and developing understanding of mathematical concepts.
  • Developing mathematical skills and applying them in authentic contexts.
  • Developing the aptitude to communicate mathematics with appropriate symbols and language.
  • Developing the aptitude to reflect upon and evaluate the significance of their work and learning and that of others.
  • Developing patience and persistence when solving problems.
  • Developing and applying information and communication technology skills in the study of mathematics.
Math courses include conceptual understandings in relation to:
  • Numbers
  • Patterns and Relations
  • Shape and Space
  • Statistics and Probability

GRADE 6-8 COURSE DESCRIPTION

Grades 6-8 courses focus on six strands of mathematics inspired from MYP Mathematics:

 

  1. Problem Solving
  2. Number systems and Operations
  3. Ratio and Proportion
  4. Measurement
  5. Geometry
  6. Data Management
  7. Algebra Context These strands are taught in the context of:
    1. Critical/Creative Thinking
    2. Language of Mathematics
    3. Computational Facility and Estimation
    4. Technological process
    5. Relevancy and Application

 

 

Grade 6 Math

The program for Grade 6 covers the following:
  • Whole Numbers and Decimals
  • Fractions and Rational Numbers
  • Ratios and Rates
  • Percent
  • Units of Measure
  • Algebraic Expressions
  • Equations and Inequalities
  • Relationships Between Variables
  • Geometry and Statistics
  • Surface Area and Volume
  • Data Displays
Grade 7 Math

The program for Grade 7 covers the following:
  • Proportional relationships and proportional reasoning with percent
  • Operation on Rational numbers
  • Modeling with expressions
  • Equations and inequations
  • Drawing and analyzing figures
  • Sampling and data analysis
  • Applying experimental and theoretical probability.
Grade 8 Math (Pre-High School Math)

The program for Grade 8 covers the following:
  • Real numbers
  • Exponents
  • Polynomial operations
  • Linear equations
  • Equations and Inequations
  • Square root and radicals
  • Geometry and data management: Quadrilaterals, Congruent Triangles, Circles, Areas of plane figures, Angles, and Lines

GRADE 9-12 COURSE DESCRIPTION

High School Math, Level I – Algebra 1
The high school math Level I covers the following: Real Numbers and Their Connections to Algebra, Linear Equations in Two Variables and Linear Functions, Systems of Linear Equations, Linear Inequalities, Graphing Linear Functions, Exponents and Exponential Functions, Quadratic Equations and Functions, Exploring Rational Expressions, and Polynomial Operations and Modules.

High School Geometry
The Geometry curriculum covers the following: The Language of Geometry, Reasoning and Introduction to Proof, Parallels, Congruent Triangles, Applying Congruent Triangles, Quadrilaterals, Similar Triangles, Right Triangles and Trigonometry, Circles, Polygons and Area.

High School Math, Level II – Advanced Mathematical Concepts I
The Advanced Mathematical Concepts curriculum will cover the following concepts: Vectors and Parametric Equations, Linear Relations and Functions, Systems of Equations and Inequalities, The Nature of Graphs, Polynomials and Rational Functions, The Trigonometric Functions, Trigonometric Identities and Equations, Complex Numbers, Sequences and Series.

High School Math, Level III – Advanced Mathematical Concepts II
The Advanced Mathematical Concepts II curriculum is designed to cover the following: Rational Functions and Their Graphs, Integrals, Sequences and Series, Complex Numbers, Probability, and Exponential and Logarithmic Functions.
Moreover, the High School Math, Level III curriculum covers the following chapters:
Basic Arithmetic, Fractions, Decimals & Percent, Ratios and Proportions, Polynomials, Equations and Inequalities, Word Problems, Lines and Angles, Triangles, Quadrilaterals and Other Polygons, Circles, Solid Geometry, Coordinate Geometry, Basic Geometry, Functions and Graphs, Basic Concepts of Statistics, Counting & Probability, Imaginary & Complex Numbers, and Sequences.

High School Math, Level IV – Pre-Calculus
The Pre-calculus curriculum covers the following concepts: Quadratic Equations, Signs of Quadratic Functions, Equations of a Circle, Orthogonality in Space, Vectors and Coordinate Systems in Space, Limits of Functions, Derivatives, Anti-Derivatives, Elementary Trigonometric Equations, Trigonometric Formulas, Elementary Trigonometric Functions, Continuous Statistical Variables, Permutations, Probability, Sequences, Lines and Planes, Polynomials, Scalar Products, Vector Products, Functions, Complex Numbers.

 

Sciences

Our science program provides our learners with opportunities to develop scientific knowledge and skills and attitudes through various approaches to learning. Inspired from the International Baccalaureate (IB) Philosophy, the purpose of the science courses is to:

  • Understand and appreciate science and its implications.
  • Consider science as a human endeavor with benefits and limitations.
  • Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations, and judge arguments.
  • Develop skills to design and perform investigations, evaluate evidence, and reach conclusions.
  • Build an awareness of the need to effectively collaborate and communicate.
  • Apply language, skills, and knowledge in a variety of real-life contexts.
  • Develop sensitivity towards living and non-living environments.
  • Reflect on learning experiences and make informed choices.
Through inquiry-based approach to learning, our learners will:
  • Know and understand scientific concepts.
  • Inquire and design through questioning and leading scientific investigations.
  • Process and evaluate data.
  • Reflect on the impacts of science.
GRADE 6-8 COURSE DESCRIPTION

The Middle School Science curriculum comprises of Physical Science, Life Science and Earth Science.

Physical Science is imparted in order to strengthen the knowledge, as well as the mathematical application skills in Science which are greatly needed in the years ahead. The topics vary from gravity, forces and motion, to simple and complex machines, thermal energy, magnetism and electricity, to waves, density, volume, gas pressure, atoms, elements, the periodic table, physical and chemical changes, compounds, mixtures and separation techniques.

Life Sciences is the study of life and living organisms, including their physical and chemical structure, function, development, and evolution. It is comprised of the cells and living systems, nutrition, growth and genetics, and evolution.

Earth Science covers the study of Earth - its minerals and energy resources, processes inside and on its surface, its history, water, weather and climate, the environment and human actions, and astronomy.
GRADE 9-12 COURSE DESCRIPTION

Chemistry
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all learners as they complement one another naturally, both in school and in the wider scientific community. (Adopted from the International Baccalaureate- IBO.org)

High School Chemistry I

The major topics covered for High School Chemistry I are atomic structure, periodic classification of elements, chemical bonding, oxidation and reduction, organic chemistry and applications of chemistry in industry and environmental pollution.
High School Chemistry II

The major topics covered in High School Chemistry II are measurements and calculations, arrangement of electrons in atoms, periodic laws, chemical formulas and chemical compounds, chemical equations and reactions, stoichiometry, solutions, acids and bases, acid-base titration and pH, reaction energy, reaction kinetics, chemical equilibrium, nuclear chemistry and organic chemistry, gases, electrochemistry and colligative properties of water.

Biology
Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. (Adopted from the International Baccalaureate – IBO.org) The course also reinforces the knowledge through experimental activities, conduction of research and field expeditions.

High School Biology I

The High School Biology I course will cover biochemistry, structure and function of the cell, organic compounds of life, photosynthesis, cellular respiration, cell reproduction and genetics.
High School Biology II

The High School Biology II course will cover homeostasis and cell transport, urinary system, body defense systems, plants, ecology, genetics and inheritance of traits, evolution, systems of communication, endocrine system, animal behavior, reproductive system, classification of organisms, muscular and skeletal systems.

Physics
"Physics is a tortured assembly of contrary qualities: of skepticism and rationality, of freedom and revolution, of passion and aesthetics, and of soaring imagination and trained common sense.” Leon M Lederman (Nobel Prize for Physics, 1988)

Physics is a fundamental discipline in Science that continues to endeavor in its various approaches, to explain the universe. The study of physics courses provides learners with opportunities to investigate physics concepts through practical experiences that allow them to visualize and sketch a problem, extract information from a problem statement, form a strategy for a solution and check the validity of various solutions obtained.

The general objectives of this course are to enable learners to:
  • Design investigations.
  • Collect data.
  • Develop manipulative skills.
  • Analyze results.
  • Collaborate with peers.
  • Evaluate and communicate their findings.
Our Physics programme includes investigation of the following: motion and its laws, force, work and energy, momentum, heat transfer and thermodynamics, electricity, magnetism, light and its wave aspect, atomic and nuclear energy.

High School Physics I

The High School Physics I course will cover the following concepts: engineering design, modeling motion, effects of forces, mass and gravitational fields, electric and magnetic fields, electromagnets and inducing current, electrical energy generators, waves and the effects of electromagnetic radiation, and momentum and energy analyzing.

High School Physics II

The High School Physics II course will cover the following concepts: two-dimensional motion and vectors, forces and the laws of motion, work and energy, momentum and collision, analyzing energy in systems, sound, light and reflection, refraction, electric forces and fields, electrical energy and currents, circuits and circuit elements, and magnetism.
High School Physics III

This course will cover the following chapters: kinematics, dynamics, energy and momentum, circular motion, simple harmonic motion, gravity, electric fields, forces and potentials, capacitance, circuit elements and DC circuits, waves, reflection and refractions, optics, heat and thermodynamics, the quantum phenomena, nuclear and particle physics, and relativity.

Physics for Engineers

The Physics for Engineers course covers the following concepts: dimensions analysis and units, velocity and acceleration, rectilinear and circular motions, projectile motion, Newton’s Laws, work, power, energy, linear momentum, angular motion, states of mater, fluids, heat, thermodynamics, vibrations and waves, interference and diffraction, and atomic and subatomic physics.

World Languages

Turkish Language

The study of Turkish Language provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

The student’s knowledge and understanding will be developed through:

  • learning language
  • learning through language
  • learning about language
Aims:
  • gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
  • develop a respect for, and understanding of, diverse linguistic and cultural heritages
  • develop the student’s communication skills necessary for further language learning in a range of authentic contexts and for a variety of audiences and purposes
  • enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication
  • enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
  • enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy
  • enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components
  • offer insight into the cultural characteristics of the communities where the language is spoken
  • encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities
  • foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
Objectives:

Turkish Language objectives represent some of the essential processes of language and have been organized under four communicative processes. They are as follows:

A Listening
B Reading
C Speaking
D Writing

Assessment:

A LISTENING

Comprehending spoken language presented in multimodal text encompasses aspects of listening and viewing. The process involves the student in interpreting and constructing meaning from spoken and multimodal text to understand how images and other spatial aspects presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, or gain new perspectives and develop empathy, based on what he or she has understood in the text.

In order to reach the aims of language acquisition, as appropriate to the proficiency level, students should be able to:

  • demonstrate understanding of explicit and implicit spoken information in multimodal texts
  • demonstrate understanding of conventions; what language conventions can be heard?
  • demonstrate understanding of relationships between the various components of the multimodal text

B READING

Comprehending written language presented with multimodal text encompasses aspects of reading and viewing. It involves the student in constructing meaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.

In order to reach the aims of language acquisition, as appropriate to the proficiency level, students should be able to:

  • demonstrate understanding of explicit and implicit written information in multimodal texts
  • demonstrate understanding of conventions
  • demonstrate understanding of relationships between the various components of the multimodal text

C SPEAKING

In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts). When speaking in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques with increasing skill and effectiveness. This is the use of the language system, including their use of grammar, pronunciation and vocabulary.

In order to reach the aims of language acquisition, as appropriate to the proficiency level, students should be able to:

  • use spoken language to communicate and interact with others
  • demonstrate accuracy and fluency in speaking
  • communicate clearly and effectively

D WRITING

This objective relates to the correct and appropriate use of the written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, and social and academic language. When writing in the target language, students apply their understanding of language, form, mode, medium and literary concepts to express ideas, values and opinions in creative and meaningful ways. They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness.

In order to reach the aims of language acquisition, as appropriate to the proficiency level, students should be able to:

  • use written language to communicate with others
  • demonstrate accurate use of language conventions
  • organize information in writing
  • communicate information with a sense of audience and purpose

Emergent Communicator
Phase 1 (A1)
  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Emergent Communicator
Phase 2 (A2)
  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Capable Communicator
Phase 3 (B1)
  • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • Can deal with most situations likely to arise while travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that are familiar or of personal interest.
  • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
Capable Communicator
Phase 4 (B2)
  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Proficient Communicator
Phase 5 (C1)
  • Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
  • Can express ideas fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
Proficient Communicator
Phase 6 (C2)
  • Can understand with ease virtually everything heard or read.
  • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
  • Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

اللغة العربيّة

مقدّمة عامّة:

تدرّس مادّة اللغة العربيّة في مدرستنا كلغة عالميّة إضافيّة اختياريّة. تقسم المادّة إلى مستويات عدّة حسب حاجات المتعلّم، لتبدأ بتعلّم مهارات التواصل الأساسيّة وصولاً إلى الدخول في عمق المادّة وتحليلاتها وجماليّاتها.


التعليم التمايزيّ:

يُعتمد أسلوب خاصيّة التعليم التمايزيّ في تدريس اللّغة العربيّة، حيث لا يُعتمد منهاجٌ محدّدٌ للغة حسب العمر أو المرحلة أوالصّفّ، وإنّما حسب المستوى الذي يحتاجه المتعلّم.


مجالات اللغة العربيّة:

تقسم مجالات اللغة إلى 4 أقسام بالتوازي مع مجالات اللغة في الباكالوريا الدوليّة:

اللغة الشفهيّة: التحدّث والاستماع
اللغة المرئيّة: المشاهدة والعرض
اللغة المكتوبة: القراءة
اللغة المكتوبة:الكتابة

مهارات المستوى الأوّل: A1

  • فهم واستخدام التعابير الأساسيّة للغاية لتلبية احتياجات بسيطة.
  • التعريف عن النفس والتواصل مع الآخرين من خلال طرح أسئلة حول التفاصيل الشخصيّة.
  • التفاعل ببساطة طالما أنّ الشخص الآخر يتحدّث ببطء ووضوح.
مهارات المستوى الثاني: A2

  • فهم التعابير المستخدمة بشكل متكرّر في معظم المجالات الوسيطة مثل التسوّق والأسرة والمدرسة وما إلى ذلك.
  • إكمال المهام الروتينيّة وتتضمّن تبادلًا مباشرًا للمعلومات.
  • وصف المسائل ذات الحاجة الفوريّة بعبارات بسيطة.
مهارات المستوى الثالث: B1

  • فهم التعابير والمفردات المتعلّقة بالعائلة أو العمل أو المدرسة أو الموضوعات المتعلّقة بالترفيه.
  • إنشاء نصوص بسيطة حول الموضوعات ذات الاهتمام الشخصيّ.
  • وصف التجارب والأحداث والأحلام والطموحات، وكذلك الآراء أو الخطط باختصار.
مهارات المستوى الرّابع: B2

  • فهم الأفكار الرئيسة لنصّ معقّد موضوعه متعلّق بمجال المتعلّم.
  • التّفاعل تلقائيًّا دون إجهاد شديد سواء للمتعلّم أو المتحدّث الأصليّ.
  • إعداد نصّ مفصّل حول مجموعة واسعة من الموضوعات.
مهارات المستوى الخامس: C1

  • فهم مجموعة كبيرة من النصوص أو المحادثات الأطول والأكثر تطلّبًا.
  • التعبير عن الأفكار دون الكثير من البحث.
  • استخدام اللغة بشكل فعّال في المواقف الاجتماعيّة أو الأكاديميّة أو المهنيّة.
  • إنشاء نصوص جيّدة التنظيم ومفصّلة حول مواضيع معقّدة.
مهارات المستوى السادس: C2

  • فهم كلّ شيء بسهولة مقروءًا كان أو مسموعًا.
  • تلخيص المعلومات من مجموعة متنوّعة من المصادر في عرض تقديميّ متماسك.
  • التعبير عن النفس باستخدام معنى دقيق في سيناريوهات معقّدة.

Français

A LWIS Istanbul, la langue française, langue mondiale, est une matière optionnelle enseignée à des apprenants qui ne sont pas francophones.

Le but de l'apprentissage du FLE (français langue étrangère) est d'amener les apprenants à pouvoir communiquer en français.

A cet effet, l'effort repose principalement sur la communication orale à travers des conversations adaptées aux besoins immédiats des apprenants (tels que des situations réelles et simples relatives à leur quotidien).

Ils sont également exposés à des notions grammaticales et linguistiques essentielles et indispensables à la compréhension de la langue française. Mais aussi, l'apprentissage de la langue se fait par le biais de l'aspect culturel du pays (l’art, la gastronomie, les coutumes, l'histoire …) afin de susciter l'intérêt de l'apprenant et sa motivation pour en savoir davantage.


La pédagogie différenciée:

L'apprentissage du FLE dans notre établissement adopte, comme pour toutes les autres disciplines, la méthode différenciée pour les apprenants d'une même classe.

Les apprenants acquièrent les mêmes compétences en fonction des aptitudes individuelles de chacun.

Le but est de leur permettre de devenir autonomes et de pouvoir communiquer aisément avec des interlocuteurs francophones.

Pour cela le cursus pédagogique se poursuit sur six niveaux (A1, A2, B1, B2, C1, C2) qui mènent progressivement à la maîtrise de la langue en acquérant cinq compétences :

  • La compréhension écrite
  • La compréhension orale
  • L’expression écrite
  • L’expression orale en continu
  • L’expression orale en interaction

NIVEAU A1:
  • Comprendre et utiliser des expressions familières et quotidiennes ainsi que des énoncés très simples qui visent à satisfaire des besoins concrets.
  • Savoir se présenter ou présenter quelqu'un.
  • Pouvoir poser à une personne des questions la concernant et répondre au même type de questions.
  • Communiquer de façon simple si l'interlocuteur parle lentement et distinctement et se montre coopératif.

NIVEAU A2:
  • Comprendre des phrases isolées et des expressions fréquemment utilisées en relation avec des domaines de l'environnement quotidien (par exemple, simples informations personnelles et familiales, achats, travail, etc.)
  • Pouvoir communiquer lors de tâches simples et habituelles ne demandant qu'un échange d'informations simple et direct sur des sujets familiers et habituels.
  • Savoir décrire avec des moyens simples sa formation, son environnement immédiat et évoquer des sujets qui correspondent à des besoins immédiats.

NIVEAU B1:
  • Comprendre les points essentiels d'une discussion quand un langage clair et standard est utilisé et s'il s'agit de choses familières au travail, à l'école, aux loisirs, etc.
  • Être autonome dans la plupart des situations rencontrées en voyage dans une région où la langue cible est parlée.
  • Pouvoir produire un discours simple et cohérent sur des sujets familiers et dans ses domaines d'intérêt.
  • Savoir raconter un événement, une expérience ou un rêve, décrire un espoir ou un but et exposer brièvement des raisons ou explications pour un projet ou une idée.

NIVEAU B2:
  • Comprendre le contenu essentiel de sujets concrets ou abstraits dans un texte complexe, y compris une discussion technique dans sa spécialité.
  • Communiquer avec spontanéité et aisance avec un locuteur natif.
  • S'exprimer de façon claire et détaillée sur une grande gamme de sujets, émettre un avis sur un sujet d'actualité et exposer les avantages et les inconvénients de différentes possibilités.

NIVEAU C1:
  • Comprendre des textes longs et exigeants et saisir des significations implicites.
  • S'exprimer spontanément et couramment sans trop devoir chercher ses mots.
  • Utiliser la langue de façon efficace et souple dans la vie sociale, professionnelle ou académique.
  • S'exprimer sur des sujets complexes de façon claire et bien structurée et manifester son contrôle des outils linguistiques d'organisation, d'articulation et de cohésion du discours.

NIVEAU C2:
  • Comprendre sans effort pratiquement tout ce qui est lu ou entendu.
  • Pouvoir restituer des faits et des arguments issus de diverses sources écrites et orales en les résumant de façon cohérente.
  • S'exprimer spontanément, très couramment, de façon précise et rendre distinctes de fines nuances de sens en rapport avec des sujets complexes.

Robotics and Artificial Intelligence

 

G6-12 COURSE DESCRIPTION 

Game Creation – Scratch
The game creation course is designed to introduce learners to Scratch and will cover the following concepts: Coordinate system, Motion, Pointing, turn blocks, Sensing and controls, looks, and Events. Moreover, learners will be able to create different solo and multiplayer games.

 Introduction to Programing – JAVA processing

The introduction to programming course covers the following: introduction to programming, drawing and shapes, the draw function, the random function, the rectangle function, mouse interactions and functions, conditionals, Booleans, operators, keypress and keycode, functions and shapes, for loops, and arrays.

Robotics I
This course is designed to develop students’ curiosity and confidence to solve real-life problems through engaging in STEAM projects. It is designed to challenge students to define problems, ask question, and design their own solutions. In this course students will learn the basics of robotics design and assembly. This course also develops basic programming skills.

Robotics II
The Robotics II course opens an in-depth discussion of the field of developmental cognitive robotics. In this course students will explore the principles of developmental robotics, robotics models, and robotics techniques. Learners will learn how to build VEX robots and program it. They will program their robot to follow different commands and to react with different sensory inputs. The learners will also complete mission by programming their robot to perform different tasks in various scenarios.


 

Performing Arts

Performing Arts

G6-12 COURSE DESCRIPTION

Music gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication, and the ability to relate to others.

Engagement with existing and emerging music from the local community and from around the world allows students to understand the significance of music to the cultures of the world and, by engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.

Dance has a central rationale as an artistic, aesthetic, cultural and physical subject. It engages students to express and communicate ideas and feelings; it encourages exploration of different times and cultures. It facilitates the growth of creativity, reflection and communication skills through practical work and the development of artistic understanding. It is a physically focused activity that develops kinesthetic skills as well as skills that enable students to choreograph, rehearse and perform their own work.

Drama engages students in an active relationship with theatre and encourages autonomous learning and exploration. It encourages the growth of creative, reflective and communication skills through practical work. Emphasis is placed on the artistic process and the students’ understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation.

Aims

The aims of Performing Arts outline the facilitator’s expectations with regarding to learning outcomes and what learners may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of Performing Arts are to encourage and enable learners to:
  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and (self-)discovery
  • make purposeful connections between investigation and practice
  • understand the relationship between art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world

Course Learning Outcome

Creativity Through Music and Dance and Drama

Learners will be able to:

  • Listen and differentiate Instrumental Music
  • Understand the perspective music gives to a story
  • Create their own stories with different Music
  • Understand how Music affects the brain
  • Identify sounds and transforming them into music
  • Understand how music is used in adds
  • Use music as therapy
  • Identify pitch syllables
  • Analyze Instrumental Music
  • Understand how Orchestras, bands and choir work
  • Identify Music Dynamics
  • Create advanced musical rhythms
  • Identify Major/Minor
  • Use harmonized vocal combination
  • Write and read advanced musical notes and rhythms
  • Identify themes and variations in Instrumental Music
  • Compose Lyrics on musical notes
  • Understand the history behind Pop Music
  • Analyze pop Music and their artists
  • Identify the elements of Drama
  • Create different act scenes
  • Analyze and create different facial expressions and body language
  • Understand and analyze different Movie genres and acting skills
  • Know and understand dance elements
  • Choreographing dances
  • Guided listening film watching
  • Listening analysis
  • Stagecraft: Construct a rigging scenery
  • Develop understanding of stage management and audio engineer
  • Develop different Narration types
  • Understand Roleplay and act adopting role
  • Create Tableaux
  • Identify different Voice Color
  • Use and distinguish different Camera angles
  • Develop a Dialogue setting
  • Analyze and create Plots
  • Differentiate Types of Drama

Global Contexts for Teaching and Learning

Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. 
Using the world as the broadest context for learning, Performing Arts can develop meaningful explorations of: 
  • identities and relationships 
  • orientation in space and time 
  • personal and cultural expression 
  • scientific and technical innovation 
  • globalization and sustainability 
  • fairness and development. 

Physical Education

The Physical Education programme is designed to develop enjoyment of physical activity by providing learners with various opportunities to take part in a range of physical activities to promote their physical skills, health and wellbeing. Through engaging in meaningful learning experiences, our learners will develop skills in relation to identity, cultures and global communities as well as develop effective communication and collaboration skills. 

The aims of the physical education programme are to encourage and enable learners to:
  • Develop knowledge and understanding of the theory underpinning physical performance in the modern world.
  • Use inquiry to explore physical and health education concepts. 
  • Achieve and maintain a healthy lifestyle.
  • Use and apply this knowledge and understanding to improve their performance.
  • Perform in a range of physical activities, developing skills and techniques, and selecting and using tactics, strategies, and/or compositional ideas.
  • Understand and appreciate safe practice in physical activity and sport.
  • Understand and appreciate the benefit of physical activity and sport for health, fitness and wellbeing.
  • Gain a sound basis for further study in the field of physical education.
  • Build positive relationships and demonstrate social responsibility. 
  • Reflect on their learning experiences.

Our Programme includes:

  • Physical and Health-Related Knowledge, such as Components of Fitness, Training Methods, Training Principles, Nutrition, Lifestyle, Exercise Physiology, Issues in Sport and First Aid
  • Aesthetic Movement, such as Gymnastics, Aerobics, Martial Arts, Jump Rope, Yoga or Capoeira
  • Team Sports, such as Football, Basketball, Handball and Volleyball
  • Individual Sports, such as Athletics and Tennis
  • International Sports and Activities, including Athletic Traditions and Forms of Movement Beyond Students’ Personal and Cultural Experiences.

Our extra-curricular Physical Education programme includes:
  • Alternative Recreational Sports, such as Ultimate Frisbee®, Ballet, Taekwondo
  • Adventure Activities, such as Orienteering, Camping
Physical Education I

This course will focus on developing proficient movement skills in the areas of rhythms/dance, and individual & dual activities. It  will focus on independent personal fitness. This course will include both physical and written assignments.

Physical Education II

This course will focus on developing proficient movement skills in the areas of gymnastics, combative and team sport, as well as on personal fitness at more complex levels. This course will include both physical and written/virtual assignments.

Physical Education III

This course will focus on development and movement skills related to control of body rhythm, movement aesthetics, creativity, sequencing, composition, and stability. Examples of individual and recreational activities include the following:
  • Endurance activities (e.g., long distance running or wheeling, swimming, power walking, orienteering)
  • Aquatics (e.g., swimming, synchronized swimming, aqua-fit)
  • Dance (creative; modern; folk; cultural, Ballet & Hip Hop)
  • Resistance and strength activities (e.g., weightlifting; wrestling; ball training; yoga; Pilates; exercise bands; wall climbing; rope course activities; Arctic sports such as the Alaskan high kick, one-hand reach, arm pull; Dene games such as the pole push)
  • Gymnastics and movement activities (e.g., artistic, rhythmic, educational gymnastics)
  • Outdoor activities (e.g., cycling, rowing, hiking, downhill and skating, kayaking)
  • Track and field (short and long-distance running events; jumping events – high jump, long jump, triple jump)
This course will include both physical and virtual assignments.

Physical Education IV

By the end of this course, students will, assess the food requirements and available food choices of people in a variety of life situations (e.g., the elderly, children, people with chronic diseases, women who are pregnant, etc.), and describe the options available to them for maintaining a healthy diet. They will demonstrate the ability to make healthy eating decisions that take into account their personal requirements and resources (e.g., nutritional needs, personal likes, ethical and environmental values, budget, time available to shop and cook, access to different kinds of foods) in a variety of situations that they may encounter now and in the future (e.g., camping, living on their own, sharing accommodations).

Individual & Dual Sports (Elective)
       
This course will focus on developing students’ knowledge of and competency in motor  skills, movement patterns, and strategies essential to perform a variety of physical activities. These activities will include: badminton, handball, tennis, two-player volleyball, yoga and gymnastics. Students will also continue to expand their knowledge for fitness concepts and   participate in activities to maintain and improve their health related fitness.

Total Fitness (Elective) 

This course will focus on students achieving and maintaining a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, and strategies. Students will establish personal fitness goals, using principles of aerobics, strength and core training. Students will engage in vigorous activities daily. This course will include both physical and written assignments.

Adapted Physical Education (Modified Course)

This course provides special instruction designed to help students facilitate movement and change behavioral patterns by focusing on appropriate physical activities. It is designed as a comprehensive service delivery system intended to identify and ameliorate problems within the psychomotor domain. Services include assessment and  individualized educational planning. Activities from the regular physical education program are incorporated where applicable. 

 

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