High School Academics

HIGH SCHOOL OVERVIEW

Our curriculum is developed through collaborative planning and is based on the Common Core State Standards in both English and Math, NGSS for Science, Virginia State Standards and the Egyptian Ministry of Education curricula in all Arabic Studies.  The school has an established curriculum review, development and implementation cycle. Curriculum maps are developed with corresponding unit plans. Alignment is found in the maps, unit plans, lesson plans as well as the assessments. Staff track progress and alter planning as demonstrated by student need. Time is provided for grade meetings as well as subject specific meetings with coordinators. Rigor is valued as evident in the common usage of Bloom’s Taxonomy of Learning Needs in each division. Topics and instructional strategies strive for maximum student engagement in the learning process. Project based learning as well as cooperative learning permit individual students to investigate in depth related and relevant topics of interest. Our goal is to prepare our students for entry into highly competitive universities in Egypt and abroad. Inquiry, critical thinking and problem solving approaches to curriculum delivery are utilized in our classrooms.

OUR PROGRAM OF STUDIES 
All students are expected to carry a full program of studies. The courses in High School are English, Mathematics, Science, Biology, Chemistry, Physics, Environmental Science, Social Studies, Foreign Language, Arabic, Computer, Physical Education, Religion, Arabic Social Studies, Art and Music and Elective courses in Grade 12. You can find the High School Supply List through this link. ( High School Supply List )

Grade 9 Curriculum Overview

English Language

The High School English Language Arts curriculum is aligned with the Common Core State Standards. The English Language Arts course provides a balance of reading, writing, speaking, listening, and language cumulative skills essential for success in the 21st Century. This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need. Students interpret, analyze, compare, and evaluate a variety of literary, informational and graphic texts. Students compose a variety of genres at increasing levels of difficulty each year and learn to use and adjust language in all writing tasks to best communicate ideas, content, and message to readers. They use organizational skills, audience awareness, and both verbal and nonverbal presentation skills to plan and deliver effective oral presentations. Students show mastery of the conventions of academic language.

By the end of Grade 9, students are expected to:

  • Analyze, and evaluate narratives, poetry, and drama by making connections to other texts, ideas, cultural perspectives, eras, personal events and situations.
  • Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • Write clear and coherent arguments, informative/explanatory, and narratives in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Strengthen writing by planning, revising, editing, and rewriting.
  • Use technology, including the internet, to produce, publish, and update individual or shared writing products and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Initiate and participate effectively in a range of collaborative discussions and with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Mathematics

In High school we are following Common Core standards for Math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes are algebra, functions, modeling, geometry, statistics, and probability. The typical order of math classes in high school is as follows: algebra 1 and geometry in grade 9, algebra 2/trigonometry in grade 10, Pre-Calculus in grade 11, calculus and statistics in grade 12.

By the end of Grade 9, students are expected to:

  • Perform operations using functions, with special emphasis on linear functions. Learn to represent them in multiple ways – as verbal description, equations, inequalities, tables, and graphs.
  • Perform all kinds of equations with different cases.
  • Learn how to perform operations using simultaneous equations.
  • Learn about polynomials and exponents.
  • Model real-world situations using functions in order to solve problems arising from those situations.
  • Basics of Geometry.
  • Work using probability and data analysis and interpret them into understandable situations. Use the rules of probability to compute probabilities of compound events in a uniform probability model.
  • Summarize, represent, and interpret data on a single count or measurement variable.

Science

During grades nine to twelve, students begin to form deeper connections between concepts and skills previously learned such as applying statistics to scientific questions, evaluating limitations of models, and creating algorithms to solve problems. Students learn how to analyze major global challenges, design a solution to a complex real- world problem by breaking it down into smaller and more manageable problems that can be solved through engineering, and to evaluate solutions and then model the impact of the proposed solutions.

By the end of the Physical Science course, Grade 9 students are expected to:

Forces and Interactions

  • Explain the effects of forces on objects, including motion, friction, gravity, and magnetism.
  • Apply Newton’s Laws to describe the relationship between force, mass, and acceleration.
  • Analyze the interactions between objects and predict the resulting motion or changes.

Energy

  • Define energy and explain different forms, including kinetic, potential, thermal, and electrical energy.
  • Describe the conservation of energy and how it is transferred between systems.
  • Investigate energy transformations in mechanical, chemical, and electrical systems.

Waves and Electromagnetic Radiation

  • Describe the properties of waves, including wavelength, frequency, and amplitude.
  • Differentiate between mechanical and electromagnetic waves.
  • Explain how electromagnetic waves transfer energy and their applications in technology and communication.

Matter

  • Define matter and describe its fundamental properties, including mass, volume, and density.
  • Differentiate between elements, compounds, and mixtures based on composition and properties.
  • Explain the physical and chemical properties of substances and their significance in various contexts.

States of Matter

  • Identify the different states of matter and describe their properties.
  • Explain phase changes in terms of energy transfer and molecular motion.
  • Analyze the behavior of gases using gas laws.

Atoms

  • Describe the structure of an atom, including protons, neutrons, and electrons.
  • Explain atomic models and how they have evolved over time.
  • Understand atomic number, mass number, and isotopes.

Periodic Table

  • Explain the organization of the periodic table based on atomic structure and properties.
  • Identify trends in the periodic table, including atomic size, electronegativity, and reactivity.
  • Use the periodic table to predict element properties and their chemical behavior.

The Structure of Matter

  • Describe how atoms bond to form molecules and compounds.
  • Explain different types of chemical bonds, including ionic, covalent, and metallic bonds.
  • Understand molecular structure and how it influences physical and chemical properties.

Chemical Reactions

  • Identify evidence of chemical reactions, such as color change, gas production, and energy transfer.
  • Explain the law of conservation of mass and its application in balancing chemical equations.
  • Differentiate between types of chemical reactions, including synthesis, decomposition, and combustion.

Social Studies

Students explore the historical development of people, places, and patterns of life from ancient times in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, raise questions, and marshal evidence in support of their answers. These skills are developed through the study of significant historical substance from the era or society being studied.

The standards enable students to examine history and geography with emphasis on development of the modern world. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making.

Students will apply these social science skills to engage in their exploration of the global challenges of the twenty-first century.

By the end of Grade 9, students are expected to:

  • Apply social science skills to understand Western Europe during the middle Ages from about 500 to 1000 A.D. in terms of its impact on Western civilization.
  • Apply social science skills to understand the social, economic, and political changes and cultural achievements in the high and late medieval periods.
  • Apply social science skills to understand the developments leading to the Renaissance in Europe in terms of its impact on Western civilization.
  • Apply social science skills to understand the impact of the European Age of Exploration.
  • Apply social science skills to understand the political, cultural, geographic, and economic conditions in Europe and Russia from about 1500 A.D. to about 1800 A.D.
  • Apply social science skills to understand the changes in European nations between 1800 and 1900.
  • Apply social science skills to understand World War I and II and its worldwide impact.
  • Apply social science skills to understand the conflicts during the second half of the twentieth century.
  • Apply social science skills to understand the political, economic, social, and cultural aspects of independence movements and development efforts.
  • Apply social science skills to understand the global changes during the early twenty-first century.
  • Demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world.

Computer

The Database and coding course will cover both advanced Microsoft Excel and Visual Studio that will give the students extra information in dealing with databases and functions and developing console and graphical user interface applications.

By the end of Grade 9, students are expected to:

  • Students will be able to use excel in advanced functions like If statements, conditional formatting, Logical functions and macros.
  • Learn fundamentals of Visual Studio.

French Language

In the High school French course, students are able to exchange and support opinions on more complex topics in French. They comprehend spoken and written texts from variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 9, students are expected to:

  • Use a wide range of vocabulary, structures, and major time frames.
  • Exchange ideas clearly, based on level-appropriate themes.
  • Identify various literary elements, such as plot, theme, setting, and characters, in spoken and written texts.
  • Present well-developed ideas on a variety of topics, using familiar vocabulary and language structures and with minimal errors in spelling, punctuation, and pronunciation.

German Language

In the High School German course, students are able to exchange and support opinions on more complex topics in German. They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for German language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 9, students are expected to:

  • Understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • Deal with most situations likely to arise whilst travelling in an area where the language is spoken. 
  • Produce simple connected text on topics which are familiar or of personal interest.
  • Describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Art

Student develop the ability to recognize visual arts content, concepts, and skills needed to create, discuss, and understand original works of art. Students use art-making processes to communicate ideas and personal life experiences. They maintain portfolios documenting their artistic growth. They select representative work to take to the next level of study.

By the end of Grade 9, students are expected to:

  • Maintain and use a process art portfolio (e.g., sketchbook/journal and working portfolio) for planning and as a resource in the art-making process.
  • Identify and use steps of the design process, including brainstorming, preliminary sketching, planning, reflecting, refining, elaborating, and researching, in creative problem solving.
  • Communicate ideas in works of art by identifying and using steps of an artistic process, including selecting media and incorporating elements of art and principles of design.
  • Describe and demonstrate craftsmanship (artisanship) in works of art.

Physical Education

Students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities. This may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall, striking/fielding, and goal/target). Students demonstrate the ability to use basic skills, strategies, and tactics in a variety of lifetime physical activities. They apply their understanding of personal fitness to lifelong participation in physical activity. Students demonstrate independence in making choices, respecting others, avoiding conflict, resolving conflicts appropriately, and using elements of fair play and ethical behavior in physical activity settings. Students demonstrate the knowledge, skills, and abilities required to plan for and improve components of fitness and achieve and maintain a health-enhancing level of personal fitness.

By the end of Grade 9, students are expected to:

  • Design, implement, evaluate, and modify a practice plan for a self-selected skill, to include the motor learning process of analysis of performance; application of principles of movement and training; goal setting; and improvement of personal skills through practice, correction, practicing at a higher level, and reassessment.
  • Apply the concepts and principles of levers, force, motion, and rotation in a variety of activities.
  • Apply physiological principles of warm-up, cool down, overload, specificity, and progression.
  • Apply biomechanical principles of balance, energy, and types of muscle contractions to a variety of activities.
  • Demonstrate competency in one or more specialized skills in health-related fitness activities.

Music

During the high school years, students focus on Theory. They integrate aspects of melody, harmony, rhythm, form, analysis, and composition. Emphasis is placed on reading and writing musical notation, developing aural skills such as listening and taking dictation, sight-singing, and using the keyboard. Students recognize, describe, and apply the basic materials and processes of music through an integrated approach, which includes aural, written, creative, and analytical components. Students address these basic concepts by listening to and analyzing a wide variety of music, including standard Western tonal music, contemporary art music, jazz, popular music, and world music. Students use critical-thinking skills to study musical concepts.

By the end of Grade 9, students are expected to:

  • Echo, read, and notate music, rhythms, and rhythmic patterns.
  • Identify, read, compare, contrast, and perform music.
  • Identify and notate key signatures of scales and literature being performed
  • Identify, compare, contrast, and perform music written in sonata
  • Use music composition as a means of expression
  • Define and apply music terminology found in the music.
  • Explore historical and cultural aspects of music.
  • Analyze and evaluate music.
  • Investigate aesthetic concepts related to music.
Grade 10 Curriculum Overview

English Language

The High School English Language Arts curriculum is aligned with the Common Core State Standards. The English Language Arts course provides a balance of reading, writing, speaking, listening, and language cumulative skills essential for success in the 21st Century. This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need. Students interpret, analyze, compare, and evaluate a variety of literary, informational and graphic texts. Students compose a variety of genres at increasing levels of difficulty each year and learn to use and adjust language in all writing tasks to best communicate ideas, content, and message to readers. They use organizational skills, audience awareness, and both verbal and nonverbal presentation skills to plan and deliver effective oral presentations. Students show mastery of the conventions of academic language.

By the end of Grade 10, students are expected to:

  • Interpret, analyze, and evaluate narratives, poetry, and drama artistically and ethically by making connections to other texts, ideas, cultural perspectives, eras, personal events and situations.
  • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • Write arguments to support claims, using valid reasoning and sufficient evidence, informative/explanatory texts to examine and convey complex ideas, and narratives using effective technique, well-chosen details, and well-structured event sequences.
  • Use technology strategically to create, refine, and update individual or shared writing products and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • Conduct more sustained research projects to solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Demonstrate command of the conventions of Standard English appropriate to a tenth grade level.
  • Initiate and participate effectively in a range of collaborative discussions and with diverse partners on grade 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Mathematics

In High school we are following Common Core standards for Math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes are algebra, functions, modeling, geometry, statistics, and probability. The typical order of math classes in high school is as follows: algebra 1 and geometry in grade 9, algebra 2/trigonometry in grade 10, Pre-Calculus in grade 11, calculus and statistics in grade 12.

By the end of Grade 10, students are expected to:

  • Perform operations using functions, with special emphasis on linear, quadratic, exponential, logarithmic, inverse and radical, as well as rational functions.
  • Perform operations involving polynomials and polynomial functions.
  • Learn to represent functions in multiple ways – as verbal description, equations, tables, and graphs.
  • Learn to model real-world situations using functions in order to solve problems arising from those situations. Construct and compare linear and exponential models and solve problems.
  • Trigonometric identities and equations.
  • Interpret expressions for functions in terms of the situation they model.
  • Work on probability and data analysis as well as numerous examples and exercises involving interpreting data. Summarize, represent, and interpret data on two categorical and quantitative variables.
  • Understand and evaluate random processes underlying statistical experiments
  • Make inferences and justify conclusions from sample surveys, experiments and observational studies.
  • Increase their knowledge about Geometry topics such as similarity cases in triangles, surface area and volume of 3-d figures.

Science

During grades nine to twelve, students begin to form deeper connections between concepts and skills previously learned such as applying statistics to scientific questions, evaluating limitations of models, and creating algorithms to solve problems. Students learn how to analyze major global challenges, design a solution to a complex real- world problem by breaking it down into smaller and more manageable problems that can be solved through engineering, and to evaluate solutions and then model the impact of the proposed solutions.

By the end of the Biology course, Grade 10 students are expected to:

  • Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms and provide evidence that feedback mechanisms maintain homeostasis.
  • Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
  • Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
  • Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
  • Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Social Studies

Students explore the historical development of people, places, and patterns of life from ancient times in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking, raise questions, and marshal evidence in support of their answers. These skills are developed through the study of significant historical substance from the era or society being studied.

The standards enable students to examine history and geography with emphasis on development of the modern world. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making.

Students will apply these social science skills to engage in their exploration of the global challenges of the twenty-first century.

By the end of Grade 10, students are expected to:

  • Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship.
  • Analyze how physical and ecological processes shape Earth’s surface.
  • Apply the concept of a region.
  • Apply social science skills to evaluate the significance of natural, human, and capital resources.
  • Analyze the characteristics of the Latin American and Caribbean regions.
  • Analyze the characteristics of the Russian and Central Asian regions.
  • Apply social science skills to compare and contrast the distribution, growth rates, and characteristics of the human
  • Apply social science skills to analyze the patterns of urban development.
  • Apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface.

Computer

The Graphic Design Course includes some Adobe Package programs such as: Photoshop – InDesign – Illustrator. In that course students will learn how to edit different types of images, also how to use vector resources in a design and how to design a layout for different printable ex: magazines – newspapers – flyers. Lastly, using Python Programming Language for building sites, automating tasks and conducting Data Analysis.

By the end of Grade 10, students are expected to:

  • Students will be able to design different types of Visual Art, such as posters, Flyers, Logos.
  • Students will also be aware of differences between vector and raster footage.
  • This course will support students at University level for applied Arts Major.

French Language

In the High school French course, students are able to exchange and support opinions on more complex topics in French. They comprehend spoken and written texts from variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 10, students are expected to:

  • Understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance.
  • Read very short, simple texts and find specific, predictable information in simple everyday material.
  • Communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
  • Write short, simple notes and messages relating to matters in areas of immediate need.

 

German Language

In the High School German course, students are able to exchange and support opinions on more complex topics in German. They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for German language aligned with the Common European Framework of Reference for Languages.

By the end of Grade 10, students are expected to:

  • Develop their communicative competence by interacting orally and in writing with other German speakers
  • Understand oral and written messages in German, and making oral and written presentations in German.
  • Communicate on a variety of topics at a level commensurate with their study, using more complex structures in German and moving from concrete to more abstract concepts.

 

Art

Student develop the ability to recognize visual arts content, concepts, and skills needed to create, discuss, and understand original works of art. Students use art-making processes to communicate ideas and personal life experiences. They maintain portfolios documenting their artistic growth. They select representative work to take to the next level of study.

By the end of Grade 10, students are expected to:

  • Adhere to ethical choices when creating works of art and design.
  • Select and apply elements of art and principles of design to communicate meaning in works of art.
  • Combine a variety of perspective techniques, including one-point perspective, to create the illusion of space within works of art.
  • Use a variety of drawing media and processes to create observational and expressive works of art.

Physical Education

Students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities. This may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall, striking/fielding, and goal/target). Students demonstrate the ability to use basic skills, strategies, and tactics in a variety of lifetime physical activities. They apply their understanding of personal fitness to lifelong participation in physical activity. Students demonstrate independence in making choices, respecting others, avoiding conflict, resolving conflicts appropriately, and using elements of fair play and ethical behavior in physical activity settings. Students demonstrate the knowledge, skills, and abilities required to plan for and improve components of fitness and achieve and maintain a health-enhancing level of personal fitness.

By the end of Grade 10, students are expected to:

  • Analyze movement activities for component skills and movement patterns for one or more lifetime activities.
  • Identify and explain the relationship of opposing muscle groups (agonist/antagonist).
  • Design and implement a program for strength and conditioning.
  • Explain why blood pressure is an indicator of personal health.
  • Apply rate of perceived exertion (RPE) and pacing to a conditioning plan that meets the needs of one or more lifetime activities.

Music

During the high school years, students focus on Theory. They integrate aspects of melody, harmony, rhythm, form, analysis, and composition. Emphasis is placed on reading and writing musical notation, developing aural skills such as listening and taking dictation, sight-singing, and using the keyboard. Students recognize, describe, and apply the basic materials and processes of music through an integrated approach, which includes aural, written, creative, and analytical components. Students address these basic concepts by listening to and analyzing a wide variety of music, including standard Western tonal music, contemporary art music, jazz, popular music, and world music. Students use critical-thinking skills to study musical concepts.

By the end of Grade 10, students are expected to:

  • Echo, read, and notate music, rhythms, and rhythmic patterns.
  • Identify, read, compare, contrast, and perform music.
  • Identify and notate key signatures of scales and literature being performed
  • Identify, compare, contrast, and perform music written in sonata
  • Use music composition as a means of expression
  • Define and apply music terminology found in the music.
  • Explore historical and cultural aspects of music.
  • Analyze and evaluate music.
  • Investigate aesthetic concepts related to music.
Grade 11 Curriculum Overview
English Language

The High School English Language Arts curriculum is aligned with the Common Core State Standards. The English Language Arts course provides a balance of reading, writing, speaking, listening, and language cumulative skills essential for success in the 21st Century. This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need. Students interpret, analyze, compare, and evaluate a variety of literary, informational and graphic texts. Students compose a variety of genres at increasing levels of difficulty each year and learn to use and adjust language in all writing tasks to best communicate ideas, content, and message to readers. They use organizational skills, audience awareness, and both verbal and nonverbal presentation skills to plan and deliver effective oral presentations. Students show mastery of the conventions of academic language.
By the end of Grade 11, students are expected to:

  • Interpret, analyze, and evaluate narratives, poetry, and drama artistically and ethically by making connections to other texts, ideas, cultural perspectives, eras, personal events and situations.
  • Analyze foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.
  • Use narrative strategies within argument and explanation within narrative to produce complex and nuanced writing.
  • Use technology strategically to create, refine, and update individual or shared writing products and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • Conduct more sustained research projects to solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • Initiate and participate effectively in a range of collaborative discussions and with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Mathematics
In High school we are following Common Core standards for Math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes are algebra, functions, modeling, geometry, statistics, and probability. The typical order of math classes in high school is as follows: algebra 1 and geometry in grade 9, algebra 2/trigonometry in grade 10, Pre-Calculus in grade 11, calculus and statistics in grade 12.
By the end of Grade 11, students are expected to:

  • Perform operations using functions, with special emphasis on linear, quadratic, exponential, logarithmic, inverse and radical, as well as rational functions.
  • Be able to perform limits and their applications.
  • Understand Trigonometric identities and applications.
  • Introduction to Matrices and their applications.
  • Learn how to solve Systems of Equations using Cramer’s rule.
  • Complex numbers and their operations.
  • Sequences and Series.

Science (Physics and Chemistry)- Grade 11 (Scientific Section)
During grades nine to twelve, students begin to form deeper connections between concepts and skills previously learned such as applying statistics to scientific questions, evaluating limitations of models, and creating algorithms to solve problems. Students learn how to analyze major global challenges, design a solution to a complex real- world problem by breaking it down into smaller and more manageable problems that can be solved through engineering, and to evaluate solutions and then model the impact of the proposed solutions.
By the end of the Physics course, Grade 11 students are expected to:

  • Recognize linear relationship between displacement and time from graphed data. Where appropriate, draw a straight line through a set of experimental data points and determine the slope and/or area under the curve.
  • Analyze acceleration and falling objects’ motion using graphs and kinematic equations.
  • Combine and resolve vectors utilizing trigonometric or graphical methods. Draw vector diagrams of a projectile’s motion. Find range, trajectory, height of the projectile, and time of flight (uniform gravitational field, no air resistance).
  • Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
  • Provide and explain examples of how energy can be converted from potential energy to kinetic energy and the reverse and create a model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

By the end of the Modern Chemistry course, Grade 11 students are expected to:

  • Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
  • Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
  • Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
  • Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
  • Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.


Social Studies – Grade 11 (Non-Scientific Section)
Grade 11 students in the non-scientific track will study Sociology and American History as their mandatory Social Studies courses. These courses provide students with the knowledge and skills to understand human society, social behavior, and historical developments that have shaped the United States and its role in the global community.

Sociology
This course is an introductory study of sociology, the study of social behavior and the organization of human society. Students will explore the historical development of sociology as a field, as well as the methods sociologists use to conduct research. The course emphasizes key sociological concepts such as culture, social structure, socialization, deviance, inequality, and social change. Through case studies and real-world applications, students will gain insights into how societies function and evolve.
By the end of the Sociology course, Grade 11 students are expected to:
Recognize that sociology is the study of social behavior and interaction.Understand how sociology compares to other social sciences.Explain how theoretical perspectives can be used to analyze social life.Identify research methods used by sociologists.Define culture and examine how cultural variations exist within and between societies.Analyze the structure of society and its influence on human behavior.Discuss American culture and the role of social groups in shaping behavior.Describe bureaucracies and their functions in society.Explore how individuals develop their personalities and identities through socialization.Examine adolescence as a stage of life and the social challenges associated with it.Analyze the concept of deviance and its impact on society.Discuss crime, social control, and the role of institutions in maintaining order.Investigate social inequality, social class divisions, and the effects of poverty.Evaluate the role of race, ethnicity, and discrimination in shaping societies.

American History
This course traces the historical, social, economic, and political development of the United States from its colonial foundations to the present day. Students will develop historical thinking skills, engage in critical analysis of primary and secondary sources, and explore the forces that shaped the American identity and its role in the global community.
By the end of the American History course, Grade 11 students are expected to:
Demonstrate skills in historical thinking, geographic analysis, and economic decision-making.Use maps, photographs, and data to interpret historical events.Analyze the impact of Reconstruction on American society.Examine social, economic, and technological changes after the Civil War.Understand the transformation of the United States during the late 19th and early 20th centuries.Investigate the causes and effects of American involvement in World War I and World War II.Explore post-war economic, social, and political transformations.Examine key domestic and international issues in the second half of the 20th century and the early 21st century.Computer The Multimedia Course includes Adobe Package such as: Premiere – Aftereffect – Audition.  In that course students will learn how to produce and edit video. Also producing voice over clips.
By the end of Grade 11, students are expected to:

  • Students will be able to produce powerful and professional videos.
  • Also students will be able to produce impressive audio clips.
  • It will support students at university level for a mass communication major.

French Language
In the High school French course, students are able to exchange and support opinions on more complex topics in French. They comprehend spoken and written texts from variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.
By the end of Grade 11, students are expected to:

  • Understand the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly.
  • Understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
  • Interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. 
  • Write a very simple personal letter, for example thanking someone for something.
  • Identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary.

German Language
In the High School German course, students are able to exchange and support opinions on more complex topics in German. They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. This course is based on Virginia Standards for German language aligned with the Common European Framework of Reference for Languages.
By the end of Grade 11, students are expected to:

  • Understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
  • Understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
  • Understand texts that consist mainly of high frequency every day or job related language.
  • Understand the description of events, feelings and wishes in personal letters.
  • Deal with most situations likely to arise whilst travelling in an area where the language is spoken.
  • Connect phrases in a simple way in order to describe experiences and events, his dreams, hopes and ambitions.
  • Write simple connected text on topics which are familiar or of personal interest.
  • Write personal letters describing experiences and impressions.

Art
Student develop the ability to recognize visual arts content, concepts, and skills needed to create, discuss, and understand original works of art. Students use art-making processes to communicate ideas and personal life experiences. They maintain portfolios documenting their artistic growth. They select representative work to take to the next level of study.
By the end of Grade 11, students are expected to:

  • Articulate the difference between personal preference and informed judgment when discussing works of art.
  • Describe aesthetic qualities found in works of art.
  • Analyze the functions, purposes, and perceived meanings of works of design.
  • Formulate a definition for art and defend that definition in relation to objects in the world.
  • Use personal criteria when making visual aesthetic judgments.

Physical Education
Students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities. This may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall, striking/fielding, and goal/target). Students demonstrate the ability to use basic skills, strategies, and tactics in a variety of lifetime physical activities. They apply their understanding of personal fitness to lifelong participation in physical activity. Students demonstrate independence in making choices, respecting others, avoiding conflict, resolving conflicts appropriately, and using elements of fair play and ethical behavior in physical activity settings. Students demonstrate the knowledge, skills, and abilities required to plan for and improve components of fitness and achieve and maintain a health-enhancing level of personal fitness.
By the end of Grade 11, students are expected to:

  • Participate independently in health-enhancing physical fitness activities.
  • Evaluate and adjust activity levels to meet personal fitness goals.
  • Design and critique a personal fitness program, using available technology and resources.
  • Identify the physical and mental benefits of physical fitness.
  • Maintain a health-enhancing level of physical fitness.

Music
During the high school years, students focus on Theory. They integrate aspects of melody, harmony, rhythm, form, analysis, and composition. Emphasis is placed on reading and writing musical notation, developing aural skills such as listening and taking dictation, sight-singing, and using the keyboard. Students recognize, describe, and apply the basic materials and processes of music through an integrated approach, which includes aural, written, creative, and analytical components. Students address these basic concepts by listening to and analyzing a wide variety of music, including standard Western tonal music, contemporary art music, jazz, popular music, and world music. Students use critical-thinking skills to study musical concepts.
By the end of Grade 11, students are expected to:

  • Echo, read, and notate music, rhythms, and rhythmic patterns.
  • Identify, read, compare, contrast, and perform music.
  • Identify and notate key signatures of scales and literature being performed
  • Identify, compare, contrast, and perform music written in sonata
  • Use music composition as a means of expression
  • Define and apply music terminology found in the music.
  • Explore historical and cultural aspects of music.
  • Analyze and evaluate music.
  • Investigate aesthetic concepts related to music.
Grade 12 Curriculum Overview

English Language

The High School English Language Arts curriculum is aligned with the Common Core State Standards. The English Language Arts course provides a balance of reading, writing, speaking, listening, and language cumulative skills essential for success in the 21st Century. This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need. Students interpret, analyze, compare, and evaluate a variety of literary, informational and graphic texts. Students compose a variety of genres at increasing levels of difficulty each year and learn to use and adjust language in all writing tasks to best communicate ideas, content, and message to readers. They use organizational skills, audience awareness, and both verbal and nonverbal presentation skills to plan and deliver effective oral presentations. Students show mastery of the conventions of academic language.

By the end of Grade 12, students are expected to:

  • Read, analyze, and evaluate a wide variety of print (fiction, nonfiction, drama, and poetry/lyrics), and visual/multimedia texts (e.g., film, journalism, television, advertising, music videos, social media).
  • Write a range of complex texts for a variety of audiences and purposes (expressive, persuasive, persuasive research, visual/multimedia, and creative multi -genre collection) using a range of strategies to enhance clarity, precision, and effectiveness.
  • Use technology strategically to create, refine, and update individual or shared writing products and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • Conduct more sustained research projects to solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Apply knowledge of grammar, language conventions and structure to effectively communicate through written expression.
  • Initiate and participate effectively in a range of collaborative discussions and with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Mathematics

In High school we are following Common Core standards for Math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes are Algebra, Functions, Modeling, Geometry, Statistics, and Probability. The typical order of math classes in high school is as follows: Algebra 1 and Geometry in grade 9, Algebra 2/Trigonometry in grade 10, Pre-Calculus in grade 11, Calculus and Statistics in grade 12.

By the end of Grade 12 (Scientific Section), students are expected to:

  • Be able to perform limits problems and their applications.
  • Perform differentiation and Integration with their different kinds and their applications as well.
  • Limits of trigonometric functions and infinite Limits.
  • Continuity and one-sided limit and at a point.
  • Rates of change and Basic differentiation rules.
  • The derivative and tangent line problems.
  • Product rule, Quotient rule and the chain rule.
  • Higher order Derivatives and Applications on derivatives        
  • Integration and their applications.

By the end of Grade 12 (Non-Scientific Section), students are expected to:

  • Limits of trigonometric functions and infinite Limits.
  • Continuity and one-sided limit and at a point.
  • Rates of change and Basic differentiation rules.
  • Product rule, Quotient rule and the chain rule.
  • Understand independence and conditional probability and use them to interpret data.
  • Use the rules of probability to compute probabilities of compound events in a uniform probability model.
  • Use probability to evaluate outcomes of decisions.
  • Apply different statistical concepts and put them in use in real life.
  • Interpreting Categorical and Quantitative Data.
  • Understand and evaluate random processes underlying statistical experiments.
  • Make inferences and justify conclusions from sample surveys, experiments and observational studies.

Science

(Advanced Biology /Advanced Physics – Scientific Section)

During grades nine to twelve, students begin to form deeper connections between concepts and skills previously learned such as applying statistics to scientific questions, evaluating limitations of models, and creating algorithms to solve problems. Students learn how to analyze major global challenges, design a solution to a complex real- world problem by breaking it down into smaller and more manageable problems that can be solved through engineering, and to evaluate solutions and then model the impact of the proposed solutions.

By the end of the Advanced Biology course, Grade 12 (Scientific Section), students are expected to:

  • Demonstrate understanding of how systems of cells function together to support the life processes. Students demonstrate their understanding through critical reading, using models, and conducting investigations.
  • Construct explanations for the role of energy in the cycling of matter in organisms and ecosystems.
  • Apply mathematical concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular respiration and develop models to communicate these explanations.
  • Relate the nature of science to how explanations may change in light of new evidence and the implications for our understanding of the tentative nature of science.
  • Understand organisms’ interactions with each other and their physical environment, how organisms obtain resources, change the environment, and how these changes affect both organisms and ecosystems.
  • Utilize the crosscutting concepts of matter and energy and Systems and system models to make sense of ecosystem dynamics.
  • Demonstrate an ability to investigate the role of biodiversity in ecosystems and the role of animal behavior on survival of individuals and species. Students have increased understanding of interactions among organisms and how those interactions influence the dynamics of ecosystems.
  • Demonstrate understanding of the factors causing natural selection and the process of evolution of species over time. They demonstrate understanding of how multiple lines of evidence contribute to the strength of scientific theories of natural selection and evolution.
  • Demonstrate an understanding of the processes that change the distribution of traits in a population over time and describe extensive scientific evidence ranging from the fossil record to genetic relationships among species that support the theory of biological evolution.

By the end of the Advanced Physics course, Grade 12 (Scientific Section), students are expected to:

  • Apply the fundamental conservation laws of fluid mechanics to solve relevant engineering problems that address global needs.
  • Solve mechanical energy balances in pipe flow, scale-up pumps and mixers.
  • Apply the Navier-Stokes equations to determine velocity profiles in axisymmetric and planar flows.
  • Predict the flow depth in various open-channel flow scenarios and calculate forces on submerged objects.
  • Apply the key dimensionless parameters in fluid mechanics in relevant contexts
  • Identify a circuit as being either parallel or series and mathematically analyze the circuit to determine the equivalent resistance, the total circuit current, the voltage drop across each resistor, and the current through each resistor (if given the battery voltage and the resistance of each resistor)
  • Demonstrate their understanding of engineering ideas by presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Environmental Science (Scientific and Non Scientific Sections)

By the end of the Environmental Science course, Grade 12 students are expected to:

  • Construct explanations for the scales of time over which Earth processes and make inferences about events in Earth’s history based on a data record that is increasingly incomplete that farther you go back in time.
  • Demonstrate proficiency in developing and using models, constructing explanations, and engaging in argument from evidence; and to use these practices to demonstrate understanding of the core ideas.
  • Develop models and explanations for the ways that feedback between different Earth systems control the appearance of Earth’s surface.
  • Understand the role that water plays in affecting weather. Students understand chemical cycles such as the carbon cycle.
  • Examine the ways that human activities cause feedback that create changes to other systems.
  • Understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change.
  • Understanding the analysis and interpretation of different kinds of geoscience data allow students to construct explanations for the many factors that drive climate change over a wide range of time scales.
  • Understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the environmental impacts of human activities.

 

Social Studies – Grade 12 (Non-Scientific Section)

Economics

Students develop a basic understanding of economic principles in order to gain knowledge in various economic aspects. They study topics including the effect of supply and demand, an introduction to microeconomics, the importance of government, an introduction to macroeconomics, macro policies and trade, industrial organization and product costs, and market structures, including perfect and imperfect competition.

By the end of the Economics course, Grade 12 students are expected to:

  • Demonstrate knowledge of basic economic concepts and structures.
  • Demonstrate knowledge of the role of producers and consumers in a market economy.
  • Demonstrate knowledge that many factors affect income.
  • Demonstrate knowledge of the price system, a nation’s economic goals (including full employment, stable prices, and economic growth), a nation’s financial system, and how monetary and fiscal policy influence employment, output, and prices.
  • Demonstrate knowledge of the global economy, planning for living and leisure expenses, banking transactions, credit and loan functions, the role of insurance in risk management, income earning and reporting, taxes, personal financial planning, and investment and savings planning.

 

Psychology (Elective)

Students study psychology, which is defined as “the study of the mind and behavior.” The discipline embraces all aspects of human experience—from the functions of the brain to the actions of nations, from child development to care for the aged. Students gain a general understanding of psychology by integrating thinking skills, scientific processes, and content so that they are able to apply their learning to their own lives. Topics covered include stress, intelligence, theories of personality, and psychological disorders from an academic psychological perspective.

By the end of the Psychology course, Grade 12 students are expected to:

  • Analyze concepts related to the measurement and nature of intelligence.
  • Describe behavioral, social, and cognitive changes from the prenatal period throughout the life span.
  • Identify major theories and concepts related to motivation and emotion.
  • Evaluate assessment tools and theories in personality.
  • Discuss the components of stress.
  • Identify abnormal behavior and treatment.
  • Analyze the impact of the social environment on behaviors and attitudes.

 

Business (Elective)

The course is designed as a gateway to career pathways in business and provides an overview of essential business skills for today’s environment. Knowledge of business principles and the impact of financial decisions are key elements of this course. Students will learn the essentials of working in a business environment, managing a business, and owning a business. The course prepares students for success both personally and professionally in an information-based society. Students will not only understand the concepts but also apply their knowledge to real-world situations and defend their decisions based on acquired skills.

Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Professional communication skills, problem-solving, ethical and legal issues, and effective presentation skills are foundational knowledge covered in this course.

By the end of the Business course, Grade 12 students are expected to:

  • Learn Workplace Ethics, Personal Characteristics, Employer Expectations, Business Etiquette, and Communicating at Work.
  • Demonstrate an understanding of entrepreneurship through recognizing a business opportunity, how to start a business based on the recognized opportunity, and basics of how to operate and maintain that business.
  • Learn about Expected Work Traits, Teamwork, and Time Management.
  • Analyze and integrate leadership skills and management functions within the business environment.
  • Develop effective money management strategies and understand the role and functions of financial institutions.
  • Demonstrate understanding of the concept of marketing and its importance to business ownership.
  • Understand, interpret, and use accounting principles to make financial decisions.
  • Develop effective money management strategies and understand the role and functions of financial institutions.

Computer

  • The Architecture course includes the following programs: Adobe Photoshop for Architecture uses- 3D MAX for 3D rendering for the building. AutoCAD is used for drawing plans from different perspectives.
  • The programming course includes the following programming language: PHP – C++ – Java.
  • They will learn the essentials of different programming languages and the concept of the object oriented programming.

By the end of the Architecture course (Elective), Grade 12 students are expected to:

  • Students will be able to create professional plan designs.
  • They will be aware about the design concepts based on different factors.
  • Students will visualize the plan to 3D objects simulating reality.
  • That course will support students in the following majors at the university: Architecture designs – civil engineering – Mechanical engineering.

By the end of the Programming course (Elective), Grade 12 students are expected to:

  • Students will be able to have a full understanding about (OOP).
  • They will apply their understanding about the concept by using 3 different programming languages

Art

Student develop the ability to recognize visual arts content, concepts, and skills needed to create, discuss, and understand original works of art. Students use art-making processes to communicate ideas and personal life experiences. They maintain portfolios documenting their artistic growth. They select representative work to take to the next level of study.

By the end of Grade 12, students are expected to:

  • Analyze major art movements and influential artists according to events, places, cultures, and historical periods.
  • Identify technological developments in the visual arts.
  • Analyze works of art as representational, abstract, or nonrepresentational, including nonobjective and conceptual.
  • Describe how the design process is used in various careers

Physical Education

Students complete the transition from modified versions of movement forms to more complex applications across all types of physical activities. This may include outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and games and sports (net/wall, striking/fielding, and goal/target). Students demonstrate the ability to use basic skills, strategies, and tactics in a variety of lifetime physical activities. They apply their understanding of personal fitness to lifelong participation in physical activity. Students demonstrate independence in making choices, respecting others, avoiding conflict, resolving conflicts appropriately, and using elements of fair play and ethical behavior in physical activity settings. Students demonstrate the knowledge, skills, and abilities required to plan for and improve components of fitness and achieve and maintain a health-enhancing level of personal fitness.

By the end of Grade 12, students are expected to:

  • Exhibit a level of proficiency in all basic skills required for the selected activity and the ability to use the skills with consistency in the appropriate setting.
  • Demonstrate an understanding of the rules and strategies of the selected activity, and apply them appropriately.
  • Explain and apply selected scientific principles (e.g., physiological, biomechanical) that aid in the improvement of skills and performance in specialized movement forms.
  • Integrate movement principles and concepts in order to analyze and improve the performance of self and others in specialized movement forms

Music

During the high school years, students focus on Theory. They integrate aspects of melody, harmony, rhythm, form, analysis, and composition. Emphasis is placed on reading and writing musical notation, developing aural skills such as listening and taking dictation, sight-singing, and using the keyboard. Students recognize, describe, and apply the basic materials and processes of music through an integrated approach, which includes aural, written, creative, and analytical components. Students address these basic concepts by listening to and analyzing a wide variety of music, including standard Western tonal music, contemporary art music, jazz, popular music, and world music. Students use critical-thinking skills to study musical concepts.

By the end of Grade 12, students are expected to:

  • Echo, read, and notate music, rhythms, and rhythmic patterns.
  • Identify, read, compare, contrast, and perform music.
  • Identify and notate key signatures of scales and literature being performed
  • Identify, compare, contrast, and perform music written in sonata
  • Use music composition as a means of expression
  • Define and apply music terminology found in the music.
  • Explore historical and cultural aspects of music.
  • Analyze and evaluate music.
  • Investigate aesthetic concepts related to music.
Grade 12 Course Selection & Requirements

Course Selection for Grade 12

Grade 12 is a critical year for our students. It is a time when students solidify and reinforce study habits as well as expand their knowledge and skills. It is also a time when students select a study stream in scientific or non scientific areas of course content. Each student and family will need to examine these two areas and be prepared to select a package for their child’s grade 12 year. It is important to choose wisely since study streams cannot be changed once a student begins in a particular area.

All students take the common subjects. Students must choose between scientific and non-scientific packages.

Scientific

Non- Scientific

Common Subjects

Physics, Calculus,Advanced Biology

Environmental Science, Advanced Math, Egyptian History

English, Psychology, Economics, Art/Music/P.E Arabic, Religion

Graduation Requirements

DAIS requires a minimum of 24 High School units of credit, taken over eight semesters in Grades 9 through to 12 inclusively to graduate. The courses listed below are required to achieve graduation at the High School level.  A credit is defined in adherence to Carnegie credit hour standards.   The minimum requirement for graduation is a (C) average (2.00 GPA) overall.

Required Courses

Students must complete the following courses successfully to graduate:

Courses

Requirements

English

4 Credits

Mathematics

4 Credits

Science

4 Credits

Social Studies

4 Credits

Physical Education

2 Credits

Art/Music

2 Credits

World Languages

3 Credits

Arabic Language

4 Credits (Unless Exempted)

Technology

2.5 Credits

Electives

2 Credits

Any course taken beyond the number of units required in a given subject area is regarded as an elective in that subject area.

HIGH SCHOOL GRADING

The school year is divided into two semesters. Each semester is divided into two terms. At the close of each term, students receive a report card indicating the grades earned in each class. Absences, if any, are recorded on their report card which reflects attendance. 

Facebook-f Twitter Instagram Youtube
Copyright 2025 © All rights Reserved. Dover International School