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 )
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:
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:
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
Energy
Waves and Electromagnetic Radiation
Matter
States of Matter
Atoms
Periodic Table
The Structure of Matter
Chemical Reactions
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
By the end of the Modern Chemistry course, Grade 11 students are expected to:
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:
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:
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:
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:
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:
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:
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:
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:
By the end of Grade 12 (Non-Scientific Section), students are expected to:
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:
By the end of the Advanced Physics course, Grade 12 (Scientific Section), students are expected to:
Environmental Science (Scientific and Non Scientific Sections)
By the end of the Environmental Science course, Grade 12 students are expected to:
Social Studies – Grade 12 (Non-Scientific Section)
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:
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:
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:
Computer
By the end of the Architecture course (Elective), Grade 12 students are expected to:
By the end of the Programming course (Elective), Grade 12 students are expected to:
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:
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:
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:
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.