6 periods per week - One Year - One Credit

Twelfth Grade English: Read and Write for College

In Twelfth Grade English the focus is on reading and writing a variety of contemporary fiction and nonfiction texts.  Readings, in English and in translation, engage students in the critical analysis of texts, and serve as models and inspiration for creative work aimed at a variety of audiences and serving different purposes. Academic writing is reviewed and practiced extensively with a particular emphasis on skills and forms which transfer across disciplines at the college level.

Assessment

• Various forms of writing: In-class essays, formal essays, journals and creative writing
• Oral presentations, class discussions
• Multimedia presentations

Advanced Placement English Literature and Composition

This challenging course prepares students for the rigors of university level literature studies as they engage in the careful reading and critical analysis of imaginative literature. Students consider the larger elements of each work’s structure, style, and themes as well as the finer elements of figurative language, imagery, symbolism, and tone. The historical and cultural context of important works, in addition to an introduction to literary theory and criticism, challenge students to think deeply as they cover diverse topics within the genres of poetry, novels, and plays from a variety of periods and locations. 

Students will also practice varied approaches to thinking and writing critically about literature through discussion forums, formal and informal presentations, debates, and creative projects. In addition to in-class essays, students will have the opportunity to compose two literary papers of approximately 2,000 words. Students will learn to confidently structure and support an extended analytical argument and to evaluate their own writing. Because this course will culminate in a rigorous examination that could lead to college credit, the expectations are particularly high. Students should expect to spend an average of four hours per week outside of class on homework assignments, class preparation, and review. Some students may need to spend more time depending on their backgrounds. 

Assessment and Grading
Each semester, 30% of the course grade will be based on in-class free-response essay assessments similar to the types of prompts that appear on the AP exam. Composition assignments will count for an additional 30% of the course grade. Class work, presentations, and literature tests will also be factored into the course grade. 
 

5 periods per week - One Year - One Credit

Students in Grade 12, having discussed any options with their Grade 11 Mathematics teacher, will continue their studies in the course that best prepares them for their future goals.

Senior Math

This course is for students who want to strengthen their skills and broaden their knowledge of mathematics without taking another AP course. This course is not intended for students who have taken AP Calculus AB. It will include deductive reasoning for SAT preparation, the opportunity to further their knowledge of Algebra and mechanics units which students will expand on by conducting an original research project.

AP Statistics

Students who have successfully completed their Grade 11 Mathematics course may wish to take this university level Statistics course. This would be particularly useful for students wishing to study any Social Science subject at university.

AP Statistics (Elective) - Grade 11 or 12

AP Statistics is offered as an Elective Course as well as a Grade 12 Mathematics course every year.

AP Statistics elective is open to both Grade 11 and Grade 12 students who want a mathematics credit beyond the four years available in the mathematics time period. Students wanting to take AP Statistics should discuss this with their mathematics teacher to determine if this is a suitable course and whether they should take it during the Elective time or as their Grade 12 Mathematics course. This course is particularly useful for students wishing to study any Social Science subject at University. 

It is expected that each student will work toward a deep understanding of the subject material so as to be able to apply it to her university studies.  The time needed for homework will vary from topic to topic and from student to student.  Willingness to ask questions when something is not fully understood will facilitate getting homework done more accurately and efficiently.  As the year progresses, this AP course, as compared with lower level mathematics courses, will have longer-term homework assignments and so students will need to allow for careful balance with other time commitments.

Assessment and Grading

Assessment is modeled on AP and university expectations, including challenging questions and an adjusted marking scale. Grade 11 students who complete the AP Statistics Exam will study additional preparatory topics in May, but will not have an end-of-year school examination.
 

AP Calculus AB

This course is available for students who have reached an excellent level of achievement in the Grade 11 Precalculus course. This accelerated and demanding course covers all of the topics required for the Advanced Placement Calculus AB examination.

AP Calculus BC

This course is available for students who have passed the AP Calculus AB examination in Grade 11. The course content covers all of the topics required for the BC examination, a review of the AB topics, and extensions of some topics for further preparation for university mathematics.

Homework Expectations in AP Courses

It is expected that each student will work toward a deep understanding of the subject material so as to be able to apply it to her university studies.  The time needed for homework will vary from topic to topic and from student to student.  Willingness to ask questions when something is not fully understood will facilitate getting homework done more accurately and efficiently.  As the year progresses, this AP course, as compared with lower level mathematics courses, will have longer-term homework assignments that will allow for, and require, careful balance with other time commitments.

Assessment and Grading in AP Courses

Assessment in AP mathematics courses is modeled on AP and university expectations, including challenging questions and an adjusted marking scale.

Electives: 5 periods per week - One Year - One Credit

Two science credits are needed to graduate from International School of the Sacred Heart. A student who passes Biology, Chemistry and Physics in Grades 9 and 10 will have already obtained three science credits. [Any student who arrived at Sacred Heart in the middle of Grade 9 or 10 should check her credit status.] 

We recommend continuing with some science in to grades 11 and 12 even if this minimum credit requirement has been met. Continuing science provides breadth of experience, and keeps options open for college. Students wishing to study science, medicine or engineering at university should find out about the relevant university entry requirements before making their course selections.

All our courses present science as a field of enquiry rather than just as a body of knowledge. Thus, the courses emphasize the development of the skills of scientific investigation as well as the acquisition of knowledge and the understanding of scientific concepts.

The Biology, Chemistry and Physics subjects are higher-level courses and as such the time commitment for homework and assignments may be larger than a standard course to give the deeper understanding of the material that is required. The time needed for homework will vary from topic to topic and from student to student. Students should also be aware that during the latter parts of these courses the work load and time commitment expectation is likely to be higher as exam practice, technique and review are integrated into the course.

Advanced Biology 1 - Grade 11 (or 12)

Entry is subject to teacher recommendation
This course studies Biochemistry, Cell Structure, Respiration, Molecular Genetics (DNA etc), Mendelian Genetics and Evolutionary Mechanisms. It provides students with the factual knowledge and analytical skills to deal critically with the rapidly changing science of biology. Practical work forms an important part of the course. It is appropriate for students who have a strong interest in biology, possibly with the aim of majoring in a biological or medical field in college. Students planning to take the AP Biology exam must take this course in G11 and then Advanced Biology in G12. However, it is equally suitable for a student who is simply interested in studying further biology. 

Advanced Chemistry 1 - Grade 11 (or 12)

Entry is subject to teacher recommendation
This course is an introduction to general chemistry. A full listing of the depth of topics covered over the two year course can be found at the CollegeBoard website. Examples of some of the topics covered in the Pre-AP curriculum include: Fundamental Chemical Concepts, Chemical Formulae and Bonding, Atomic Structure, Moles and Reactions, Gases, Electrochemistry, Thermochemistry, Kinetics and Chemical Equilibrium Systems. Practical work and analysis is a vital part of this course. Any student who is thinking of majoring in science, medicine or engineering at college should consider taking this course. Students planning to take the AP Chemistry exam must take this course in G11 and then Advanced Chemistry in G12. However, the course is equally appropriate for a student with an interest in Chemistry. 

AP Physics I - Grade 11 (or 12)

Entry is subject to teacher recommendation
This course covers the following main areas of Physics: Kinematics and Newton’s laws, Rotational Dynamics, Gravitation and Circular motion, Projectile motion, Momentum, Waves, and an introduction to Electricity. Practical work, including the use of computers for data collection and analysis, forms an important part of the course. For a grade 11 student, the AP Physics 1 examination will be taken at the end of grade 12 in conjunction with the AP Physics 2 examination should the student continue through and complete AP Physics 2. For a grade 12 student studying AP Physics 1 they will take the exam at the end of grade 12. Any student who is thinking of majoring in science, medicine or engineering at college should consider taking this course in G11 or G12. 

Environmental Science - Grade 11 or 12

This course is for students with an interest in environmental issues, and for those who wish to study a broad course covering aspects of science, which have direct relevance to society. After completing this course students should be able to take part in well-informed discussion of such issues as Pollution, Population Growth, Recycling, Conservation and Energy use. In addition, current affairs issues related to environmental science may be studied. Class discussion of the issues forms an important part of the course, as does the development of research and presentation skills.

Advanced Biology 2 (AP) - Grade 12

Pre-requisite: Grade 11 Biology
This course completes the AP Biology curriculum by studying ecology, animal behaviour, further molecular genetics, DNA technology, developmental mechanisms and photosynthesis. It also studies aspects of animal and plant physiology, including nervous and hormonal communication, that are no longer in the AP curriculum, but are commonly found in other advanced high school biology courses such as IB Higher Level or A-level. This course aims to provide students with the factual knowledge and analytical skills to deal critically with the rapidly changing science of biology and prepares students to sit the AP Biology exam at the end of G12. 

Advanced Chemistry 2 (AP) - Grade 12

Pre-requisite: Grade 11 Chemistry
This course increases the level of understanding of the topics studied in G11 Chemistry and takes them to the deeper level of knowledge needed for the AP exam.  A full listing of the topics covered over the two year course can be found at the CollegeBoard website. Practical work and analysis continues to be a vital part of the course. It will prepare students to sit the AP Chemistry examination at the end of G12.

AP Physics II - Grade 12

Pre-requisite: AP Physics 1
This course builds on the areas studied in AP Physics 1 as well as introducing new areas that are more relevant to G12 course: Fluids, Electrostatics, Thermodynamics, Electromagnetism, Physical & Geometric Optics, and topics in Modern Physics. Practical work with the Vernier sensors continues to be a vital part of the course. This course prepares students to sit both the AP Physics 1 and AP Physics 2 examination at the end of their G12 year. 

grading

For all the courses described above

Semester grade

• 50% for unit tests
• 50% other class work and homework assignments (which may include laboratory reports, practice and review questions, data analysis exercises, short research papers, short oral presentations and essays)

Final grade for the year

Environmental Science, Advanced Biology 1, Advanced Chemistry 1 and AP Physics I

• 40% for each semester
• 20% for the End of Year examination

Advanced Biology 2 (AP), Advanced Chemistry 2 (AP) and AP Physics II 

• 50% for each semester

Each student taking AP sciences will sit the external College Board AP examination at the end of the specified year.

Electives: 5 periods per week - One Year - One Credit

European History (AP): 1450 - 2000

AP European History is a challenging course that investigates Europe’s rise from being made up of a group of weak, scattered monarchies on the world’s periphery to its role in shaping global history and culture from the Italian Renaissance through the European Union. Students develop and use skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and applying reasoning to solve historical questions. The course also provides seven themes that students explore throughout the course in order to investigate long-range themes and connections, including Europe and the world, rise of monarchies and republics, economic and commercial development, culture and the arts, and technological and scientific innovations, amongst others.

AP European History is designed to be the equivalent of an introductory college or university survey of modern European history. There are no prerequisites for AP European History. 

Assessments
Assessments are designed to help prepare students for the Advanced Placement (AP) exam in May. These include:

• Essay research and writing
• Analyzing sources 
• Tests and quizzes
• Projects and debates
• Class participation

World History (AP): Modern

The AP World History course fosters a greater understanding of the evolution and interaction of human societies. We apply historical thinking skills and assess major themes in world history from 1200 C.E. to present. AP World History: Modern reflects changes to the course introduced by the College Board for the 2020 Exam and does not have any prerequisites. This is a great introductory college-level history course.

AP World History: Modern thematic learning objectives include: 

• Interaction Between Humans and the Environment
• Development and Interaction of Cultures
• State Building, Expansion, and Conflict
• Creation, Expansion, and Interaction of Economic Systems
• Development and Transformation of Social Structures

Assessment
Assessments are designed to help prepare students for the college-level history classes and include:

• Historical Thinking Skills
• Source Analysis 
• Tests, Quizzes, DBQs, LEQs, & SAQs
• Discussion
• Class participation

International Relations

International Relations is designed to foster an understanding of how nations develop and prioritize foreign policy. Students examine a variety of topics including international relations and politics, the workings of international organizations and the United Nations. Particular emphasis is placed upon Japan and its changing role in world affairs, and the USA & China as superpowers. Topics will be examined from the historical, social, economic and political viewpoints and include case studies. Should the US engage with a Taliban government in Afghanistan? Should Japan isolate or engage with North Korea? Should governments boycott the Olympics or sports events due to human rights violations? Should MEDCs pay to mitigate the impact of climate change?

Students will be required to do a variety of assignments and presentations. Most importantly however, this course aims to give students a chance to discuss, debate, and foster critical thinking skills. We participate in Model United Nations conferences and practice the skills of diplomacy.

This course does not require an outside time commitment similar to AP History courses though students are encouraged to read widely, develop policy analysis, foster political awareness, and analyze world news.

Assessment

• resolution writing & national interest statements
• class discussion & debate
• MUN preparation & participation
• simulations & role play
• class participation

Macroeconomics (AP)

(Entry may have to be subject to a student's previous performance in mathematics.)

There are two separate AP examinations for Macroeconomics and Microeconomics; therefore, each course may be taken either on its own or together with the other course in the same year. Alternatively, it is possible to take the two courses in consecutive years in either order, since each course is self-contained and sufficient for the relevant examination.  

We shall set up and manipulate analytical models, based on simple diagrams, which can explain why there is unemployment or inflation in an economy, why countries trade with each other and how economic development can be pursued. Worksheets will be used so that students may actively participate in figuring out the models and in reaching conclusions about what fiscal and monetary policies governments should adopt in order to deal with economic problems.  Since we can never be entirely sure how people will behave and whether our assumptions are correct, there is plenty of controversy about both policies and their outcomes.  For example, we shall discuss whether or not taxation is beneficial for economic growth. 

Assessment

• written work: short free-response essays
• sketching and interpreting graphs, finding solutions to word problems 
• tests
• class participation

Microeconomics (AP)

(Entry may have to be subject to a student's previous performance in mathematics.)

There are two separate AP examinations for Macroeconomics and Microeconomics; therefore, each course may be taken either on its own or together with the other course in the same year. Alternatively, it is possible to take the two courses in consecutive years in either order, since each course is self-contained and sufficient for the relevant examination.  

We shall set up and manipulate analytical models, based on simple diagrams, which can explain why there is unemployment or inflation in an economy, why countries trade with each other and how economic development can be pursued. Worksheets will be used so that students may actively participate in figuring out the models and in reaching conclusions about what fiscal and monetary policies governments should adopt in order to deal with economic problems.  Since we can never be entirely sure how people will behave and whether our assumptions are correct, there is plenty of controversy about both policies and their outcomes.  For example, we shall discuss whether or not taxation is beneficial for economic growth. 

Assessment

• written work: short free-response essays
• sketching and interpreting graphs, finding solutions to word problems 
• tests
• class participation

FRENCH: 5 periods per week - One Year - One Credit

The high school French language program in grades 11 and 12 provides the students with learning opportunities in the study of French language and society. A critical appreciation and analysis of French culture and texts are emphasized in all levels. Students will be placed in language classes according to teacher recommendation.

French Language

Students will be placed according to their proficiency in the four language skills. Students will learn and improve to read, to speak and to write about a variety of topics. Grammar, sentence structure and vocabulary are presented and integrated in dialogues, descriptions, short stories, poems, small plays, drill exercises, educational games, songs, as well as using videos and Internet resources. Within the study of the language students will also get to discover French culture, as well as other cultures included in the French speaking world known as La Francophonie. Each year, the French Department focuses on one country from the Francophonie and organizes events and workshops in relation to this country, in order to deepen the understanding of students, as well as to make the language alive.

The levels taught are in line with DELF’s exams of French Ministry of Education and the levels of the Council of Europe' s Common European Framework of Reference for Languages (CEFRL).

Reference book (among a variety of customized material)

• Décibel 1 Manuel + Exercise book. (A1, Common European Framework of Reference for Languages) Or
• Décibel 2 Manuel + Exercise book. (A2.1, Common European Framework of Reference for Languages) Or
• Décibel 3 Manuel + Exercise book. (A2.2, Common European Framework of Reference for Languages) Or 
• Décibel 4 Manuel + Exercise book. (B1.1, Common European Framework of Reference for Languages) Or
• Barron’s AP French language and culture and Allons au delà.
• E-texts
• French magazine: Okapi

AP French Language

The course is designed to have students understand and achieve a level of spoken and written French comprehensible to any native readers and speakers of the French language, in a variety of contexts authentic sources. It will allow students to become proficient in reading, writing, speaking and listening in preparation for the AP French Language Exam and for further studies of the language. The course content reflects intellectual interests shared by students and teachers: social current events, literature, sports etc. Assessment will be based on listening and reading comprehension, speaking and writing skills developed in class and or through assignments and tests.

Reference book (among a variety of customized material)

• Allons au delà, Pearson Education 2012
• Edito (B1, Common European Framework of Reference for Languages)
• La société française, Alma editions, 2007
• French TV programs
• French movies and dramas
• E-texts
• Articles from French newspapers

Assessment

• Tests
• Quizzes (oral and written)
• Listening practice
• Reading
• Conversation in class
• Oral presentations
• Class participation
• Project
• Homework
• End of year examination (not for students in Grade 11 AP and students in Grade 12)

Intensive French (Electives)

In this one year course, students will learn to communicate in French, in a range of day to day situations, about a variety of topics and be able to comprehend and write short texts: letters, dialogues, descriptions, notes, blogs, videos etc.

This course will provide the students with a solid basis in the 4 languages skills for further study of the French language.

Within the study of the language, students will also get to discover French culture, as well as other cultures included in the French speaking world known as La Francophonie. Each year, the French Department focuses on one country from the Francophonie and organizes events and workshops in relation to this country, in order to deepen the understanding of students, as well as to make the language alive.

Reference book (among a variety of customized material)

• Décibel 1 Manuel + Exercice book. (A1, Common European Framework of Reference for Languages)   OR
• Décibel 2 Manuel + Exercice book. (A2.1, Common European Framework of Reference for Languages)

Assessment

• Tests
• Quizzes (oral and written)
• Listening practice
• Reading
• Conversation in class
• Oral presentations
• Class participation
• Project
• Homework
• End of year examination (not for students in Grade 12)

JAPANESE: 5 periods per week - One Year - One Credit

International School of the Sacred Heart offers two Japanese programs: Japanese as a Second Language (JS-for non-Japanese speakers) and Japanese as a First Language (JF-for Japanese speakers). Students will be placed in language classes according to teacher recommendation.

Japanese as a Second Language

This course is for students who would like to learn Japanese as a Second Language. Students are placed in different levels according to their language ability. The aim of this course is for students to acquire sufficient competence in Japanese to meet their communicative needs, to gain knowledge and appreciation of Japanese culture and to enjoy using the language so that they may become life-long learners. Students will acquire sufficient competence in Japanese by developing all four skills: listening; speaking; reading and writing. Classroom activities include oral, reading, writing, role-plays, skits, interviews, essays, journals, projects, presentations, etc.

Assessment

• Unit tests (speaking, listening and writing)
• Quizzes (oral and written)
• Kanji
• Essays
• Homework
• Oral presentations (skit, speech, interview, presentation and oral work in class)
• Projects
• Class participation

AP Japanese Language and Culture

The course is offered to prepare students for the Advanced Placement exam.

Assessment

• Interpretive communication skill (Reading and Listening Comprehension)
• Interpersonal communication skill (Text Chat and Conversation)
• Presentational communication skill (Compare and Contrast Article, Cultural Perspective Presentation) 
• Kanji

Japanese as a First Language

This course is designed for native Japanese speakers and follows the Japanese language curriculum program used in the Japanese schools. Students follow a balanced program, which incorporates development in the four language skills. Students develop critical thinking, linguistic sensibility and sensitivity through reading of fiction and nonfiction, appreciating poetry and writing on varied 
topics. Kanji skill is developed as well as relevant and accurate expressions in writing and speaking. Students are given the opportunity to connect with their own experience and to foster a positive attitude to Japanese culture and other cultures. Teachers use varied methodology in class and students are placed in levels according to their language ability.

Assessment

• Unit tests
• Quizzes
• Kanji
• Essays
• Homework
• Oral presentations (skit, speech, interview, presentation and oral work in class)
• Projects
• Class participation

ENGLISH AS A SECOND LANGUAGE: 5 periods per week - One Year - One Credit

Our ESL Program

Our program aims to help students who are not used to learning in English. The ESL teachers provide courses that help students to refine their academic English language skills, using materials from the mainstream classes to further support proficiency and understanding. We focus on developing all four language skills (listening, speaking, reading and writing), but our main aim is to help students to read and write a range of academic texts such as narratives, recounts, procedures, explanations, research reports and literary essays.

Assessment:

A student’s growth in English is monitored on a regular basis through reading journals, weekly diaries, vocabulary tests and a variety of oral, reading and written tasks. Effort and in-class participation are also important criteria in the assessment of progress.

Once a student has acquired a level of competency that allows her to function in the content areas along with her peers, she may transfer from the program to take either Japanese or French.

Recommended texts:

All students should have access to a reputable online bilingual dictionary, as well as the Oxford Advanced Learner’s Dictionary. Students may also wish to have a paper version of the bilingual dictionary for use during tests and exams.

Electives: 5 periods per week - One Year - One Credit

 

2D Art

Grade 12 2D Art (non-AP)

This course offers the opportunity to work in many areas of art including drawing, painting, printmaking, photography, and design. It provides a strong foundation for students who intend to study in art related fields in the future. In the first semester students complete a different selection of teacher directed activities and in semester 2, under teacher guidance, continue working on projects of their own choosing. This gives them the opportunity to further explore concepts that are of interest to them or to complete challenges required by some art colleges. Students applying for art colleges are given support and guidance with the selection and photographing of work for their portfolio submissions. Project guidelines are open and students are expected to use their original ideas as the basis for their work.

AP Drawing & 2D Art and Design

This is for students who have completed the Pre AP 2D Art Drawing & Design course and who will be submitting their portfolio for AP evaluation. It requires a high degree of motivation and the willingness to put in extra time to meet the AP 2D portfolio requirements. The first semester will serve as a foundation and focus on projects that cover a range of techniques, tools and experimentation with ideas and materials. The second semester will be student driven and reflects the sustained investigation element of the AP Studio Art portfolio: “You’ll develop and apply skills of inquiry and investigation, practice, experimentation, revision, communication, and reflection.” (College Board AP brochure) Project guidelines are open and students are expected to use their original ideas as the basis for their work.

The AP Art and Design portfolios each consists of two sections:

1. Sustained Investigation (60% of exam score)

For all three portfolios, students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision:

• A minimum of 15 digital images that include works of art and design and process documentation.
• Written documentation of student’s self-selected essential questions, materials and artist’s process.

2. Selected Works (40% of exam score)

For both portfolios, students will submit works of art and design and writing to demonstrate skillful synthesis of materials, processes, and ideas:

• 5 works with typed responses describing the materials, processes, and ideas used. 

Assessment

• Assignments are posted to students on Moodle at the start of each activity.  This outlines the task in detail and states assessment criteria.
• Written reflections.
• Sketchbook checks.
• Critiques of work (in progress and completed).

 

3D Design

Grade 12 3D Art & Design (non-AP)

Grade 12 students will follow the Pre-AP class format to further explore ways to express themselves through 3D media.  The Art and Design course is dedicated to strengthening and broadening knowledge and skills related to 3D art media. Students will engage in problem-solving, experimentation and independent research to develop a repertoire of strategies to strengthen critical and creative thinking as well as aesthetic perception. Students will utilize a sketchbook for independent research to document ideas, material explorations and their creative process as well as investigate historical and contemporary artist styles of three-dimensional art. Students are expected to complete research and idea development assignments outside of class time.
 

Advanced Placement 3D Art and Design

The AP Art and Design program corresponds to college and university foundations courses. This course is dedicated to the development of a portfolio of work based on a student-selected area of artistic investigation. Throughout the year, students will engage in a process of personal discovery to find their voice and communicate original ideas, while developing advanced technical skills in 3-D media. The culmination of students’ portfolio will include media explorations, research, written documentation and final artworks will be submitted in May to the College Board for evaluation. 

Students must have taken Pre-AP Art & Design or equivalent to take this course. AP students will continue building their portfolios established in Grade 11.

The AP Art and Design portfolios each consists of two sections:

1. Sustained Investigation (60% of exam score)

For all three portfolios, students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision:

• A minimum of 15 digital images that include works of art and design and process documentation.
• Written documentation of student’s self-selected essential questions, materials and artist’s process.

2. Selected Works (40% of exam score)

For both portfolios, students will submit works of art and design and writing to demonstrate skillful synthesis of materials, processes, and ideas:

• For AP 3-D Art and Design: Digital images of 5 works (2 views of each) with typed responses describing the materials, processes, and ideas used.

 

Food Technology

In this practical based subject, students will learn about food science and nutrition, food safety and hygiene, the processes and skills needed to make foods into edible products, and how new food products are developed and marketed. An introduction to the hospitality industry will also be covered. Key skills and knowledge will be gained through a wide range of cooking, demonstration and research activities.

Assessment

• Completion of food preparation tasks
• Research projects
• Written and practical exams

 

Music

Music (non-AP)

This course is designed for musicians with a solid background as instrumental or vocal performers who would like to deepen their understanding of music theory. Activities include the study of basic rudiments, sight-singing, aural training, visual score analysis, composition and focused listening. Through these activities, students work to deepen their understanding of the syntax and vocabulary of music, refine their performance technique, enhance their compositional skills, and develop aural skills such as sight-singing and dictation.

Students are permitted to progress through the course material at their own pace, since levels of musical understanding vary considerably based on prior experience. More motivated students are guided through the requirements of the AP Music Theory syllabus and are encouraged to sit the exam in the spring.

Assessment

Formative	Summative
Class Activities	Unit Tests
Topic Review Questions	Exams
Ear Training (Sight Singing / Melodic & Harmonic Dictation)

 

AP Music Theory

The AP Music Theory course corresponds to one-to-two semesters of typical, introductory college music theory coursework that covers topics such as musicianship, theory, and musical materials and procedures. Musicianship skills, including dictation and listening skills, sight- singing, and harmony, are an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural (listening) skills is a primary objective. Performance is also part of the curriculum through the practice of sight-singing. Students learn basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are emphasized. 

There are no prerequisite courses for AP Music Theory, but prospective students should be able to read and write musical notation and have basic performance skills with voice or an instrument. 

Assessment

Formative	Summative
Class Activities	Unit Tests
Topic Review Questions	Exams
Ear Training (Sight Singing / Melodic & Harmonic Dictation)

5 periods per week - One Year - One Credit

Advanced Placement Computer Science A 

AP Computer Science A introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design using the Java programming language.

Prerequisite:

Students who enroll in this course are expected to take the Introduction to Computer Programming in Java Options course the second semester of the previous school year in order to prepare. Alternatively, students who enroll in Introduction to Computer Programming in Python the previous school year may opt out of taking the Introduction to Computer Programming in Java Options course.

Introduction to Computer Programming in Python (SY 2022-2023)

“I think everybody in this country should learn how to program a computer...because it teaches you how to think.” - Steve Jobs, Founder of Apple Computer Inc.

Computer programming is the art and science of turning computers from expensive doorstops into powerful tools. This course covers the basics of computer programming and will serve as a foundation for further learning in this area. It is designed for students with no prior programming experience. The course will cover abstract concepts such as variables, data types, loops, conditionals, and various data structures, among others, which can be applied to almost any programming language.  Students will learn how to think like a programmer and how to control this powerful technology.

“Do we direct technology, or do we let ourselves be directed by it, and those who have mastered it?” - Douglas Rushkoff, Author of “Program or Be Programmed”

Prerequisite:

There are no prerequisites for this course; however, students who enroll in this course are encouraged to take the Tech Toolkit Options course the second semester of the previous school year in order to prepare.

2 periods per week - semester courses - ¼ Credit per Semester

n Grades 11 and 12 all students undertake two Values courses a year. There are 5 courses for Grade 11 students and 6 courses for Grade 12 students. There is very little or no homework set in each of the Values courses.

Action for the Blind

This is a practical program in contact with the direct needs of blind people. The students are privileged to have a visually handicapped visitor to the class each week to proof-read the students’ Braille work. Students learn Braille either in English or Japanese. They experience a guided ‘blind-walk’ with the use of an eye mask, collect stamps, and engage in and initiate other activities. They learn about the lives and needs of the blind and meet individuals who have seeing-eye dogs and who share their experiences of being blind in today’s society.

Ethics

This course encourages students to consider questions of morality. It gives students an overview of the philosophy of ethics looking at and critiquing ethical theories from Philosophers such as; Immanuel Kant, Aristotle, Bertrand Russell, Peter Singer and A.J. Ayer. 

We then move into looking at applying these theories and the students’ own ideas to real world ethical issues. The students can pick the topics they discuss and they generally include things such as; animal rights, Euthanasia, abortion and capital punishment.

21st Century Woman (Grade 12 only)

21st Century Woman is a Values course for Seniors at Sacred Heart. Throughout the semester we will examine the life of women in today's world. We will focus on the following themes: Identity, Women and Ageing, Health Experiences, Relationships, Gender Equality, and Inspired Women. We will discuss the mental, physical and emotional changes women experience with age, the family life cycle from a woman’s perspective, and communication styles to enhance relationships with family and loved ones. This course will provide support as you embark on your transition into independent womanhood.

Introductory Psychology

Students gain a general introduction to the field of Psychology and are able to develop a deeper understanding of the world around them, for example why people may behave differently when in a group. They are also given opportunities to learn about themselves and different techniques which can benefit their studies in other subjects, such as memory techniques and studying methods based on their personality. The topics studied are: Social influence, Brain and memory and Personality.

Prayer and Meditation

Students take time to reflect, pray, and learn to center their lives in a quiet and spiritual atmosphere. Students are encouraged to think about their personal values and goals and to find a way of returning, through meditation, to the essential elements of their lives.

Refugees and Human Rights

This course defines the conditions of those suffering from systemic human rights’ abuses and those with refugee status in the world today. The reasons why certain groups are in these categories will be discussed, and students will be responsible for projects which will lead to a better understanding of what they, as individuals, can do to be a part of the solution to refugee crises in the 21st century. The course also examines the sources of Human Rights abuses in the world as well as organisations and individuals involved in promoting Human Rights.

Assessment of Values courses

Students will be assessed according to the following criteria:

• Participation
• Motivation/Positive attitude
• Group skills
• Written work
• Seeking help
• Independence, and 
• Ability/Sensitivity  

Grading

Students are awarded the following grades: E (Excellent), S (Satisfactory) or U (Unsatisfactory). S+ and S- grades may also be given. 

Passing Values is a graduation requirement.

1 period per week per course - One Year - 1/2 Credit for both

THEORY OF KNOWLEDGE

The aim of the TOK course is to question the bases of knowledge. How do we know what we know? How do we justify our claims to know something? Students will critically reflect on the methods that we use to gain knowledge and how they are used in different disciplines. They should come to appreciate the strengths and limitations of the various ways in which we justify knowledge.

Students will discuss whether there is such a thing as certain knowledge, or whether knowledge must always be uncertain and relative. They should become more aware of the personal, ideological and cultural biases that affect the way people view the world. Most classes involve whole-class and/or small group discussions. Each student will be asked to write reflections on the ideas discussed in class. TOK is graded on an E/S/U system. The grade is based on written work and class participation. 

PERSONAL FINANCE

The Grade 12 Financial Literacy course educates students about the essentials of personal finance. Students will learn about topics such as banking, personal accounts, saving and investment, managing money, and the basics of credit, debt and borrowing. Participation is required in a variety of activities including but not limited to presentations, quizzes, budgeting practice and financial research.

Passing both TOK and Personal Finance is a graduation requirement. 

5 periods per week – One Year – One Credit

AP Seminar - Grade 11 & 12

AP Seminar is for students who want to be more prepared for college and life. Students explore the complexities of real-world topics and issues by analyzing a wide variety of perspectives from several academic disciplines. Using an inquiry framework, students learn to read, analyze, and apply articles, research studies, and foundational, literary, and philosophical texts; listen to and view speeches, broadcasts, and personal accounts; and experience artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in college-level written essays, and design and deliver persuasive oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate persuasive evidence-based arguments. These are skills students will use in other high school courses, college, and in life.

Assessment

• research papers and presentations
• class discussions and preparation
• research process and peer editing
• class participation
   

AP Research - Grade 12

Prerequisite: AP Seminar is a prerequisite for AP Research.
AP Research allows students to deeply explore their own passions.   Students are tasked with becoming academic researchers attempting to address a topic of personal interest. Students employ research and inquiry methods to develop, manage, and conduct an in-depth investigation. The course culminates in an academic paper (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense. In the AP Research course, students further develop the skills acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio.   

Assessment Overview
Students are assessed using self-guided and self-directed goal completion, as well as the completion of reflection activities.   There are no tests or quizzes or semester exams in this course; students are evaluated on their progression as academic researchers.   In addition, there is no end-of-course exam for AP Research.