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.

AP 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. 

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. It will include a thorough review of algebra and geometry along with deductive reasoning for SAT preparation, a mechanics unit which students will expand on by conducting an original research project, and a final unit on financial literacy, helping students learn to create a budget, a financial plan, and a savings plan.

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)

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.

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.

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 Pre-AP and AP 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.

Grade 11 (or 12)
Biology (Pre-AP)

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. The course is suitable for those wishing to take the SAT Biology Subject test.

Chemistry (Pre-AP)

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. This course is suitable for those wishing to prepare to take the SAT Chemistry Subject test.

AP Physics I

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. This course is suitable for those wishing to take the SAT Physics Subject test.

Environmental Science

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.

Grade 12
AP Biology

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. 

AP Chemistry

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

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. 

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

East Asian Studies

The purpose of this course is to introduce to students the history and diversity of cultures of East Asia from ancient times to the 20th Century. The main themes explore the developments in society and philosophy and the relationships between China, Korea and Japan. Students will acquire the knowledge and perspective of historical events and learn to understand and appreciate the people and rich heritage of East Asia. The legacy of World War II and current events in East Asia will also be examined.

AP European History: 1450 - 2000

AP European History is a challenging course that investigates Europe’s rise from a group of weak monarchies located on the periphery of the centers of wealth and power to its central role in shaping global history from the Italian Renaissance through the European Union. 

Themes include:
• Cultural history: development of literature, the arts, sciences, philosophy, and religious thought.
• Political history: rise of the modern state system, the extension and limitation of human rights, international relations, and ideologies.
• Social and economic history: the effects of disease, changes in medicine and public health, urbanization, the family, gender roles and industrialization.

AP World History: Modern

The purpose of the AP World History course is to develop 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. Modern AP World History reflects changes to the course introduced by the College Board for the 2020 Exam. 

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

This course requires sustained reading of a university level text, Ways of the World, by Robert Strayer. We cover on average one chapter per week. Supplemental reading may increase reading time though we often engage in collaborative source analysis in class.

AP Macroeconomics

(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.

AP Microeconomics

(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.  

Why is the US government concerned about Microsoft’s monopoly power?  Should public-transport systems be privatized or nationalized?  In order to join in such debates, we need to be clear about the underlying assumptions, and to use models which analyze what is happening in different kinds of markets, especially with respect to production costs. We shall also discuss what happens, e.g. pollution, when the assumptions underlying the analyses break down.  Our aim is to find out which systems maximize utility (welfare) and what can be done to minimize the adverse effects of such common market systems as oligopoly.  Worksheets will be used so that students may actively participate in figuring out the models and in reaching conclusions about what will happen if, for example, a typhoon destroys the rice harvest.

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, the arms race, terrorism, colonialism, neo-colonialism, nationalism, and foreign aid. 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 through selected foreign policy case studies. 

Students will be required to do a variety of reading and writing assignments. Most importantly however, this course aims to give students a chance to discuss, debate, foster critical thinking skills, 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 and develop foreign policy analysis and foster political awareness.

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).

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.

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)

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 lifelong 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-play, skits, interviews, essays, journals, projects, presentations, etc.
Assessment: Unit tests (oral and written), quizzes (oral and written), kanji, essays, homework, oral presentations (skit, speech, interview, presentation and oral work in class), class participation

AP Japanese Language and Culture

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

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.

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.

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

2D Art

Grade 12 Art

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: “(Y)ou’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.

3D Art and Design

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 do investigate historical and contemporary artist styles of 3-dimensional art. Students are expected to complete research and idea development assignments outside of class time.

AP 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 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.

Grade 11 or 12

Music

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 sightsinging 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.

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.

5 periods per week - One Year - One Credit

Advanced Placement Computer Science A (SY2021-2022)

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 (2 semester courses per year) - One Year - ½ Credit

In Grades 12 all students undertake two Values courses a year. There are 6 courses for Grade 12 students. There is very little or no homework set in each of the Values courses.Course selection will be made separately at the end of the academic year.

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 modern Ethical Theories. The students can pick these topics and they generally include things such as: animal rights, euthanasia, abortion and capital punishment.

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.

21st Century Woman

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, 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.

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 ESU 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

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver 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 evidence-based arguments.

AP Research

Prerequisite: AP Seminar is a prerequisite for AP Research.
AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a yearlong investigation to address a research question. 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.
In the classroom and independently (while possibly consulting with an expert adviser in the field), students learn and employ research and inquiry methods to develop, manage, and conduct an in-depth investigation of an area of personal interest. The course culminates in an academic paper of 4,000 to 5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense. The academic paper includes the following components:

• Introduction
• Method, Process, or Approach
• Results, Product, or Findings
• Discussion, Analysis, and/or Evaluation
• Conclusion and Future Directions
• Bibliography

Using a process and reflection portfolio (PREP), students document their inquiry processes, communication with their teachers and expert advisers as needed, and reflections on their thought processes. They have scheduled conferences with their teachers for review and approval of their scholarly work as evidenced by the portfolio.
Students present (using appropriate media) and defend the topic of inquiry/research question, approach, and findings or product to a panel.