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. 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.

Advanced Placement 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.

Advanced Placement 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.

Advanced Placement 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

Advanced Placement 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.

Advanced Placement 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 a 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, Pre-AP Biology, Pre-AP Chemistry and AP Physics 1● 40% for each semester
● 20% for the End of Year examination

Advanced Placement Biology, Advanced Placement Chemistry and Advanced Placement Physics 2 
● 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

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.

Assessment
• written work: answering written questions, comprehension, essays and research projects, interpreting sources
• oral skills: class discussion, debate, individual and group presentations
• tests and quizzes
• simulations and role play
• class participation

Grades
• Homework: 25%
• Projects: 20%
• Tests/Quizzes 40%
• Participation 15%

Advanced Placement 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.

Assessment
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

Advanced Placement 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.

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

• Historical Thinking Skills
• Source Analysis 
• Tests, Quizzes, DBQs, LEQs, & Short Answer Qs
• Discussion
• Class participation

Advanced Placement 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. 

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

Advanced Placement 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. 

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

Assessment
• resolution writing & national interest statements
• class discussion & debate
• MUN preparation & participation
• simulations & role play
• 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, speak and 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 video and Internet resources. Within the study of the language students will discover French culture, as well as other cultures included in the French speaking world known as La Francophonie. The levels taught are in line with DELF’s exams of French Ministry of Education.
Reference Book: Et Toi 1 Manuel + Exercise book. (A1 of CECR), Et Toi 2 Manuel + Exercise book. (A2.1 of CECR) or Et Toi 3 Manuel + Exercise book. (A2 of CECR), E-texts, The magazine Okapi

Advanced Placement 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: Allons au delà, Pearson Education 2012, Edito (B1 of CECR), La société française, Alma editions, 2007, French TV programs, French movies and dramas, E-texts, articles from French newspaper
Assessment: Tests, quizzes (oral and written), listening practice, reading, conversation in class, oral presentation, class participation, 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 include in the French speaking world known as La Francophonie.
Reference Book: Et Toi 1 Manuel + Exercise book. (A1 of CECR) or Et Toi 2 Manuel + Exercise book. (A2.1 of CECR)
Assessment: Tests, quizzes (oral and written), listening practice, reading, conversation in class, oral presentation, class participation, 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 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

Advanced Placement 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 and 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 will transfer from the program to take either Japanese or French.

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

Art

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 art, design or architecture in the future. In the first semester students complete a variety of teacher directed activities and in second semester, under teacher guidance, work on projects of their own choosing. This provides the opportunity for in depth exploration of concepts that are of interest to them.

Pre AP Studio Art - 2D Design
This course is for students who intend to submit their portfolio for AP evaluation at the end of grade 12. It requires a high degree of motivation and the willingness to put in extra time as approximately 12 pieces of work need to be completed (6 for Breadth and up to 6 for Concentration). The first semester will focus on projects for the Breadth requirements of the programme and the second semester working on pieces for their Concentration.

3D Design

Pre AP Studio Art - 3D Design
Students are based in the pottery room but also work with a variety of other materials such as metals, wood, plastics and glass to create a series of pieces which they will submit for the ‘Breadth” section of the A.P. 3D Design Portfolio. Each student will be taught how to successfully photograph their work and create an online digital portfolio which will eventually be sent to the College Board to be assessed in May of their senior year. The course revolves around interior, exterior and fashion design projects creating functional or abstract pieces which have a “sculptural feel” and use the principles of 3D Design. Contemporary art history, web research, gallery visits and visiting artists provide the stimulus for such design projects. This course is created for students who enjoy designing and making. The homework demands are light since there is a strong expectation that students will find out of class time to work in the studio further developing their studio portfolio. Students in grades 11 and 12 are also eligible for the High School Pottery sleepover workshop led by Master Potter Euan Craig. This workshop includes the now famous “Pottery Olympics” Team event!

Music

This course is for musically experienced or highly motivated students and builds a solid foundation for advanced study in all areas of music. Students work to refine their performing technique and compositional skills, to deepen their awareness of music history and theory, aesthetics, and the meaning of music in world cultures. The students work with advanced music software for orchestrating and arranging music. The students are introduced to experimental electronic music and electro-acoustic music. Performances are recorded and edited by the students themselves. A strong emphasis is put on sight-singing and keyboard harmony. The students have the opportunity to sit for the higher grade music theory examinations of the Associated Board of the Royal Schools of Music.

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

Introduction to Computer Programing

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

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.

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.

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.

2 periods per week - One Year - ½ Credit

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. Passing TOK is a graduation requirement.