English 9 introduces students to a broad variety of literature from various genres and eras, while focusing on the development of English language skills with an emphasis on grammar, usage, and mechanics. The course allows students to enhance reading ability, appreciate and analyze literature, apply research strategies, and learn academic writing skills. Major emphasis is placed on the study of short stories, the novel, non-fiction, epic poetry, and drama. Writing assignments often evolve from the reading selections, both fiction and non-fiction, and emphasize a process approach to writing. Students produce analytical, reader-response, and creative works, and all writing is assessed using the 6+1 traits of writing.
High School English, Level I
This course is designed for the students who are still gaining basic language skills for college. The course continues the study of grammar, reading, writing, research and critical thinking skills, while still focusing on the Common Core Standards of reading, writing, speaking and listening standards through Contemporary Literature. The goal for English Literature in Level I Literature and Language is to continue to build a solid foundation of knowledge, skills and strategies that will be refined, applied and extended as students engage in more ideas, texts and tasks. In English Literature Level I, students will add to the list of various genres of classic and contemporary narratives and informational texts that will be read and analyzed throughout high school. Learners will connect with and respond to texts through critical response and stance. They will learn to evaluate for validity and quality, to balance and expand their perspectives promoting empathy, social action and appropriate use of power. Critical response and stance offers students the lens to assess and modify their beliefs, views of the world and how they have power to impact them. Extended class time is also devoted to process writing, and the writing focuses more on non-literary centered modes while reading covers non-fiction selections. All four essay forms are used with emphasis on exposition and persuasion. Further time is spent introducing, developing, and reinforcing mechanics and usage concepts. Sentence structure is taught in depth with a strong emphasis on author’s style. Students thoroughly cover 6+1 and it is used as a writing assessment. A research/writing component is included with continued emphasis on MLA citation. In addition, formal presentation and speech skills are emphasized.
High School English, Level II
English II features a thematic approach to the analysis and appreciation of world literature. Critical thinking skills are developed through the study of literature in a variety of genres from around the world. Students read literature from a range of eras and cultures and use this literature as a way to observe, record, and examine the world, thereby defining and understanding their individual views. In this course, there is a strong focus on archetypes, tragedy in different eras, and the tragic hero.
Literary terms are also covered to a level of mastery, with a strong emphasis on writing literary analysis and on extending understanding of the use of literary devices. Extended class time is also devoted to process writing, and the writing focuses more on non-literary centered modes while reading covers non-fiction selections. All four essay forms are used with emphasis on exposition and persuasion. Further time is spent introducing, developing, and reinforcing mechanics and usage concepts. Sentence structure is taught in depth with a strong emphasis on author’s style. Students thoroughly cover 6+1 and it is used as a writing assessment. A research/writing component is included with continued emphasis on MLA citation. In addition, formal presentation and speech skills are emphasized.
High School English, Level III
English Literature and Composition 11 focuses on the analysis and appreciation of American Literature. Critical thinking skills are developed through study of all periods and genres in American Literature and their unique characteristics. Students focus on the development of the journey in regards to the American voice. Literary analysis and the utilization of literary terms increase in the level of mastery. Furthermore, students experiment with several forms of essay writing including comparison/contrast, causal analysis, and persuasive essays. Students also focus on writing in the style of various authors with an emphasis on tone and voice. An intensive review of grammar, usage, and mechanics serves as preparation for the SAT. As well, critical reading skills are honed through the analysis and interpretation of nonfiction. Students synthesize these reading and writing skills in a formal research paper in MLA style. Writing is assessed using the 6+1 traits of writing.
High School English, Level IV
In Literature and Composition 12, students will acquire skills in reading and writing to reach a 12th grade level. Students will examine many types of literature and will reflect on literary themes and elements within each selection. Students will be introduced to and review the writing process throughout multiple real-world writing exercises during the year. Students will review the research process, producing a 5-paragraph essay and audio presentation to accompany the research. The acquisition of 12th grade grammar and vocabulary will be stressed. Students will be encouraged to evaluate and analyze literary works and to start building independent thinking skills through heavily-guided instruction.
HMH Social Studies allows today’s students and teachers to experience their connection to history. This program encourages students to make meaningful connections through an immersive experience with high-quality content that brings history to life. The exclusive Document-Based Investigations woven throughout the program enable students to develop active inquiry skills to become productive citizens and contribute positively to society.
Inquiry is at the heart of social studies and the center of learning that challenges and prepares students for college and career readiness. Hence the course follows the C3 Framework Organization:
Dimension 1: Developing Questions and Planning Inquiries
Dimension 2: Applying Disciplinary Tools and Concepts
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking Informed Action
Developing Questions and Planning Inquiries
Gathering and Evaluating Sources
Communicating and Critiquing Conclusions
Developing Claims and Using Evidence
Taking Informed Action
Grade 9 – World Geography II
This course is a continuation of the Grade 8 course, covering the Middle East/North Africa region, Sub-Saharan Africa, South Asia, East Asia, and Southeast Asia. As in the Grade 8 course, the physical and human geography of each region will be covered, but there will be a much greater emphasis on history. Areas of emphasis by region include:
- The Middle East – the rise of Arab nationalism / the Arab-Israeli conflict
- Sub-Saharan Africa – the lasting political and economic effects of colonial rule
- South Asia – South Asia’s struggle for independence / the partition of the region
- East Asia – a general overview of Chinese history, both ancient and modern
- Southeast Asia – the effects of colonial rule / the cultural diversity of the region
Grade 10 – World History I
The Grade 10 course focuses primarily on the beginnings of modern European history. The course commences with brief surveys of Europe’s medieval period, the Crusades, the Late Middle Ages, Asia during the Middle Ages, the Renaissance, and the Reformation. Subsequently, the course includes more detailed surveys of the Age of Exploration and the rise of absolutism, as well as the English Civil War and the rise of Parliament. These topics are followed by a thorough study of the Enlightenment, in which students are introduced to political theorists such as Thomas Hobbes, John Locke, Voltaire, Montesquieu, and Jean-Jacques Rousseau. The course culminates with the American Revolution.
Grade 11 – World History II
The Grade 11 course begins with a detailed study of the French Revolution and Napoleonic Era. This is followed by coverage of the rapid changes that Europe underwent in the 1800s, with particular emphasis on the economic and social effects of the Industrial Revolution and the spread of liberalism and democracy. During this phase of the course, students will also study the economic theories behind capitalism and socialism, including the ideas of Adam Smith, Karl Marx, and John Stuart Mill. The course continues with the rise of modern nationalism and the expansion of European imperialism throughout Africa and Asia in the 1800s. The final unit of the course is World War I.
Grade 12 – World History III
The Grade 12 course is a continuation of the Grade 11 course and covers the twentieth century and the beginnings of the twenty-first, primarily focusing on Europe, the USA, and the Soviet Union for most of the year. Topics include the rise of communism and fascism, the Great Depression and New Deal, World War II, the Cold War, the crumbling of the Soviet Bloc, and the development of the European Union. Towards the end of the second semester, emphasis will shift back to the Middle East and Asia, with coverage of the modern era and the ultimate goal of establishing clear links between modern history and current events in those regions.
GRADE 9 – GEOMETRY
The Geometry curriculum will cover the following concepts: The Language of Geometry, Reasoning and Introduction to Proof, Parallels, Congruent Triangles, Applying Congruent Triangles, Quadrilaterals, Similarity, Right Triangles and Trigonometry, Circles, Polygons and Area.
GRADE 9 / HIGH SCHOOL MATH, LEVEL I – ALGEBRA 2
The Algebra 2 curriculum will cover the following concepts: Analyzing Equations & Inequalities, Graphing Linear Relations and Functions, Solving Systems of Linear Equations and Inequalities, Exploring Polynomials and Radical Expressions, Exploring Quadratic Functions and Inequalities, Exploring Rational expressions, Exploring Trigonometric Functions, and Using Trigonometric Graphs and Identities.
HIGH SCHOOL MATH, LEVEL II – ADVANCED MATHEMATICAL CONCEPTS I
The Advanced Mathematical Concepts 1 curriculum will cover the following concepts: Vectors and Parametric Equations, Linear Relations and Functions, Systems of Equations and Inequalities, The Nature of Graphs, Polynomials and Rational Functions, The Trigonometric Functions, Trigonometric Identities and Equations, Complex Numbers, sequences and Series.
HIGH SCHOOL MATH, LEVEL III – ADVANCED MATHEMATICAL CONCEPTS II
The Advanced Mathematical Concepts 2 curriculum is designed to prepare students for the SAT II exam. The following chapters from the SAT II book are covered: Basic Arithmetic, Fractions, Decimals & Percents, Ratios and Proportions, Polynomials, Equations and Inequalities, Word Problems, Lines and Angles, Triangles, Quadrilaterals and Other Polygons, Circles, Solid Geometry, Coordinate Geometry, Basic Geometry, Functions and Graphs, Basic Concepts of Statistics, Counting & Probability, Imaginary & Complex numbers, and Sequences. During Term 2, the Advanced Mathematical Concepts II curriculum will cover the following concepts: Rational Functions and their Graphs, Integrals, Sequences and Series, Complex Numbers, Probability, and Exponential and Logarithmic Functions.
HIGH SCHOOL MATH, LEVEL IV – PRE-CALCULUS
The Pre-calculus curriculum will cover the following concepts: Quadratic Equations, Signs of Quadratic Functions, Equations of a Circle, Orthogonality in Space, Vectors and Coordinate Systems in Space, Limits of Functions, Derivatives, Anti-Derivatives, Elementary Trigonometric Equations, Trigonometric Formulas, Elementary Trigonometric Functions, Continuous Statistical Variables, Permutations, Probability, Sequences, Lines and Planes, Polynomials, Scalar Products, Vector Products, Functions, Complex Numbers.
The science program includes Physical Science, Chemistry, and
Biology, in addition to General Sciences. The aim of the Science Courses is to
engage learners in investigating scientific concepts and knowledge by applying
their critical thinking and problem solving skills, Our inquiry based approach
to learning and teaching is designed to allow learners to discuss, analyze,
evaluate and critique scientific data by utilizing different platforms (digital
and experiential) to make use of the world around them. Our program creates the
space for learners to develop an understanding of the scientific methods and of
the international collaboration among scientists in the 21st century. This
program is designed to prepare learners for SAT II examinations.
Physics course provides learners with required skills to understand physics
concepts and gives them the experience to visualize and sketch a problem,
extract information from a problem statement, form a strategy for a solution
and check the validity of the solution they obtained. It also focuses on
enhancing modern communication skills and applying them in the study of
this program is distinguished by an approach that is more experimental,
especially at the beginning of each concept. The general objectives of the
topics of this course are to enable students understand and apply concepts
related to: motion and its laws, forces, work and energy, momentum and
collision, heat and thermodynamics, light, electric forces and energy, circuits
and its elements, magnetism, and atomic physics. This
course is designed to prepare learners for college physics. Learners will be
able to read, understand, analyze, and interpret physical information and use
mathematical reasoning in a physical situation.
an experimental science that combines academic study with the acquisition of
practical and investigational skills. Chemistry is often a prerequisite for
many other courses in higher education, such as medicine, biological science
and environmental science. Both theory and practical work should be undertaken
by all learners as they complement one another naturally, both in school and in
the wider scientific community. (Adopted from the International Baccalaureate-
the study of life. The vast diversity of species makes biology both an endless
source of fascination and a considerable challenge. Biologists attempt to
understand the living world at all levels from the micro to the macro using
many different approaches and techniques. Biology is still a young science and
great progress is expected in the 21st century. This progress is important at a
time of growing pressure on the human population and the environment. (Adopted
from the International Baccalaureate – IBO.org)
Turkish is taught as the home country language
or second language at the Beginner, Intermediate and Advanced levels depending
on the individual learner’s level of language acquisition.
Arabic or French is taught as a
third language at the Beginner, Intermediate and Advanced levels depending on
the individual learner’s level of language acquisition.
The Beginner module of these courses aims
to help learners develop their linguistic and communication skills. It includes
a variety of activities that allows learners to:
- practice the language
- apply, develop and integrate different
linguistic skills such as reading, writing and oral expression
- develop communication strategies
The courses include themes to widen
learners’ knowledge about different cultures and lifestyles that might
encourage understanding, respecting and accepting others.
If the learner is a native speaker of the
language on offer, they will be
introduced to a broad variety of literature from various genres and eras, while
focusing on the development of their language skills with an emphasis on
grammar, usage, and mechanics.
In this course students will learn how to work with
computer-controlled devices and software development. Learners will use
engineering design processes to create prototypes and to test, analyze, and
This course is basically project-based where learners are
required to build prototypes or use simulation software to test designs. This course allows learners to understand how things work.
Learners will develop their problem-solving skills when they run into issues in
putting together the robot or programming it. This is why problem-based
learning is also essential in this course.
During this course, learners will also develop their creativity.
As many of us do not like reading the manuals, learners’ imagination and
creativity will come in handy in order to build a robot or create a program.
The Robotics course will enhance learners’ computer programming
skills. Learners will become familiar with programming language such as
Scratch, Vex code and Java.
Music gives students access to musical experiences that allow for
the development of thinking skills, intuitive skills, practical abilities,
communication and the ability to relate to others. Engagement with existing and emerging music from the local
community and from around the world allows students to understand the
significance of music to the cultures of the world and, by engaging in
practical work, to develop understanding of how the act of making music is
a significant and universal aspect of human expression.
During this course, learners will be able to identify low bass, high
dissonant sounds and large melodic leaps through exploring and listening to
different sounds of thunder/earthquake/an approaching storm/the roar of a
beast, screams, and sudden sounds. They will also learn to differentiate
between composition tools that can be used to manipulate the
listener—sustained bass notes, dissonance, silence, sudden sounds, chromatic
and minor harmonies. through watching various scenes and reflecting on
By the end of this course, learners will be able to compose a
horror soundtrack for a short film extract by using music technology. This will
happen through different activities in which they will explore how composers
mirror our heartbeat in music and how panic can be shown. Also, through developing an
awareness of the power of music in shaping our feelings.
Dance has a central rationale as an
artistic, aesthetic, cultural and physical subject. It engages students to
express and communicate ideas and feelings; it encourages exploration of
different times and cultures. It facilitates the growth of
creativity, reflection and communication skills through practical work and
the development of artistic understanding. It is a physically focused
activity that develops kinesthetic skills as well as skills that enable
students to choreograph, rehearse and perform their own work. (not on
offer for 2020-2021)
Drama engages students in an active
relationship with theatre and encourages autonomous learning and
exploration. It encourages the growth of creative, reflective and
communication skills through practical work. Emphasis is placed on the
artistic process and the students’ understanding of this process as an
essential component to their artistic development through continuous
investigation, planning, goal setting, rehearsing, performing, reflection
and evaluation. (not on offer for 2020-2021)
The overall objective of our Physical
Education (PE) courses is to promote a healthy lifestyle through physical
fitness. The PE course provides students
with a variety of activities in which to participate and to promote a lifetime
of fitness and to make positive use of leisure time. The aim of our PE program balances and
contributes to learners’ physical and academic learning. Our program is oriented to the success of
every student, and provides a non-threatening environment in which a learner is
never subjected to the humiliation of being chosen last or being dropped from a
team. The PE program focuses on movement
skills, self-image, and personal and social development. The aim of our program is not to identify
winners, but to make winners out of all learners. The High School PE curriculum consists of the
- Conditioning and Stretching
- Fitness Tests and Training
- Dodge Ball
- Track and Field