Grade 12

2019-2020

Cu

rric

ulu

m G

uid

e

2

Contents Page #

IB mission statement 3

ALS mission statement 3

The IB Diploma Programme (DP) 3

The IB Diploma Curriculum 3

The Diploma Programme Model 4

The IB Learner Profile 5

Subjects/ Teachers’ Names 6

English A 7

Arabic A 9

English B 12

Arabic B 13

Islamic Studies 16

Social Studies of the Arab World 17

Information technology in a global society (ITGS) 19

Business Managements 21

Psychology 23

Biology 26

Chemistry 28

Physics 31

Mathematics SL 33

Math Studies SL 34

Visual Arts 35

Theory of Knowledge (TOK) 37

3

IB MISSION STATEMENT The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural

understanding and respect.

To this end the organization works with schools, governments and international

organizations to develop challenging programmes of international education and rigorous

assessment.

These programmes encourage students across the world to become active, compassionate

and lifelong learners who understand that other people, with their differences, can also be

right.

ADVANCED LEARNING SCHOOLS MISSION STATEMENT Advanced Learning Schools provides students with an opportunity to acquire and

demonstrate knowledge, appreciation and respect for their own cultural heritage,

integrated with an understanding of, curiosity about, compassion and tolerance toward

other cultures of the world.

It provides an environment that encourages moral development, active and independent

learning, analytical thinking, life-long learning, and respect for individual differences and

sensitivity to the moral, social and environmental requirements of the global community.

The IB Diploma Programme The International Baccalaureate Diploma Programme (IBDP) is a two-year educational

programme primarily aimed at 16 to 18 year olds.

The program provides an internationally accepted qualification for entry into higher

education and is recognised by many universities worldwide.

The DP curriculum

The DP curriculum is made up of six subject groups and the DP core, comprising theory

of knowledge (TOK), creativity, activity, service (CAS) and the extended essay.

Through the DP core, students reflect on the nature of knowledge, complete independent

research and undertake a project that often involves community service.

4

The Diploma Programme Model

5

IB Learner Profile

The DP IB program aims to develop internationally minded people who, recognizing our

common humanity and shared guardianship of the planet, help to create a better and more

peaceful world. IB learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to

conduct inquiry and research and show independence in learning. They

actively enjoy learning and this love of learning will be sustained

throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global

significance. In so doing, they acquire in-depth knowledge and develop

understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively

to pose and approach complex problems, and make reasoned, ethical

decisions.

Communicators

They understand and express ideas and information confidently and

creatively in more than one language and in a variety of modes of

communication. They work effectively and willingly in collaboration with

others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice

and respect for the dignity of the individual, groups and communities.

They take responsibility for their own actions and the consequences that

accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories,

and are open to the perspectives, values and traditions of other individuals

and communities. They are accustomed to seeking and evaluating a range

of points of view, and are willing to grow from the experience.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and

forethought, and have the independence of spirit to explore new roles,

ideas and strategies. They are brave and articulate in defending their

beliefs.

Balanced They understand the importance of intellectual, physical and emotional

balance to achieve personal well-being for themselves and others.

Caring

They show empathy, compassion and respect towards the needs and

feelings of others. They have a personal commitment to service and act to

make a positive difference to the lives of others and to the environment.

Reflective

They give thoughtful consideration to their own learning and experience.

They are able to assess and understand their strengths and limitations in

order to support their learning and personal development.

6

Subjects/ Teachers’ Names

Subject Teacher

Group 1: English A William Stansbury

Group 1: Arabic A Fatima Amouri

Mohammad Abu Ayyad

Group 2: English B Sandra Bouhamdan

Maher Qanbaz

Group 2: Arabic B

TBA

Islamic Studies

Sarah Al Hadamah

Hisham Al Hejji

Social Studies of the Arab World Haifa Al Dasi

Hisham Al Hejji

Group 3: ITGS May Benshaiq

Mahmoud Salem

Group 3: Business Managment Sofia Oprinoiu

Mahmoud Salem

Group 3: Psychology Tiffani Nutter

Group 4: Biology May Atieh

Mohammad Saleh

Group 4: Chemistry Mohammad Saleh

Group 4: Physics Wassim Fakih

Group 5: Mathematics SL Wassim Fakih

Group 5: Mathematical Studies Sofia Oprinoiu

Mohamad Abdul Raouf

Group 6: Visual Arts Mariam Harb

Core: TOK Tiffani Nutter

William Stansbury

7

Grade 12 English A Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructor: William Stansbury

Email: wstansbury@alsschools.com

Course Description: At Advanced Learning Schools, English A Language and Literature Standard Level and

Higher Level students will discover authors’ intent in a great variety of literary genres

and types by applying the tools of literary analysis to works and writers and

understanding the use and function of literary devices in texts. A perception of how the

cultural background of authors can be communicated through literature is especially

important to our students. Among other aspects, they will come to an appreciation of the

significance and complexity of characters and the importance and plenitude of age-old

themes. Students will be able to see how skillfully used words, writing techniques,

culture, characterization and plot greatly influence people and can cause change in their

lives. They will also learn and respect that all texts are open to interpretation due to a

person’s individuality, background, experience, point of view, culture and the authors’

built-in ambiguity.

Course Topics & DP Assessments

Various topics will arise in the course of study of each of the works studied and

supplemental readings will be assigned as relevant. All required texts will be loaned to

the student by the school; they are expected to be returned in a timely manner and in

good condition. Please note that the following assessments are required by the DP

programme and that additional assignments will be given as needed by the teacher.

Year 2 (Grade 12)

Part One: Language in a Cultural Context Non literary texts will be chosen freely from a variety of sources, genres and media based

on thematic focuses

Part Two: Language and Mass Communications: Non literary texts will be chosen freely from a variety of sources, genres and media based

on thematic focuses

Part Three: Literature Texts and Contexts So Long a Letter, Mariama Ba: SL and HL

Things Fall Apart, Chinua Achebe: SL and HL

Heart of Darkness, Joseph Conrad: HL only

Part Four: Critical Study (Studied in Grade 11) 1984, George Orwell: SL and HL

Ariel, Sylvia Plath: SL and HL

Othello, Shakespeare: HL only

8

External exams: 50%

Written Task Assessment: 20%

Students produce at least three written tasks (SL) or four written tasks for (HL) on

material studied in the course. Students submit one written task for external assessment.

This task is to be 800-1000 words with a 200-300 word rationale.

Individual Oral Commentary: 15% Students comment on an extract from a literary text studies in part four of the course.

Students are given two guiding questions.

Further Oral Activities: 15% completed in Grade 11 Students complete at least two further oral activities, one based on part 1 and one based

on part 2 of the course. The mark of one further oral activity is submitted for final

assessment.

DP Grading Plan & Percentages In Year Two of the DP programme, the following assessments will be carried out by IB:

External Assessment: Written Paper Component

Written Task #3

External Assessment: (HL only)

Written Task #4

Internal Assessment: (HL and SL)

Individual Oral Commentary: 15-minute oral commentary on an extract accompanied by

guiding

questions

(15%)

Paper 1 Textual Analysis (25%) HL (2 Hrs) SL (1 1/2 Hrs) SL: The paper consists of two unseen texts. Students write an analysis of one of these

texts.

HL: The paper consists of two pairs of unseen texts. Students write a comparative

analysis of one pair of texts.

Paper 2 Essay (25%) HL (2 Hrs) SL (1 1/2 Hrs) In response to one of the six questions students write an essay based on both the literary

texts studied in part 3. The questions are the same at SL and HL but the assessment

criteria are different.

Course Component Specifics

Assignment Policy Whenever possible assignment due dates will be decided in conjunction with the students

to ensure adequate time for completion and to avoid conflicts with other courses.

•Assignments are due at the beginning of class. Students will be asked to place the

assignment on their desks and will be collected by the teacher. Assignments must never

be left in the classroom, or given to me during another class, nor outside of class.

9

•If a student is absent on the day that an assignment is due or a test is scheduled, the

student must hand in the assignment or write the test in the next scheduled class. If the

student is inexcusably absent, the student will receive a zero. A note must

accompany an excused absence when a test or assignment is missed. •Group presentations are due on the date assigned regardless of who may be absent that

day. Each group member is responsible for being able to access the information and

materials for the presentation. Plan ahead!

Students will use MLA formatting for all assignments. Please refer to the Parent and

Student Handbook for ALS’s policy on plagiarism.

A support guide can be found on the internet at: http://owl.english.purdue.edu

Breakdown of ALS Grades: Tests (1 per quarter) 40%

Projects (1 per quarter, in our case an oral presentation: FOA or IOC) 20%

In-class writing (3 marked assignments per quarter) 30%

Class Work (student participation or work habits—there is a rubric we have created) 5%

Homework (3 marked assignments per quarter) 5%

Grade 12 Arabic A Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

fammouri@alsschools.com فبهخ ػس/ األعزبرح

mabuayyad@alsschools.com

ؾـذ أث ػ١بد/ األعزبر

ئ اذاسط ب صاذ رغ١ش ػ فظ اخط اغبثمخ ف اػزبد بظ اجىبس٠ب اذ١خ، از رزبي ب ب ٠بعت

اغزغ، مشساد اؾ١بح ثؼذ أ أفجؼ اؼب لش٠خ فغ١شح ئ عبت صمبفخ اغزغ از ؼ١ؼ ف١، آداة اغخ

.اؼشث١خ اؼب١خ ، ثزا ى لذ الغب رطؼبد اغزغ ظخ اجىبس٠ب اذ١خ اطالة ف آ اؽذ

، غز١٠ اؼبد اشف١غ ثؾى ػب، Aأذاف دساعخ مشس األدة ف اغخ، مشس اغخ األدة ف اغخ

:أ

.رؼشف اطبت ثؼذد اقؿ ؽمت ،أعب١ت ،ػ١بد أدث١خ خزفخ -1

ر ف اطبت امذسح ػ أ ٠خشه ف رؾ١ دل١ك فق قؿ ثؾى لبئ ثزار ٠ج١ -2

.اقالد ث١ب

.ر ىبد اطبت ف ازؼج١ش اؾف ازؾش٠ش ػ ؽذ عاء -3

.رؾش اطبت ػ ئدسان رمذ٠ش أ١خ اغ١بلبد از رىزت ف١ب اقؿ -4

رؾغغ خالي دساعخ اقؿ ػ رمذ٠ش اشؤ اخزفخ بط ف اضمبفبد ،و١ف رؼ ز -5

.اشؤ ف رؾى١ ز اؼب

.رؾغغ اطالة ػ رم١١ خاؿ اقؿ ؽ١ش اؾى األعة اغب١بد -6

.ر ف اطالة ؽظ االعززبع ثبغخ األدة االزب ثب ذ اؾ١بح -7

ر ف اطالة اف و١ف أ اغخ اضمبفخ اخف١بد رؾذد اطشق از رؾى ثب اؼب ف -8

.اقؿ

رؾغغ اطالة ػ ازفى١ش ثأعة مذ ؽي ازفبػالد ازغبثبد اخزفخ ث١ اـ ازم١ -9

.اغشك

10

:األذاف اخبفخ ظ

.ازاف اؾذ٠ش ثقسح امؾخ عغخ فؼبخ ف غبي اعغ االف -

.ثأعب١ت خزفخ ف الف خزفخ, ف اعزخذا أؽىبي اغخ اطلخ اىزثخ ثذلخ -

.ف اعزخذا غبي اعغ افشداد اقطؾبد -

.رى اطبت اخز١بس األعة اقطؾبد اؼبخ از رالئ الف-

.ازؼج١ش ػ األفىبس ثمػ عالعخ-

.ثبء مبػ شوض زشاثو مغ ، دػ امبػ ثأضخ بعجخ-

.ف اعزخذا قؿ أل رشو١جب عاء أوبذ طلخ أ ىزثخ-

.اعزطبػخ اطبت رفؾـ أاع خزفخ اقؿ ثأعة مذ ثبعزخذا أعب١ت خزفخ-

. رم١١ ثؼل األعب١ت ازم١بد ابوشح از لذ ٠غزخذب اىزبة ، زؾذص اغخ-

ئظبس ئؽغبط اطبت رغب اضمبفبد اشرجطخ ثبغخ از ٠ذسعب-

:اماػذ اقف١خ

.أؽنش أب هالث اقف ف الذ ابعت -

.٠خشط اطالة ثؼذ لشع اغشط اقف و ال ٠زأخشا ػ اذسط امبد -

.٠زشن اطالة أبو ظ١فخ شرجخ وب وبذ -

ؽ١ش ٠ؾبعت و هبت ٠أر ئ اقف خب افبك أ ٠مق , ٠ؾنش اطالة وزج وبخ أدار ئ اقف -

.ؽء أدار

.٠م اطالة ثاعجبر اض١خ ٠غب ف الذ اؾذد زغ١ب -

.ال ٠غؼ طبت ثنغ اؼه أ األو داخ غشفخ اقف -

.ال ٠غؼ طبت ثب أ اغ أصبء اؾشػ ف اقف -

.ث١ اطبت صالئ اؼب١ ف اذسعخ, االؽزشا ازجبدي ث١ اطبت ؼ -

.ػذ الؽظخ م اطبت اعت صالئ فا ٠ؾق ػ دسعخ ااعت -

.طبت اؾك ف االعزفغبس ػ أ ؼخ ٠فب ثطش٠مخ إدثخ بدئخ -

:اقبدس

.عبئ ازىعب اطجػبد اخزفخ ●

.اعبئ اغػخ اشئ١خ ●

اىزت اطثخ لقـ سا٠بد

غشؽ١خ ث١ذ د١خ شن ئثغ*

سا٠خ ؽغشح اجالة ؾذ ػجذ اؾ١ ػجذ هللا *

"اغز اؼب" "غ١ت ؾفظ"سا٠خ اـ اىالة *

:أغشاك ازم١١

.اؼشفخ اف -

.ازطج١ك ازؾ١ -

.ازشو١ت ازم١١ -

.اخز١بس اعزؼبي هش٠مخ اؼشك ابساد اغ٠خ -

11

:ازم١١ اخبسع

رم١١ داخ ع ازم١١

30%

رم١ـــــــــــــــــــــــــ١ خــــــــــــــــــــــــــــــــــــــــبسع

%25سلخ صب١خ %25سلخ أ %20ابخ اىزبث١خ ؽف

ػجبسح ػ رم١١١ افف

ؽف١١ ، األي ٠م١

اذسط ، االخش

..٠غغ ٠م١ خبسع١ب

٠م اطبت ف

اع األي ثبخز١بس

اـ ثؼشك ؽف

.أب اطالة

أب االزؾب اضب

ف١ؾذد اذسط

ثبخز١بس اقؿ

امغ اشاثغ

اظ ٠م اطبت

ثبؾذ٠ش ػ اـ

رؾ١ ذح رزشاػ

دل١مخ 15 ئ 10

ثبغخ اؼشث١خ

.افقؾ

ـ ػجبسح ػ ػ وزبث

٠ز اخز١بس ث١

صالصخ أػبي وزجب

اطبت خالي

ؽ١ش ٠م .اؼب١

اطبت ثىزبثزب ؼزذا

ػ فغ

٠ى دس اؼ

.زبثؼب عب

٠خزبس اطبت ػ١

امغ١ األي

ص ٠خزبس . اضب

اطبت اؼ اضبش

امغ١ اضبش اشاثغ

.

ـ رى األػبي أؽذ

األاع اضش٠خ وبمقخ

،اشعبخ ،اخطجخ،

ػد سأ ,افززبؽ١خ

غ١ش ره، ثبعزضبء

امبي ف خقـ

.غز اؼب

زا االخزجبس ٠أر

ثاعطخ اجىبس٠ب

٠قؾؼ وزه

.ثاعطزب

رزى اسلخ األ

ق١ ، ٠م

اطبت ثبخز١بس

أؽذب ، ص ٠ؾ

ؽغت اخطاد

ازجؼخ ف رؾ١

اقؿ ؽ١ش

امع اؾى

األدث اغخ

. االعزذاف

٠ى ازؾ١ ػ

ؽى مبي غزف

.ؾشه امبي

زا االخزجبس ٠أر ثاعطخ

اجىبس٠ب ٠قؾؼ وزه

.ثعبعطزب

رزى اسلخ اضب١خ

عزخ أعئخ ؽغت

امػبد از دسعب

اطبت ف امغ اضبش

اخ١بس " اظ

" األدث

ـ ػ اطبت أ ٠خزبس

رز . عإاال اؽذا فمو

اإلعبثخ ػ ػ ١ئخ

مبي غزف ؾشه

.امبي ازؼبسف ػ١ب

هش٠مخ ازم١١

:ؽغت اؼب١٠ش

.اـ ف اـ

ثـ اف العزخذا

.اخاؿ األعث١خ

.ازظ١ -عـ

دـ اغخ

:ؽغت اؼب١٠ش

ػشك -1

األعجبة

.ثـ افشك اؾز

.عـ اغخ األعة

دـ ازظ١ ازط٠ش

:ؽغت اؼب١٠ش

.ف اـ -1

ثـ اف العزخذا

اخاؿ األعث١خ

اغخ - عـ

دـ زظ١

ازط٠ش

:ؽغت اؼب١٠ش

اـ اؼشفخ اف

.ثـ االعزغبثخ غإاي

عـ اف العزخذا

اخاؿ األعث١خ

د ـ ازظ١ ازط٠ش

.ــ اغخ

دسعخ 25 دسعخ 25 دسعخ20 دسعخ 30 اذسعخ

دل١مخ 15 ئ 10 لذ ازم١١

ى اخزجبس

٠ؾذد ثبالرفبق غ

اطبت

عبػزب غز

اؼب ، عبػخ

قف غز

اؼبد

عبػزب غز اؼب ،

عبػخ قف غز

اؼبد

:ازم١١ اذاخ خالي عز١ دساع١ز١

صالصخ أػبي %5 :اب اض١خ

ؾبسوبد ١٠خ %5 :اؾبسوخ اقف١خ

صالصخ أػبي %25 :اب اقف١خ

ػ اؽذ %15 :اؾشع

ازؾب اؽذ %50 :االزؾببد

12

Grade 12 English B Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2018-2019

Instructors: Sandra Bouhamdan

Maher Qanbaz

Emails: sbouhamdan@alsschools.com

mqanbaz@alsschools.com

English B Course Outline

The course is thematic and, in consultation with students, explores internationalism and

cultural relations. Students will continue to investigate these areas through the following

topics: Education, Environment, Leisure, Health, Immigration / Emigration, Learning and

Teaching, Travel, Media and Communication, and Science and Technology.

The main focus is language acquisition and development of skills. The course gives

students the opportunity to explore cultures using the language, producing language

accurately and appropriately within a range of situations and for a variety of purposes.

Students will be able to demonstrate sensitivity to the audience and an ability to

communicate ideas clearly. The emphasis is on communication with the development of

improved receptive skills (reading and listening) and productive skills (writing and

speaking).

Competence of each of the primary language skills will involve an understanding of three

interrelated areas:

• Language: Handling the language system accurately;

• Cultural interaction: Selecting the language appropriate to a specific cultural and social

context;

• Message: Understanding ideas and how they are organized in order to communicate

them appropriately.

Lessons/Resources Lessons will cover a variety of activities including individual and group work. Students

will be expected to complete essays and project work, participate in class and do oral

presentations, both formal and informal. They will also be expected to make use of

library facilities for private study (books, magazines, newspapers, TV, radio, the internet,

DVDs etc.) and keep a portfolio in all aspects of the language and culture. English

B course companion/textbook is going to be used as the base of the course along with the

following resources:

Newspapers and periodicals: The Guardian, Time, Newsweek, Discover, Herald

Tribune, National Geographic, Natural Health, American Scientist

Write Source Grade 11 and 12, Patrick Sebranek, Dave Kamper, and Verne Meyer

● Films: ―My Big Fat Greek Wedding‖, ―Kumare‖

● One of the following HL Novels:

- The Sisterhood of the Traveling Pants by Ann Brashares,

- The Giver by Lois Lowry.

13

Websites, such as BBC, newsademic, amongst others for news and

English language improvement purposes

Material:

A Five-Subject Copy Book

Breakdown of ALS Grades:

Quizzes (3 per quarter) 15%

Tests (1 per quarter) 40%

Projects (1 per quarter, including oral presentation) 15%

In-class writing (2 marked assignments per quarter) 20%

Class Work (student participation or work habits—there is a rubric we have created) 5%

Homework (3 marked assignments per quarter) 5%

Grade 12 Arabic B Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

ئ اذاسط ب صاذ رغ١ش ػ فظ اخط اغبثمخ ف اػزبد بظ اجىبس٠ب اذ١خ، از رزبي ب ب ٠بعت

اغزغ، مشساد اؾ١بح ثؼذ أ أفجؼ اؼب لش٠خ فغ١شح ئ عبت صمبفخ اغزغ از ؼ١ؼ ف١، آداة اغخ

.اؼشث١خ اؼب١خ ، ثزا ى لذ الغب رطؼبد اغزغ ظخ اجىبس٠ب اذ١خ اطالة ف آ اؽذ

: ، غز١٠ اؼبد اؼب ثؾى ػب، " Bاوزغبة اغخ ف اغخ"أذاف دساعخ مشس

ازاف ثمػ فؼب١خ ف غػخ االف ؽ١ش ٠ؼشم اىفبءح اغ٠خ -

.اف ازذاخ اضمبفبد

.أ اضمبف١خ/اعزخذا اغخ ابعجخ غػخ اغ١بلبد اؾخق١خ -

.ف اعزخذا اغخ زؼج١ش ػ غػخ األفىبس االعزغبثخ ب ثذلخ هاللخ -

.رظ١ األفىبس ؽي غػخ اام١غ ثطش٠مخ امؾخ زبعمخ مؼخ -

.ف غػخ اقؿ اىزثخ اؾى١خ رؾ١ب االعزغبثخ ب -

.(اغز اؼب فمو)ف اعزخذا األػبي األدث١خ اىزثخ ثبغخ از ٠ذسعب -

:اماػذ اقف١خ

.أؽنش أب هالث ئ اقف ف الذ ابعت-

.٠خشط اطالة ثؼذ لشع اغشط اقف و ال ٠زأخشا ػ اذسط امبد-

.٠زشن اطالة أبو ظ١فخ شرجخ وب وبذ-

٠ؾنش اطالة وزج وبخ أدار ئ اقف،ؽ١ش ٠ؾبعت و هبت ٠أر ئ اقف خب افبك أ -

.٠مق ؽء أدار

.٠م اطالة ثاعجبر اض١خ ٠غب ف الذ اؾذد زغ١ب-

.ال ٠غؼ طبت ثنغ اؼه أ األو داخ غشفخ اقف-

.ال ٠غؼ طبت ثب أ اغ أصبء اؾشػ ف اقف-

.ث١ اطبت صالئ اؼب١ ف اذسعخ, االؽزشا ازجبدي ث١ اطبت ؼ -

.ػذ الؽظخ م اطبت اعت صالئ فا ٠ؾق ػ دسعخ ااعت-

.طبت اؾك ف االعزفغبس ػ أ ؼخ ٠فب ثطش٠مخ إدثخ بدئخ-

14

:اقبدس

.عبئ ازىع١ب اطجػبد اخزفخ -

.اعبئ اغػخ اشئ١خ -

:اىزت اطثخ لقـ سا٠بد

.١خبئ١ ؼ١خ (غػخ أث ثطخ) لقـ لق١شح ـ

ثبء هبش- أػشف أ اطا٠ظ رط١ش -

:ازم١١

اذاخ اخبسع

%25اسلخ األ

%50اسلخ اضب١خ

%25االخزجبس اؾف افشد

:ازم١١ اخبسع

المستوى العادي

15

المستوى العالي

:ازم١١ اذاخ خالي عز١ دساع١ز١

صالصخ أػبي %5 :اب اض١خ

ؾبسوبد ١٠خ %5 :اؾبسوخ اقف١خ

صالصخ أػبي %20 :اب اقف١خ

ػ اؽذ %15 :اؾشع

ازؾب اؽذ %40 :االزؾببد

%15 اخزجبساد لق١شح

16

Grade 12 Islamic Studies

Advanced Learning Schools

Course Syllabus

2019-2020

salhadama@alsschools.com سارة الهدامة / األستاذة

halhajji@alsschools.com هشام الحجي/ األستاذ

ازشث١خ اإلعال١خ : ابدح

: عزز اإلؽبسح ئ ثؼل اجبؽش از ٠ز١ؾب ابط طجخ

ف غبي رذس٠ظ امشآ اىش٠ ٠زبي ابط دساعخ فقخ قؿ خزبسح ثؼل اغس ثب ٠زبعت

.زطجبد اطجخ ف ز اشؽخ

ف غبي ازؽ١ذ ٠زؼشك اظ ذساعخ ظ أ اغخ اغبػخ ف رؽ١ذ اشثث١خ األ١خ األعبء

. اقفبد

.ف غبي افم ٠زبي اظ أؽىب األعشح صاط هالق ٠زطشق ئ لغخ ااس٠ش

ف غبي اؾذ٠ش ٠طغ اطالة ػ دساعخ فقخ ؼ اؾذ٠ش رمغ١ ئ فؾ١ؼ ؽغ مؼ١ف

. و١ف١خ اؾى ػ األؽبد٠ش

:اما١ اقف١خ

.أؽنش أب هالث اقف ف الذ ابعت -

.٠خشط اطالة ثؼذ لشع اغشط اقف و ال ٠زأخشا ػ اذسط امبد -

.٠زشن اطالة أبو ظ١فخ شرجخ وب وبذ -

٠ؾنش اطالة وزج وبخ أدار ئ اقف، ؽ١ش ٠ؾبعت و هبت ٠أر ئ اقف خب افبك أ -

.٠مق ؽء أدار

.٠م اطالة ثاعجبر اض١خ ٠غب ف الذ اؾذد زغ١ب -

.ال ٠غؼ طبت ثنغ اؼه أ األو داخ غشفخ اقف -

.ال ٠غؼ طبت ثب أ اغ أصبء اؾشػ ف اقف -

.االؽزشا ازجبدي ث١ اطبت ؼ ، ث١ اطبت صالئ اؼب١ ف اذسعخ -

.ػذ الؽظخ م اطبت اعت صالئ فا ٠ؾق ػ دسعخ ااعت -

. طبت اؾك ف االعزفغبس ػ أ ؼخ ٠فب ثطش٠مخ إدثخ بدئخ -

:هش٠مخ ازم١١

ع١ز رمغ١ اؼب اذساع ئ أسثغ فزشاد ، ٠ؾق اطبت ف ب٠خ و فزشح ػ رمش٠ش ٠ج١ غز أدائ ف ره

: دسعخ رصع ؽغت ا٢ر 100افزشح ، عزى غع دسعبد و فزشح

%50 رؾزغت صالص١ دسعخ ف و سثغ اخزجبس اؽذ ػ األل :ـ االخزجبساد اط٠خ

%20 رؾزغت ػؾش٠ دسعخ ف و سثغ اخزجبس اؽذ ػ األل :ـ االخزجبساد امق١شح

%10 ع١زخ و فزشح ؾشع ػ األل ػؾشح دسعبد :ـ اؾبس٠غ

17

ع١زخ و فزشح اؽذ ػ األل األػبي اقف١خ اقؾؾخ از ع١ى غع دسعبرب :ـ اؼ اقف

10%

.ؽفع ثؼل ا٠٢بد األؽبد٠ش امشسح: ٠ذسط رؾذ زا اجذ

ع١ؾبعت اطبت ػ اؽذ ػ األل ااعجبد اض١خ ػب ثأ ازأخش ف رغ١ ااعت :ـ ااعت اض

%10ع١ؼشك اطبت ؾغ دسعبر

:اقبدس اشاعغ

.(ابظ اغؼد٠خ ف اخبسط )وزبة ازشث١خ اإلعال١خ قف ضبش اضب ●

.رفغ١ش امشآ اؼظ١ الث وض١ش اغؼذ ●

.غػخ نشح اؼ١ ف ا٢داة األخالق اإلعال١خ ●

.ؽشػ األسثؼ١ ا٠خ الث ػض١١ ●

أخ١شا ١ظ آخشا ، شع ػذ ازشدد ف ؽبي عد أ اعزفغبس أ أ٠خ الؽظخ رذف ئ اشل ثغز أثبئب

اطالة ثبالرقبي ػ سل اذاسط، أ ازاف ػجش اجش٠ذ االىزش

:وب رغذس اإلؽبسح ئ عة ازؼب ث١ اج١ذ اضي ف رؼض٠ض اغو١بد اغب١خ ذ أثبئب أب

.اؾشؿ ػ األبخ رغت اغؼ از ال هبئ ف خذخ أذافب ع١ؼب - 1

اؽزغبة األعش ف هت اؼ ثقفخ ػبخ اؼ اؾشػ١خ ثقفخ خبفخ ،- 2

إىل الجنة): قال ملسو هيلع هللا ىلص سهل هللا له به طريقا

يلتمس فيه علما

(.من سلك طريقا

Grade 12 Social Studies of the Arab World

Advanced Learning Schools

Course Syllabus

2019-2020

haldasi@alsschools.com ١فبء اذػغ /األعزبرح األعزبر

ؾب اؾغ /األعزبر

halhajji@alsschools.com

دساعبد اعزبػ١خ: ابدح

افب١ األعبع١خ - بدح االعزبػ١بد رؼظ ثبمػبد اؾلخ اضاخشح ازغذدح ، ؽ١ش رزج ـ وجم١خ ااد

ازؼ اؾب ، اػ ثبضمبفبد اخزفخ ، أخ١شا ازاف ، األخز ثؼ١ االػزجبس : ظخ اجىبس٠ب اذ١خ

ازشث١خ اقؾ١خ االعزبػ١خ ، اغزغ اخذخ ، اج١ئبد اخزفخ ، اجشاػخ اجؾش٠خ : غبالد ازفبػ اخغخ

.ثبإلمبفخ ئ أعب١ت ازؼ

18

:أذاف رذس٠ظ بدح االعزبػ١بد

:٠ذف رذس٠ظ بدح اذساعبد االعزبػ١خ ئ رؾغ١غ رى١ اطالة رط٠ش

.اؼم ازغبئ -

.ابساد االصخ ذساعخ مبخ االعزبػ١بد -

.رمذ٠ش رف اضمبفبد األؽخبؿ األؽذاس ف األبو اخزفخ اؼقس اخزفخ -

.اف ازفبػ ازجبدي ث١ األفشاد اغزؼبد اج١ئبد اخزفخ -

.ف أعجبة ػالت ازغ١١ش خالي اؼ١بد اإلعشاءاد ابد٠خ اجؾش٠خ -

.ف امنب٠ب اإلغب١خ اؼبفشح -

.اػ عذ ازاف غ ػ أخش -

: اما١ اقف١خ

.أؽنش أب هالث اقف ف الذ ابعت-

.٠خشط اطالة ثؼذ لشع اغشط اقف و ال ٠زأخشا ػ اذسط امبد-

.٠زشن اطالة أبو ظ١فخ شرجخ وب وبذ-

٠ؾنش اطالة وزج وبخ أدار ئ اقف، ؽ١ش ٠ؾبعت و هبت ٠أر ئ اقف خب افبك أ ٠مق -

.ؽء أدار

.٠م اطالة ثاعجبر اض١خ ٠ز رغ١ب ف الذ اؾذد زغ١ب-

.ال ٠غؼ طبت ثنغ اؼه أ األو داخ غشفخ اقف-

.ال ٠غؼ طبت ثب أ اغ أصبء اؾشػ ف اقف-

.االؽزشا ازجبدي ث١ اطبت ؼ ، ث١ اطبت صالئ اؼب١ ف اذسعخ-

.ػذ الؽظخ م اطبت اعت صالئ فا ٠ؾق ػ دسعخ ااعت-

. طبت اؾك ف االعزفغبس ػ أ ؼخ ٠فب ثطش٠مخ إدثخ بدئخ-

:اقبدس

.وزبة االعزبػ١بد قف اضبش اضب ابظ اغؼد٠خ ف اخبسط-

.ـ اؾجىخ اؼىجر١خ

:هش٠مخ ازم١١

ع١ز رمغ١ اؼب اذساع ئ أسثغ فزشاد ، ٠ؾق اطبت ف ب٠خ و فزشح ػ رمش٠ش ٠ج١ غز أدائ ف ره

: دسعخ رصع ؽغت ا٢ر 100افزشح ، عزى غع دسعبد و فزشح

%50 رؾزغت خغ١ دسعخ ف و سثغ اخزجبس اؽذ ػ األل :ـ االخزجبساد اط٠خ

%20 رؾزغت ػؾش٠ دسعخ ف و سثغ اخزجبس اؽذ ػ األل :ـ االخزجبساد امق١شح

%10 ع١زخ و فزشح ؾشع ػ األل ػؾشح دسعبد :ـ اؾبس٠غ

ع١زخ و فزشح اؽذ ػ األل األػبي اقف١خ اقؾؾخ از ع١ى غع دسعبرب :ـ اؼ اقف

10%.

.اؼ ػ ثؼل األؾطخ اقف١خ داخ اقف: ٠ذسط رؾذ زا اجذ

19

ع١ؾبعت اطبت ػ اؽذ ػ األل ااعجبد اض١خ ػب ثأ ازأخش ف رغ١ ااعت :ـ ااعت اض

.%10ع١ؼشك اطبت ؾغ دسعبد

أخ١شا ١ظ آخشا ، شع ػذ ازشدد ف ؽبي عد أ اعزفغبس أ أ٠خ الؽظخ رذف ئ اشل ثغز أثبئب

.اطالة ثبالرقبي ػ سل اذاسط، أ ازاف ػجش اجش٠ذ االىزش

إىل الجنة): قال ملسو هيلع هللا ىلص سهل هللا له به طريقا

يلتمس به علما

(من سلك طريقا

Grade12 ITGS Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructors: May BenShaiq

Mahmoud Salem

E-mails: mbinshaiq@alsschools.com

msalem@alsschools.com

The Diploma Programme information technology in a global society (ITGS) course is the

study and evaluation of the impact of information technology (IT) on individuals and

society. It explores the advantages and disadvantages of the use of digitized information

at the local and global level. ITGS provides a framework for the student to make

informed judgments and decisions about the use of IT within social contexts.

The nature of the subject is defined by the use of fundamental ITGS terms. For the

purpose of the ITGS syllabus the following definitions apply.

Information technology is the acquisition, processing, storage, manipulation and

dissemination of digital information by computing or telecommunications or a

combination of both.

Social impact includes the economic, political, cultural, legal, environmental,

ergonomic, health and psychological effects of IT on human life.

Ethical considerations refer to the responsibility and accountability of those involved in

the design, implementation and use of IT.

An information system is a collection of people, information technologies, data,

methods and policies organized to accomplish specific functions and solve specific

problems.

Teacher’s contact details

I will be available after class most days of the week to discuss any problems or help you

improve your skills or understanding.

20

ITGS Aims for (HL & SL):

1. Encourage the systematic and critical study of: human experience and behaviour;

physical, economic and social environments; and the history and development of social

and cultural institutions

2. Develop in the student the capacity to identify, to analyse critically and to evaluate

theories, concepts and arguments about the nature and activities of the individual and

society

3. Enable the student to collect, describe and analyse data used in studies of society, to

test hypotheses, and to interpret complex data and source material

4. Promote the appreciation of the way in which learning is relevant both to the culture in

which the student lives, and the culture of other societies.

5. Develop an awareness in the student that human attitudes and beliefs are widely

diverse and that the study of society requires an appreciation of such diversity

6. Enable the student to recognize that the content and methodologies of the subjects in

group 3 are contestable and that their study requires the toleration of uncertainty.

What resources do we have to help students learn?

Team work

We work well as a team and support one another sharing our expertise and good practice.

We welcome new ideas and enjoy experimenting with solutions to different problems.

We encourage our students to be independent thinkers who are happy to share their

knowledge and expertise with staff and students alike.

IB project

All students will complete an IB project which will constitute 20% for HL & 30% for SL

of their final IB grade. This will be submitted to me by January 20, 2020.

Resources

Information Technology in a Global Society for the IB Diploma, Stuart Gary

Breakdown of ALS Assessments

Exams (1 per quarter)- 30%

Quizzes (2 per quarter) - 20%

Project (1 per quarter) – 20%

Lab / Class work (3 per quarter) – 25%

Homework (3 per quarter) - 5%

21

Grade 12 Business Management Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructors: Sofia Oprinoiu

Mahmoud Salem

Emails: soprinoiu@alsschools.com

msalem@alsschools.com

At Advanced Learning Schools, the Diploma Programme business and management

course is designed to develop students’ knowledge and understanding of business

management theories, as well as their ability to apply a range of tools and techniques.

Students learn to analyse, discuss and evaluate business activities at local, national and

international levels. The course covers a range of organizations from all sectors, as well

as the socio-cultural and economic contexts in which those organizations operate.

Emphasis is placed on strategic decision-making and the operational business functions.

Links between the topics are central to the course, as this integration promotes a holistic

overview of business management. Through the exploration of six concepts underpinning

the subject (change, culture, ethics, globalization, innovation and strategy), the

business management course allows students to develop their understanding of

interdisciplinary concepts from a business management perspective.

Course Topics The syllabus consists of five (or six) compulsory topics and a Written

Assignment for Higher Level and Standard Level.

1. Business Organization and Environment

2. Human Resource

3. Accounts and Finance

4. Marketing

5. Operations Management

6. Business strategy (HL only)

Resources

Business and management, Paul Hoang

Business and management Course Companion, Paul Clark

Newspapers and magazines: The Economist, Forbes, The Financial times,

Bloomberg Businessweek, Business Insider, Fortune

ALS Grading Plan & Percentages:

Quizzes (2 per quarter) 15%

Tests (2 per quarter) 50%

Projects (1 per quarter) 20%

Case studies (up to 4 per quarter) 15%

IB Grading Plan & Percentages

22

Assessment Weighting

Paper 1 (HL) In Section A, students are required to answer three out of four structured questions

that are based on a seen case study.

Section B contains a compulsory question that tests evaluative skills.

Section C (HL only) contains a compulsory extended response question on new

stimulus material on the prescribed case study.

35%

Paper 2 (HL) Section A requires the student to answer one out of two questions on unseen

stimulus material and quantitative element.

Section B requires the student to answer one from a choice of three questions on

stimulus material.

Section C requires the students to address one question from a choice of three. The

question relates to at least one real-world organization but may use information

from a range of sources, which may include real-world case studies examined in

class and IA research.

40%

Internal Assessment (Internally assessed by the teacher and externally

moderated by the IB) HL: Research Project

SL: Written commentary

25%

Assessment Weighting

Paper 1 ( SL) In Section A, students are required to answer three out of four structured questions

that are based on a seen case study.

Section B contains a compulsory question that tests evaluative skills.

Section C (HL only) contains a compulsory extended response question on new

stimulus material on the prescribed case study.

30%

Paper 2 (HL & SL) Section A requires the student to answer one out of two questions on unseen

stimulus material and quantitative element.

Section B requires the student to answer one from a choice of three questions on

stimulus material.

Section C requires the students to address one question from a choice of three. The

question relates to at least one real-world organization but may use information

from a range of sources, which may include real-world case studies examined in

class and IA research.

45%

Internal Assessment (Internally assessed by the teacher and externally

moderated by the IB) HL: Research Project

SL: Written commentary

25%

Classroom Expectations

● Oral contributions are a good indicator of progress and essential for a

lively successful class. This is considered in semester grades along

with attitude and participation.

● Whenever possible assignment due dates will be decided in conjunction with the

students to ensure adequate time for completion and to avoid conflicts with other

courses.

23

● All assigned work or project is expected to be completed before the

given deadline.

● If a student is absent on the day that an assignment is due or a test is scheduled,

the student must hand in the assignment or write the test in the next scheduled

class. If the student is inexcusably absent, the student will receive a zero. A note

must accompany an excused absence when a test or assignment is missed.

● A grade of zero will be awarded for any given test or quiz in the event

of academic dishonesty or any attempt to cheat on the part of the

student besides other disciplinary actions as stipulated in the students’

handbook.

Key Dates

The Written Assignment must be submitted by December 19th

,2019.

Grade 12 Psychology Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructor: Tiffani Nutter

E-mail: tnutter@alsschools.com

Course Description Psychology is the systematic study of mental processes and behavior and how these

are affected by internal processes and the environment. The study of psychology comes

from both the natural and social sciences and includes a variety of research designs and

applications. It provides a unique approach to understanding the modern society in which

we live.

IB psychology also allows for the discovery of cultural diversity and intercultural

understanding through a holistic approach. Students are encouraged to develop empathy

for others within and outside their own culture which will contribute to a better

international understanding.

The IB psychology student will examine the interaction of biological, cognitive and

socio-cultural influences on human behavior over the course of two years. They will be

encouraged to adopt an integrative approach based on scientific and investigative

methods that may include experiments, observation, clinical interviews and

questionnaires.

Areas of psychology that will be addressed during the first year include physiological

origins of human behavior, language and thinking, memory, emotion, and socio-cultural

interaction. During the second year, students will learn more about abnormal psychology

through the psychodynamic level of analysis as well as the psychology of human

relationships which focuses on the complexity of interpersonal relationships.

This course will place a heavy emphasis on writing as a way of thinking through the

use of the Internal/External Assessments. The internal assessment will be conducted in

the fall of the second year and will require the student to write a report over a simple

experiment they will design, conduct and analyze.

The external assessment consists of three parts which require the student to write essays

on core material, optional material, and qualitative research.

24

As a result of taking this course, students will gain a better understanding of

themselves and a greater appreciation of diverse human behavior by learning how

psychological knowledge is obtained, transformed and applied. Special attention will be

given to ethical concerns raised by the methodology and application of psychological

research.

Course Outline (General)

The following are the topics that will be covered throughout two years

(Textbook: IB Psychology Course Book – Oxford, Oxford Study Guide; Online

textbook: InThinking)

Y 1 Topic

1 Introduction to Psychology & Research Methods

2 Biological Approach

3 Cognitive Approach

4 Sociocultural Approach

5 Research Methods Cont./Internal Assessment Planning

Y 2 Topic

6 Finalize Internal Assessment

7 Human Relationships

8 Abnormal Psychology

Internal Assessment

SL & HL students are required to undertake a partial replication and report on one simple

experiment. They are to report results systematically, use descriptive and inferential

statistics, and analyze and discuss findings in a written report between 1,800 and 2,200

words. The study will account for 20% of the course grade and will be scored according

to the IB standards.

25

External Assessment

SL External Assessment Weighting

External assessment (3 hours)

Paper 1 (2 hours)

Section A: Three short-answer questions on the core approaches to psychology

(27 marks)

Section B: One essay from a choice of three on the biological, cognitive and

sociocultural approaches to behaviour (22 marks)

(Total 49 marks)

50%

Paper 2 (1 hour)

One question from a choice of three on one option (22 marks)

25%

Internal assessment (20 hours)

This component is internally assessed by the teacher and externally moderated

by the IB at the end of the course.

Experimental study

A report on an experimental study undertaken by the student (22 marks)

25%

HL External Assessment Weighting

External assessment (5 hours)

Paper 1 (2 hours)

Section A: Three short-answer questions on the core approaches to psychology

(27 marks)

Section B: One essay from a choice of three on the biological, cognitive and

sociocultural approaches to behaviour. One, two or all of the essays will

reference the additional HL topic (22 marks)

(Total 49 marks)

40%

Paper 2 (2 hours)

Two questions; one from a choice of three on each of two options

(Total 44 marks)

20%

Paper 3 (1 hour)

Three short-answer questions from a list of six static questions on approaches to

research (24 marks)

20%

Internal assessment (20 hours)

This component is internally assessed by the teacher and externally moderated

20%

26

by the IB at the end of the course.

Experimental study

A report on an experimental study undertaken by the student (22 marks)

Required Materials

Students should have the following materials with them when they come to class:

● Textbook and/or reading material

● Loose Leaf Paper for Binder

● Binder

● Pen & Pencil

Grade Distribution

Assessment Tool Per Quarter

Exams (1-2) 30%

Quizzes (1-2) 15%

Projects (Papers and IA) 20%

Written Tasks (SAQs and LAQs) 35%

Grade 12 Biology Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructors: May Atieh

Mohammed Saleh

E-mails: matieh@alsschools.com

msaleh@alsschools.com

Course Outline: The following are the topics to be covered over the second year course in the order they

appear in I.B. Biology syllabus. The actual order in which they will be covered in class

will differ.

Core

Topic 1: Statistical analysis

Topic 2: Cells

Topic 3: The chemistry of life

Topic 4: Genetics

27

Topic 5: Ecology and evolution

Topic 6: Human health & physiology

Additional higher level (AHL)

Topic 1: Nucleic acids

Topic 2: Metabolism, cell respiration and photosynthesis

Topic 3: Plant biology

Topic 4: Genetics and evolution

Topic 5: Animal physiology

Option

A. Neurobiology and behaviour

B. Biotechnology and bioinformatics

C. Ecology and conservation

D. Human physiology

The ALS grading policy

* 60% Announced Tests: There will be a minimum of two major tests per quarter at the

end of each chapter or unit. They will include a combination of short and long answer

questions testing their knowledge and understanding

* 15% Quizzes: A minimum of one every two weeks given in between concepts, then

count the best results of three quizzes. The goal is to train students to study on a daily

basis. Weekly quizzes or presentations designed to review the main concepts learned

during the week

* 5% Classwork and Class participation :Note-taking, worksheets, group work, activities.

Class participation which will include punctuality, observation of class rules, respecting

and following teacher’s instructions, bringing in all the required textbooks for the class

and participating in the discussions in an orderly manner.

* 5% Homework: Assignments that are to be completed for the next class. Late

assignments will not be corrected.

* 15% Lab activities: Students will be assessed on how they work in the lab and how they

write up their lab reports.

Presentation and Homework are very important, please ensure that your son/daughter

does his/her homework every day by checking the homework diary. It is impossible to

work to one's full potential unless properly equipped, therefore, please make sure that

your child brings pens, paper, a notebook, textbook and all other stationery needed to

school every day.

Short quizzes may be given unannounced. The majority will be announced with a day’s

warning. The class notebooks and the lab notebooks will be frequently inspected and

used as one indication of a student’s participation. Student manipulative skill will be

assessed during experiments and will be a portion of the lab grade.

28

The IB exam

Is taken by registered students in May 2020. This exam counts for 80% of their IB score

and 20% of the IB score is internally assessed by the teacher of this course. It relates

purely to the project and the experimental work. It is moderated by the IB and may

include inspection of the students’ lab notebooks. The notebooks and original lab reports

are never returned to the students.

Progress reports will be sent to you, but feel free to contact me at any time if necessary.

I will continue to put forward my very best effort in order to ensure your son / daughter

receive the best education. I look forward to a productive partnership with you during the

coming two years in the interest of your son/daughter.

Grade 12 Chemistry Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructor: Mohammad Saleh

E-mail: msaleh@aslschools.com

Chemistry is an experimental science that combines academic study with the acquisition

of practical and investigational skills. It is often called the central science, as chemical

principles underpin both the physical environment in which we live and all biological

systems. Apart from being a subject worthy of study in its own right, chemistry is a

prerequisite for many other courses in higher education, such as medicine, biological

science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course allows students to develop traditional

practical skills and techniques and to increase facility in the use of mathematics, which is

the language of science. It also allows students to develop interpersonal skills, and digital

technology skills, which are essential in 21st century scientific endeavor and are

important life-enhancing, transferable skills in their own right.

Textbook: Oxford Press Chemistry IB Study Guide and Oxford Press Chemistry Course

Companion Geoffrey Neuss.

Materials: Standard laboratory equipment and materials will be supplied by the school. A scientific

calculator with graphing capabilities is required. Additionally, students should have a

folder or binder for handouts, and a large, bound notebook for class notes and some of the

homework. A separate laboratory notebook will be kept during this course.

Syllabus Outline: The syllabus for the Diploma Programme chemistry course is divided into three parts: the

core, the AHL material and the options. The Chemistry data booklet is an integral part of

the syllabus and should be used in conjunction with the syllabus. Students should use the

29

data booklet during the course, and they should be issued with clean copies of it for the

paper 2 and paper 3 examinations.

Core (95 hrs) Teaching Hours

Topic 1: Stoichiometric relationships 13.5

Topic 2: Atomic structure 6

Topic 3: Periodicity 6

Topic 4: Chemical Bonding and structure 13.5

Topic 5: Energetic/thermochemistry 9

Topic 6: Chemical Kinetics 7

Topic 7: Equilibrium 4.5

Topic 8: Acids and bases 6.5

Topic 9: Redox processes 8

Topic 10: Organic chemistry 11

Topic 11: Measurement and data processing 10

Additional higher level (AHL)

AHL (60 hrs) Teaching Hours

Topic 12: Atomic structure 2

Topic 13: The periodic table—the transition metals 4

Topic 14: Chemical Bonding and structure 7

Topic 15: Energetic/thermochemistry 7

Topic 16: Chemical Kinetics 6

Topic 17: Equilibrium 4

Topic 18: Acids and bases 10

Topic 19: Redox processes 6

Topic 20: Organic chemistry 12

Topic 21: Measurement and analysis 2

Options Teaching Hours

SL HL

Option A. Materials 15 25

Option B. Biochemistry 15 25

Option C. Energy 15 25

Option D. Medicinal chemistry 15 25

Practical scheme of work Teaching Hours

SL HL

Practical activities 20 40

Individual investigation (internal assessment—IA) 10 10

Group 4 project 10 10

The recommended teaching time is 240 hours to complete HL courses and 150 hours to

complete SL courses

30

ALS Quarterly Assessment:

The quarters will be distributed as the following:

* 60% Announced Tests: There will be a minimum of two major tests per quarter at the

end of each chapter or unit. They will include a combination of short and long answer

questions testing their knowledge and understanding

* 15% Quizzes: A minimum of one every two weeks given in between concepts, then

count the best results of three quizzes. The goal is to train students to study on a daily

basis. Weekly quizzes or presentations designed to review the main concepts learned

during the week

* 15% Lab Activities and Projects: Students will be assessed on how they work in the lab

and how they write up their lab reports.

* 5% Classwork and Class participation :Note-taking, worksheets, group work, activities.

Class participation which will include punctuality, observation of class rules, respecting

and following teacher’s instructions, bringing in all the required textbooks for the class

and participating in the discussions in an orderly manner.

* 5% Homework: Assignments that are to be completed for the next class. Late

assignments will not be corrected.

Resources:

List the books and other resource materials and software that will be used in the course.

1- Chemistry for Use With International Baccalaureate

by John Green (Author), Sadru Damji (Author)

2- Chemistry for the IB Diploma (IB study guides)

by Geoff Neuss (Author)

3- Chemistry: Wilbraham et al. Prentice Hall, New Jersey. 2005

4- Chemistry, Matter and Change: Buthelezi et al. Glencoe Science, 2008

Progress reports will be sent to you, but feel free to contact me at any time if necessary.

31

Grade 12 Physics Diploma Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructor: Wassim Fakih

E-mail: wfakih@alsschools.com

Course Description:

Physics is the most fundamental of the experimental sciences, as it seeks to explain the

universe itself. Classical physics, which includes Newtonian mechanics,

electromagnetism and thermodynamics explains the universe in different ways. For

example, Newtonian mechanics allows determining of the position and the velocity of a

particle. Electromagnetism describes the behavior of the electric charge and shows the

relationship between light and electricity. Thermodynamics shows the relationship

between heat energy and other types of energy. At the end of the 19 th century it was

found that classical physics failed to explain certain aspects of the universe such as the

nature of the atom. Modern physics which includes topics such as quantum physics and

relativity was introduced. To understand the various concepts in physics, both models and

hands on practical laboratory work are used. Mathematical equations are used to describe

and deepen understanding of physics.

Course Outline

Topics to be covered in year 1 and Year 2.

32

Additionally one of the following options will be covered

Internal Assessment Outline

For more information about the subject, students and parents can refer to the

subject guide.

ALS Quarterly Assessment

Titles Description Value

Homework Assignments to be completed for

deadlines.

Late assignments will incur a

penalty

Incomplete homework will not be

accepted.

5%

Class Participation

Classwork

Answering questions on the

whiteboard, preparation for class,

involvement in class activities,

Complete Notebook, Note-taking,

worksheets, group activities

5%

Quizzes Pop, weekly, or section quizzes. 15%

Tests Tests will cover material covered

in class. Tests will contain a

variety of questions. For example,

matching, short answers, critical

thinking, etc.

60%

Projects/labs Projects assigned by teachers.

Projects will contain rubrics for

evaluations

15%

33

Grade 12 Mathematics Diploma Programme SL

Advanced Learning Schools

Course Syllabus

2018-2019

Instructor: Wassim Fakih

E-mail: wfakih@alsschools.com

IB Diploma Programme course outlines: Mathematics SL

Course description

This course caters for students who already possess knowledge of basic mathematical

concepts and who are equipped with the skills needed to apply simple mathematical

techniques correctly. The course is designed for the non-specialist who, nevertheless, needs

a sound background in mathematics for the purpose of his further study at university or

career options in science, economics or business. The course is challenging and requires a

high level of mathematical ability as well as sustained effort and commitment. Students

should normally have obtained at least a grade 4 in mathematics in their MYP5 year and

demonstrated a consistent grade 4 level in class during their last two years in the middle

school.

Course Outline Topic 4: Vectors

Topic 5: Statistics and Probability

Topic 6: Calculus

Assessment Outline

For the IB Maths Standard Level Course all of the seessment outlined

below will take place in grade 12.

External assessment Written papers 80%

Internal assessment Exploration 20%

ALS Assessment outline

Titles Description Value Minimum Requirement

Homework Assignments to be

completed for deadlines.

Late assignments will incur

a penalty.

Incomplete homework will

not be accepted.

5%

5 marked homework

assignments

Classwork Complete Notebook, Note- 5% 4 marked classwork

34

taking, worksheets, group

activities

Class Participation:

Answering questions on the

whiteboard, preparation for

class, involvement in class

activities,

assignments

Quizzes Pop, weekly, or section

quizzes.

20% 3 quizzes

Projects Projects will contain

rubrics for evaluations

10% 1 Project

Tests Tests will cover material

covered in class. Tests will

contain a variety of

questions. For example,

matching, short answers,

critical thinking, etc.

60% 2major or unit tests

Grade 12 Maths Studies Diploma Programme SL Advanced Learning Schools

Course Syllabus

2019-2020

Instructors: Sofia Oprinoiu

Mohamad Abdul Raouf

E-mails: soprinoiu@alsschools.com

mabdulraouf@alsschools.com

Course Outline This course caters to students who already possess knowledge of basic mathematical

concepts and who are equipped with the skills needed to apply simple mathematical

techniques correctly. The course is designed for the non-specialists who, nevertheless,

need a sound background in mathematics for the purpose of their further study at

university or career options in science, economics or business.

Course Outline

Topic 1.Algebra

Topic 2: Functions

Topic 3: Trigonometry.

Topic 4: Financial mathematics

Topic 6: Statistics and Probability

35

Assessment Outline

For the IB Maths Standard Level Course all of the assessment outlined below will take

place in grade 12.

External assessment \

80%

Internal assessment

20%

ALS grading system

Titles Description Value Minimum Requirement

Homework Assignments to be completed for deadlines.

Late assignments will incur a penalty.

Incomplete homework will not be accepted.

5%

4 marked homework

assignments

Classwork Complete Notebook, Note-taking, worksheets,

group activities

Class Participation: Answering questions on

the whiteboard, preparation for class,

involvement in class activities,

5% 3 marked classwork

assignments

Quizzes Pop, weekly, or section quizzes. 20% 3 quizzes

One project Projects will contain rubrics for evaluations 10% 1 Project

Tests Tests will cover material covered in class.

Tests will contain a variety of questions. For

example, matching, short answers, critical

thinking, etc.

60% 2 major or unit tests

Grade 12 Visual Arts Programme HL/SL

Advanced Learning Schools

Course Syllabus

2019-2020

Instructors: Mariam Harb

Email: mharb@alsschools.com

Course Description: The IB Visual Arts course provides students with opportunities to explore art on a

number of levels. The course is not just about ―making things‖ rather it is a journey that

is described in the following way in the IB subject guide:

Artistic learning requires a high level of cognition that is both intellectual and emotional.

For students to communicate visually they must place themselves within a cultural

context, or contexts, from which to discover and develop appropriate techniques.

Through the visual arts, people acquire understandings, which are unique in human

development. Study of the visual arts allows students to discover ways in which to

interpret and comment critically on the human condition.

36

Content of Course/Outcomes: Studying the IB Visual Arts course allows students to develop a critical and intensely

personal view of them in relation to the world. The coursework consists of four important

parts:

1. Studio Work Student artwork should demonstrate an inquiring and experimental approach in the

creating of works that are personally, culturally, and aesthetically meaningful. Studio

work offers the student a chance to explore a range of media and exhibit their technical

skills while developing a coherent area of inquiry. Students will make a curatorial

selection of their own work to exhibit at the end of year two.

2. Visual Arts Journal The visual arts journal includes the visual and written record of the research and

development of the ideas the student pursues in their studio work. Students use their

journals to plan and present their ideas and experiment with new materials and

techniques. They also reflect on their own work and the work of others while exploring

their own values and beliefs.

3. Comparative Study Students will write a comparison of the work of other artists. Their selection is based on

their own interests and includes works from different cultural contexts. Students will

analyse these works based on cultural significance, formal qualities and function and/or

purpose. This is the student’s opportunity to demonstrate his/her understanding of the

topics investigated and to analyse their work and that of others using an informed

vocabulary.

4. Process Portfolio To complete this program, students are required to submit a digital portfolio documenting

the process of developing their ideas and skills. This documentation provides evidence of

their exploration and refinement of a range of materials and approaches. Students draw

from their visual arts journal, notebooks and other sources documenting their

investigations. This documentation also communicates their awareness of the influences

of other artists and genres on the development of their practice.

Facilities and Supplies:

It is imperative that students work on their investigations during class time. Students have

access to common art materials and equipment during class time, and they are welcome

to bring in their own supplies, although storage space is limited.

For their Visual Arts Journals, students must provide a hardbound sketchbook with 100

pages of good quality paper that can withstand coloured pencil, charcoal, marker, etc.

Assessment

Those students electing to take the IB Diploma must submit their Process Portfolio and

Comparative Study for external assessment. The exhibition is internally assessed and

these marks are sent to the examiners along with documentation of the student’s artwork

and curatorial rationale for review.

37

Students taking the ALS Diploma are required to complete the same requirements as the

standard level (SL) Diploma program.

1. Comparative Study –Both SL and HL students submit 10-15 screens. HL

students must also submit and additional 3-5 addressing, ―the extent to which

their work and practices have been influenced by the art and artists examined‖.

2. Process Portfolio – SL students submit 9–18 screens in at least two art-making

forms and HL students submit 13–25 screens in at least three art-making forms.

3. Exhibition – SL students submit 4–7 artworks, a curatorial rationale not

exceeding 400 words and exhibition text (max. 500 characters) for each artwork.

HL students submit 8–11 artworks, a curatorial rationale not exceeding 700 words

and exhibition text (max. 500 characters) for each artwork.

4. The quarter grades for ALS are based on the following percentages:

Year 1

Visual Art Journal 40%

Studio Work 40%

Comparative Study 15%

Classroom participation 5%

Year 2

Visual Art Journal/Process Portfolio 40%

Studio Work 40%

Comparative Study 15%

Classroom Participation 5%

Grade 12 Theory of knowledge Programme

Advanced Learning Schools

Course Syllabus

2019-2020 Instructors: Tiffani Nutter

William Stansbury

Emails: tnutter@alsschools.com

wstansbury@alsschools.com

The theory of knowledge course encourages students to think about the nature of

knowledge, to reflect on the process of learning in all the subjects they study as part of

their Diploma Programme course, and to make connections across them. TOK is a

course about critical thinking and inquiring into the process of knowing, rather than

about learning a specific body of knowledge. It is a core element which all Diploma

Programme students undertake and to which all schools are required to devote at least

38

100 hours of class time. TOK and the Diploma Programme subjects should support each

other in the sense that they reference each other and share some common goals. The

TOK course examines how we know what we claim to know.

General Aim The overall aim of TOK is to encourage students to formulate answers to the question

―how do you know?‖ in a variety of contexts, and to see the value of that question.

General Aim The overall aim of TOK is to encourage students to formulate answers to the question

―how do you know?‖ in a variety of contexts, and to see the value of that question.

Specific Aims ● Make Connections between a critical approach to the construction of

knowledge, the academic disciplines and the wider world

● Develop Awareness of how individuals and communities construct

knowledge and how this is critically examined

● Develop an interest in the diversity and richness of cultural perspectives

and an awareness of personal and ideological assumptions

● Critically reflect on their own beliefs and assumptions, leading to more

thoughtful, responsible and purposeful lives

● Understand that knowledge brings responsibility which leads to

commitment and action

● Students should become aware of the interpretative nature of knowledge

Course Outline (General)

The Theory of Knowledge course is organized into three broad categories:

I. Knowers, Knowing, and Knowledge Issues

II. Ways of Knowing i. Emotion

ii. Language

iii. Reason

iv. Sense Perception

v. Intuition

vi. Faith

vii. Memory

III. Areas of Knowledge i. Arts

ii. Ethics

iii. Experimental Sciences

iv. Human Sciences

v. Language

vi. Mathematics

ALS Assessment (per quarter)

● Journal / Classwork / Participation 50%

● Mock Presentation/ Essay 50%

39

Journal

The class journal the opportunity to reflect on the material covered in class through a

wide range of self expression. Topic questions are provided and students are often

required to respond in the form of journaling, poetry, pictures or drawings, collages, and

short descriptive essays.

Part 1: Mock Essay on a prescribed title ● One essay on a title chosen from a list of six titles prescribed by the IB for each

examination session. The prescribed titles will be from previous academic years.

● The maximum length for the essay is 1,600 words.

● All essays are externally assessed by the IB.

Part 2: Mock Presentation ● One presentation to the class by an individual or a group (a maximum of two

persons in a group). Approximately 10 minutes per student is allowed for the

presentation.