Course of instruction 2016 2017

King’s Academy Course of Instruction

2016-2017

King’s Academy Course of Instruction 2015-2016 (March 2016) 2

TABLE OF CONTENTS

INTRODUCTION .............................................................................................................. 3 MISSION STATEMENT ................................................................................................... 4 GUIDING PRINCIPLES .................................................................................................... 4 GRADUATION REQUIREMENTS .................................................................................. 5 TAWJIHI EQUIVALENCY ............................................................................................... 6

FOUR-YEAR CURRICULUM PLAN .............................................................................. 8 ATTENDANCE POLICY .................................................................................................. 9 ACADEMIC HONESTY POLICY .................................................................................. 11 GLOBAL ONLINE ACADEMY (GOA) ......................................................................... 13 AP CAPSTONE ................................................................................................................ 14

SEMINARS ...................................................................................................................... 16

DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY ARTS

(CRLA) ............................................................................................................................. 17 DEPARTMENT OF COMPUTER SCIENCE ................................................................. 27 DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR) ............................. 29 DEPARTMENT OF FINE & PERFORMING ARTS...................................................... 32

DEPARTMENT OF HISTORY & SOCIAL STUDIES .................................................. 41 DEPARTMENT OF MATHEMATICS ........................................................................... 48

DEPARTMENT OF PHYSICAL & LIFE SCIENCES.................................................... 52 DEPARTMENT OF WORLD LANGUAGES ................................................................ 58


INTRODUCTION

A lifelong love of learning, an abiding sense of respect and responsibility, a vigorous

interest in a well-balanced life and global citizenship – these are the values that

distinguish a King’s Academy education.

The King’s Academy curriculum is just one way in which the school shapes the lives of its

students, but it is perhaps the most critical. This course catalogue bases itself on the

philosophical foundations of the school and on the idea that learning is exciting and

central to the experience of being a King’s Academy student.

King’s Academy students participate in all aspects of life on campus, and their academic

endeavors reflect the school’s commitment to overall excellence. The curriculum at

King’s Academy encourages the mastery of learning skills and promotes the development

of intellectual curiosity and creativity in every discipline. Students achieve clarity of

thought, a base of knowledge and confidence in their ability to articulate ideas, formulate

questions, solve problems logically and express themselves creatively.

The King’s Academy curriculum, both in its breadth and depth, encourages students to

take an active role in their own academic development. Under the guidance of faculty,

King’s Academy students plan a course of study around their interests and abilities,

fulfilling various requirements and readying themselves for the colleges and universities

of the world that await them.


MISSION STATEMENT

In a setting that is rich in history and tradition, King’s Academy is committed to providing a

comprehensive college-preparatory education through a challenging curriculum in the arts and

sciences; an integrated co-curricular program of athletics, activities and community service; and a

nurturing residential environment. Our students will learn to be independent, creative and

responsible thinkers within an ethical community that encourages young men and women of

diverse backgrounds and beliefs to excel, to cherish one another and to prepare for leadership.

GUIDING PRINCIPLES

Respect

Tolerance is a beginning, but it is not sufficient. What we hope to instill in our students is an

empathetic understanding of one another and a sense of respect that traverses all student

relationships, be it between each other, towards their teachers and families or with regard to the

community as a whole.

Love of Learning

We do not want our students to perceive their education as simply utilitarian – one that is a mere

instrument for their future success. Instead, we hope to foster in them a genuine love of learning

for its own sake and a desire to acquire knowledge in and for itself.

Responsibility

Along with the privileges of being part of King’s Academy come responsibilities. Students will

learn that they are stewards of what they receive and that it is their responsibility to pass on this

stewardship to others, such as younger students and the community as a whole.

By extension, students at King’s Academy will have a lifelong responsibility to use their education

to help and enhance possibilities for others. A belief in and commitment to social service as well a

striving for social justice for others less fortunate will form an essential part of the ethos of the

school.

An Integrated Life

We do not aim to teach students what to think but rather how to think. Students’ belief systems are

a personal matter between their families and themselves. Whatever our students’ beliefs, King’s

Academy stresses that balance is critical to human well-being. What we at King’s strive to teach

our students is how to integrate all aspects of their lives – academic, social, spiritual and physical

– in the context of a boarding school environment in which we learn not only about the world but

about ourselves.

Global Citizenship King’s Academy is first and foremost a Jordanian school. But it is also a regional school, and

ultimately a school of the world. The student body will be diverse geographically, economically,

ethnically and religiously and we aim to raise in our students an awareness of different peoples.

We will impart to them universal values, applicable in all cultures and at the same time encourage

their unique sense of belonging to the Middle East.


GRADUATION REQUIREMENTS

In order to receive a diploma from King’s Academy, a student must have fulfilled the

graduation requirements with at least five equivalent year-long courses every year.

Every King’s Academy student who enters as a freshman will take at least:

Four years of CRLA English

Four years of CRLA Arabic

Four years of mathematics

Three years of physical and life sciences (four years recommended), with advanced

laboratory courses taught in the 11th and 12th grades

A one-year course on world history and geography in the 9th grade

A one-year course on History of the Middle East in the Context of the World in the

10th grade

At least one additional year-long course or three term-long courses from the

Department of History and Social Studies in the 11th or 12th grade

A one-term course on world religions

A one-term elective course from the Department of Ethics, Philosophy and Religion

(EPR)

At least one year – three term-long courses – from the Department of Fine and

Performing Arts

One term-long course from the Department of Computer Science

As per the guidelines of the Jordanian Ministry of, Jordanian Muslim are required to take

two years of Islamic theology in in the 9th and 10th grades, and two additional term-long

courses either in the 11th or 12th grades. Jordanian students who hold a second passport

and who do not wish to pursue Tawjihi equivalency are not required to take Islamic

Theology.

For students entering King’s Academy in their sophomore, junior, or senior years, the

graduation requirements are pro-rated and are listed in the curriculum plan (see page 8).


TAWJIHI EQUIVALENCY

Students intending to attend a Jordanian university or gain certain professional licenses in

Jordan can obtain a certificate of Tawjihi equivalency in lieu of taking the national

Tawjihi examination. Some Arab countries also require Tawjihi Equivalency. To obtain

equivalency, students must complete one of the following examination options, in

addition to King’s Academy requirements, by the time of their graduation:

Option 1: A combined total of seven Advanced Placement (AP) exams and/or SAT II exams

with scores of at least 3 on each AP, and at least 450 on each SAT II.

Option 2: Five Advanced Placement (AP) exams, with scores of at least 3 on each and one A-

level or Tawjihi exam in Arabic.

Option 3: Seven SAT II exams, with a score of at least 450 on each exam.

Note: To obtain equivalency in the Tawjihi science stream for options 1-3, students must pass

three SAT II or AP science subjects including Math SAT II level IIC or AP Calculus. To calculate

the Tawjihi equivalency GPA for options 1-3, the Ministry of Education will combine the 12th

grade numeric scores and the results on SAT II and/or AP exams.

Option 4: Pass four AP exams only

To obtain equivalency in the Tawjihi science stream the student should:

1. Pass any two AP Exams from the following list: AP Calculus or AP Statistics, AP

Computer Science, AP Physics, AP Chemistry or AP Biology with a minimum

score of 3 out of 5

2. Pass any other two AP exams with a minimum score of 3 out of 5

To obtain equivalency in the Tawjihi literary stream the student should:

1. Pass any four literary AP exams with a minimum score of 3 out of 5

Option 5: Pass three AP exams and two SAT II exams


1. Pass any two of the following AP Exams: AP Calculus or AP Statistics, AP


score of 3 out of 5

2. Pass any other AP exam with a minimum score of 3 out of 5

3. Pass any two SAT II exams available with a minimum score of 450


1. Pass any three AP exams with a minimum score of 3 out of 5

2. Pass any two SAT II exams available with a minimum score of 450


Option 6: Pass two AP exams and four SAT II exams


1. Pass any two of the following AP Exams: AP Calculus or AP Statistics, AP


score of 3 out of 5

2. Pass any four SAT II exams available with a minimum score of 450


1. Pass any two AP exams with a minimum score of 3 out of 5 or Arabic

2. Pass any four SAT II exams available with a minimum score of 450

Note: To calculate the Tawjihi equivalency GPA for those students using options 4-6, the

Ministry of Education will count the results on the SAT II and/or AP exams only.

Further notes:

A Level Arabic is counted as one of the AP Exams

AP Microeconomics and AP Macroeconomics are considered two separate exams

An AP Exam and a SAT exam of the same subject are considered two different

exams (e.g. AP Chemistry and SAT Chemistry are considered two different

exams)

AP Calculus AB, AP Calculus BC and AP Statistics are not considered different

exams but as the same exam

AP Physics I, AP Physics II and AP Physics C are not considered two different

exams but as the same exam

SAT Math I and SAT Math II are considered two different exams.

SAT Biology E and SAT Biology M are not considered two different exams but

as the same exam

Pharmacy and medicine requires a minimum GPA of 85.

Engineering requires a minimum GPA of 80

AP and SAT scores conversions

The raw score of the AP exams is converted into a score of 5,4,3,2 or 1

AP External Exam Score Out of 100 (Tawjihi)

5 98

4 88

3 78

For SAT Subject exams, divide the SAT Subject score by 8.


FOUR-YEAR CURRICULUM PLAN

Please refer to the number of years a student will study at King’s to determine the

graduation requirements for that student.

Jordanian Muslim students must also take the following courses:

Islamic Theology Two years plus two

term-long courses

One year plus two

term-long courses

Two term-long

courses

Two term-long courses

(if not taken as a junior

in previous scthool)

Note: Jordanian students who hold a second passport and who do not wish to pursue

Tawjihi equivalency are not required to take Islamic Theology.

Subject 4-Year Program 3-Year Program 2-Year Program 1-Year Program

CRLA-Arabic Four Three Two One

CRLA-English Four Three Two One

Mathematics Four Three Two One

Science Three Three Two One

History Three Two One

World Languages Optional (two or

more recommended)

Optional (two or

more recommended)

Optional (two

recommended)

Optional

(recommended)

Fine & Performing

Arts

Three term-long

courses

Three term-long

courses One term-long course One term-long course

Ethics, Philosophy &

Religion (EPR)

Two term-long

courses (to include

World Religions)

Two term-long

courses (to include

World Religions)

One term-long course One term-long course

Computer Science One term-long course One term-long course One term-long course One term-long course


ATTENDANCE POLICY

Regular attendance at school is essential for academic success at King’s Academy. A

student’s grade may be affected by excessive absences. Attendance is recorded at the

beginning of each class period. According to Jordanian law and the policies of King’s

Academy, no more than 21 absences in a year-long course, or seven absences per term, are

allowable for completion of a course and for a final grade to be granted for the course.

Failure to meet this rate of attendance will result in loss of credit for the term and removal

from the course. Students who are removed from a course due to excessive absences will

be required to either take the course the following year or in an accredited summer school

or correspondence program.

All absences whether excused or unexcused, with the exception of school-sponsored

activities, count as part of the maximum allowable absences during a term.

Excused Absences

King’s Academy has defined which situations can be considered excused absences:

Illness (requires a doctor’s report if the student is absent for more than two days)*

Death in the immediate family

Observation of a religious holiday not normally observed at school

School-sponsored activities

Extenuating circumstances beyond the control of the student to be determined by

the headmaster

*Students have two days after returning from an absence to present a note. After two

days the absence will be unexcused. All notes are brought to the attendance office.

If a student needs to leave school early during a school day, the student must first report to

the Office of Student Life which will then obtain/confirm parent permission by phone or

email. Leaving early during the week requires the permission of the appropriate class dean.

Absences from school or class for the following reasons will be considered excused,

allowing the student to make up missed work and assignments for credit, the deadlines for

submission of which are at the discretion of the classroom teacher:

Illness

Family emergencies

Religious observances

Traditional national observances

College interviews, entrance exams

Students attending school-sponsored activities or programs must have prior approval from

their class dean to miss class. Students are asked to notify their teachers in advance if they


know they will be absent from school; it is the student’s responsibility to obtain and

complete all work missed during an absence.

The faculty will not be obligated to provide make-up work for students who are absent

from class for reasons other than those listed above.


ACADEMIC HONESTY POLICY

King’s Academy has prepared this statement because we want to emphasize to all of you,

our students, the importance of academic honesty. We recognize that King’s Academy

students are generally committed to achieving success through honest effort.

Because trust and honesty are critical to the well-being of any community, we expect

King’s Academy students to be truthful at all times.

We expect students to do their own work, unless they have explicit permission from their

instructors to collaborate with others.

Violations of our Academic Honesty Statement

1. Plagiarism: Plagiarism is the unauthorized use of someone else’s work.

Possible examples of plagiarism include using another's work from print, web

or other sources without acknowledging the source; quoting from a source

without citation; using facts, figures, graphs, charts or information without

acknowledgement of the source. If you are unsure of whether something is

plagiarism, it is your responsibility to consult your teacher.

2. Cheating: Cheating is using or receiving any aid on a test, assessment or assignment that is

not specifically allowed by the teacher. (An assessment is any formal or informal assignment

that is given by your teacher, including but not limited to a quiz, test, essay, take-home test,

open-book test, exam, worksheet, lab report, question set or project.) Cheating also includes

looking for, using, giving or receiving unauthorized assistance or information. Possessing

such aids or information, even if it is not used, is still considered cheating.

Possible examples of cheating include copying from another student's paper or

receiving unauthorized assistance during a quiz, test or exam; using books, notes or other

devices (such as calculators, cell phones or computers) or formulas, statements or any

information written on the body or clothes when it is not authorized; finding and using

without authorization a copy of or information about an exam before the scheduled time;

unauthorized collaboration on exams.

3. Unauthorized group work: Unauthorized group work is collaborating with another person

or persons without having the explicit permission of the teacher to do so. This includes

working with any other student or students when the assessment is meant for an individual. It

also includes receiving aid or assistance from outside your activity group from, but not

limited to, honors or AP students, alumni, tutors, parents, siblings or online assistance when

the work should be completed only by the members of that group.

Possible examples of unauthorized group work include working with another person

or persons on any activity that is intended to be individual work, when such collaboration

has not been specifically allowed by the teacher.


4. Fabrication, falsification and misrepresentation of submitted work: These three terms

mean altering or inventing of any information or citation that is used in assessing academic

work. This includes multiple submission of work, i.e. handing in the same assignment for

more than one class or using a project, presentation or speech for more than one class.

Possible examples fabrication, falsification and misrepresentation of submitted

work include inventing or counterfeiting data or information; falsely citing the source of

information; altering the record of or reporting false information about labs; altering

grade reports or other academic records; submitting a false excuse for absence or

tardiness for a school day, test or exam; lying to a teacher to increase a grade.

5. Complicity in academic dishonesty: This means intentionally helping another to commit an

act of academic dishonesty, being a knowing or willing accomplice to academic dishonesty or

purposely failing to report an incident of academic dishonesty.

Possible examples of complicity in academic dishonesty include knowingly allowing

another student to copy from one's paper during an exam or test; distributing test

questions or substantive information about the material to be tested before a scheduled

assessment or exam; deliberately furnishing false information.

6. Attempting to commit any offense as outlined above: Trying to cheat or having the intent

to cheat is the same as cheating.

Responses/consequences to academic dishonesty

If a student violates the Academic Honesty Statement, he or she will sit for an Academic

Honor Committee meeting. The Academic Honor Committee is comprised of faculty and

students and can make one of the following for recommendations to the headmaster: 1) a

formal letter of reprimand, 2) school separation, 3) school suspension (reported to

colleges and universities) and 4) a required withdrawal from King’s Academy.

These responses are levied in accordance with the severity of the violation. This means

that the responses are not sequential, i.e. the response to your first violation may be a

required withdrawal from school.

[adapted from Florida State University]


GLOBAL ONLINE ACADEMY (GOA)

In 2011, King's Academy joined a consortium of leading independent schools across

America as the founding members of the Global Online Academy (GOA). Of the 10

institutions to launch the GOA, King's is the only international member. Spanning the

United States, the remaining nine schools include Albuquerque Academy in New

Mexico, Catlin Gabel School in Oregon, Cranbrook Schools in Michigan, The Dalton

School in New York, Germantown Friends School in Pennsylvania, Head-Royce School

in California, Lakeside School in Washington, Punahou School in Hawaii and Sidwell

Friends School in Washington, DC.

You and other students in grades 9-12 from top independent schools around the world

can now take online classes with one another. In addition to giving you access to exciting

new courses, we also hope to create truly global classrooms in which you will learn

alongside peers with diverse backgrounds and experiences. These courses are designed,

developed, and taught by teachers from our schools and you will receive credit for the

course through your school.

About Global Online Academy Courses

GOA courses are interactive, instructional, and experiential. There are semester-long and

year-long options in subjects ranging from organic chemistry to graphic design. All GOA

courses have synchronous components (when students collaborate together, or work with

their teacher, at a set time, generally using video conferencing software) and

asynchronous components (students choose when to participate).

Please note that GOA courses require the same time commitment and have similar

workloads as any other course you would take at your school.

If you are interested in taking a GOA course, please first consult your academic advisor

and discuss the choice with your parents or guardians. Then, fill out the Global Online

Academy registration form and turn it in to your designated school administrator.

If you have questions about any of the current course offerings or if there’s a course

you’d like the academy to offer in the future, email [email protected]

To see the list of available GOA courses, click here.

mailto:[email protected]

http://kanet.kingsacademy.edu.jo/sites/kanet.kingsacademy.edu.jo/files/Global%20Online%20Academy%20Course%20Catalog%202016-2017.pdf


AP CAPSTONE

In 2013, the College Board invited King’s Academy to be one of approximately 100

schools worldwide to offer an innovative new diploma program as part of their

curriculum for the 2014-2015 academic year: the AP Capstone program.

The AP Capstone program is a two-course sequence called AP Seminar and AP Research

that allows students to explore real-world issues while developing the analytic, research,

problem-solving and communication skills that colleges look for in an applicant.

Students typically take AP Seminar in the 10th or 11th grade, followed by AP Research.

Students who earn scores of 3 or higher in the AP Seminar and AP Research courses and

on four additional AP Exams of their choosing will receive the AP Capstone Diploma.

This signifies their outstanding academic achievement and attainment of college-level

academic and research skills. AP Seminar is also open to interested 12th graders, who can

earn an AP score for that course.

Alternatively, students who earn scores of 3 or higher in the AP Seminar and AP

Research courses only will receive the AP Seminar and Research Certificate signifying

their attainment of college-level academic and research skills.

In keeping with the flexibility of the AP program, students taking the Capstone sequence

are not required to pursue the Capstone Diploma.

The 11th grade seminar is open to exceptionally qualified 10th graders, 11th graders and

12th graders. Preference will be given to 11th grade students committed to completing the

AP diploma program.

Students will be admitted into the AP Capstone Program based on their fulfillment of the

following requirements:

General:

Demonstrated ability to work independently, responsibly and in

collaboration with others

Strong writing skills and/or the promise of success

Willingness to engage in class discussion

Specific:

A strong record of academic achievement and school attendance in

sophomore year

Completion of Capstone application, including,

o Short statement of interest

o Endorsement from two teachers

o Two writing samples (preferably timed and in-class)


AP Seminar

In the first year, students develop and strengthen their analytic and inquiry skills,

exploring deeply two to four relevant issues chosen by themselves and/or their teacher.

Students learn to consider an issue from multiple perspectives, evaluate the strength of an

argument, and make logical, evidence-based decisions. For example, a student might

explore the question of whether national security is more important than a citizen’s right

to privacy, or whether genetic engineering is beneficial to society. During the course,

students complete a team project, an individual paper and presentation, and take a written

end-of-course exam. Their AP Seminar Exam score will be based on all three

components and will be reported on the standard 1-5 AP scoring scale.

AP Research

In this course, students work on an independent research project on a topic of interest to

them. For example, students can:

Dig deeper into a topic they studied in an AP course

Work across academic areas on an interdisciplinary topic

Study a new area of interest, perhaps one they would like to study in college.

At the end of the research project, students submit an academic paper and defend their

work through a presentation. Their AP Research Exam score will be based on their paper,

the presentation, and the defense and will be reported on the standard 1-5 AP scoring

scale.


SEMINARS

Freshman Seminar

Freshman Seminar is a required course for all 9th grade students which meets once a week

for the full year. The seminar explores topics such as transition and adjustment, health

and wellbeing, organization and energy management, study skills, relationships and

mindsets. Topics also tie into the over-arching themes that the school will discuss in its

various forums, thus allowing 9th grade students the opportunity to ask questions, share

experiences, and think of practical applications that would enable freshmen to embody

the mission and guiding principles of the school.

Upperclassman Seminar

Upperclassman Seminar is a required course for all new students who have joined King’s

Academy as sophomores, juniors or seniors. The class meets once a week during the first

term and is led by a dean or counselor. It explores topics such as transition, wellness,

school life, relationships, resilience and other themes important to help students

understand life at King’s, transition smoothly and transform challenges into growth

opportunities, including the challenge of joining King’s as upperclassmen.


DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY

ARTS (CRLA)

It is the aim of the Department of Communication, Rhetoric and the Literary Arts

(CRLA) to develop students' ability to use and appreciate the English and Arabic

languages, both orally and in written discourse, to cultivate their facility for verbal

analysis and persuasive writing and to introduce them to the major forms of literary

expression. During their years at King's Academy, students progress systematically

towards these goals by writing regularly for their courses and by participating

periodically in formal declamations that will help them express themselves confidently in

public speaking situations and prepare them for a life of cultural interactions, academic

pursuits and political and social engagement. Students extend their knowledge of the

grammatical and literary complexities of language as well as of its development, structure

and beauty. Students study both English and Arabic in separate year-long courses for four

years each.

Because King’s Academy attracts and welcomes students from around the world, for

many of whom English is a second or third language, the CRLA department seeks to

ensure that all students entering the school have the opportunity to receive any additional

support they may need. To this end, the regular four-year English program is

supplemented with an additional series of English courses (English Language and

Composition) which students may be asked to take before embarking on the study of a

third language. Similarly, students with limited exposure to the Arabic language and who

need to develop a firmer grounding in the fundamentals of Arabic are required to enroll

in an intermediate program. This is offered at three levels and prepares students to join

the regular (language and literature) Arabic program.

CRLA courses emphasize clarity of thought and expression, logical analysis and a close

reading of literary texts, including fiction, essays, poetry and drama. Students study a

broad array of writings and perspectives from a variety of traditions and historical

periods. Class discussions encourage students to develop their own thinking skills,

interpretations and voices. Because the student body is diglossic and bilingual, it is

imperative that students are well prepared in both languages. Hence, the two departments

are housed together and have regular meetings to discuss shared curricular materials and

academic concerns.


CRLA-ENGLISH

Language and Composition

This course is designed to develop the language skills students need to succeed not only

in their English literature classes, but in all the academic work that requires them to be

proficient readers, writers, speakers, listeners and thinkers. Language and Composition

focuses on the essential skills and understandings that students need to thrive

academically: how to gather, develop, organize and express ideas clearly and effectively.

An examination given at the end of the school year determines their readiness to leave the

course, at which time they will have the opportunity to enroll in the other world language

courses offered at the school.

Course length: One year

Prerequisite: Placement exam and/or teacher recommendation

Introduction to Literary Genres (9th grade)

Ninth graders at King's Academy step on campus and join an inquisitive, dynamic, and

formative literary community. They lay the foundation for their exploration of English

literature by grappling with literary texts from a range of time and culture. They not only

analyze narrative, verse and drama, but also challenge the text – and in the process,

challenge the world around them. They become readers and writers with greater

confidence, expression and stamina. Students review the fundamentals of English

grammar and syntax, and expand their vocabularies to enhance their reading and sense of

diction, building a tool box for reading and writing mastery. Texts may include, but are

not limited to: John Steinbeck’s Of Mice & Men, Sherman Alexie’s The Absolutely True

Story of Part-Time Indian, Sandra Cisneros’ The House on Mango Street and Karen

Russell’s St. Lucy’s Home for Girls Raised by Wolves.


Arabic Literature in a Global Context (10th grade)

This 10th grade course familiarizes students with trends and developments in Arabic

literature over the late 19th, 20th and early 21st centuries and discuss genres and themes in

a global context. Analyzing literary works helps students to comment on and interact with

political, social and economic issues in the Arab World. The course focuses on close

reading of Arabic literature in translation and texts by Arab writers written in English,

and is supported by examples from other cultures to provide a global perspective. Arabic

literature presents Arab and international students alike with unique intellectual and

cultural challenges. Texts may include, but are not limited to Ghassan Kanafani’s Men in

the Sun, Hisham Matar’s In the Country of Men, Chinua Achebe’s Things Fall Apart, and

Marjane Satrapi’s Persepolis. In addition, students study poetry by Mahmoud Darwish,

Ahmed Shauqi and Nizar Qabbani, as well as Shaheed Nadeem’s play Dara and

Sa’adallah Wannous’ The King’s Elephant.


Great Works of the Western Tradition (11th grade)

In this 11th grade course, students develop the ability to read great works of literature

closely, actively and imaginatively. They study not only what a text means but also how


to appreciate the beauty of the written word. Students practice several types of writing,

often in response to what they have read. Although they receive direct instruction in

narrative, descriptive and creative modes of expression, the majority of written work

focuses on developing the skills of argument, literary analysis

and synthesis. Students also write and deliver a declamation to a live audience. The great

works of literature include but are not limited to: F. Scott Fitzgerald’s The Great Gatsby,

William Shakespeare’s Macbeth, Tim O’Brien’s The Things They Carried, and Arthur

Miller’s The Crucible.


World Literature and Critical Analysis (12th grade)

Using a variety of texts and genres from various cultures and historical periods, this

course demonstrates the numerous ways literature is valued. Students learn how gender,

ethnicity, historical context (including colonialism) and myth are part of the interpretive

process, and they learn to make personal connections with characters, experiences and

ideas in literary works (including non-fiction). Students evince their progress in regular

written and oral presentations. Written presentations focus on literary critical analysis but

also include persuasive, narrative and descriptive essays, as well as opportunities for

creative writing. Readings include but are not limited to: Chimamanda Ngozi Adichie’s

Purple Hibiscus, Joseph Conrad’s Heart of Darkness, Elie Wiesel’s Night, Susan

Abulhawa’s Mornings in Jenin, Bahaa’ Taher’s Aunt Safiyya and the Monastery, Moshin

Hamid’s The Reluctant Fundamentalist, and William Shakespeare’s Hamlet.


Introduction to Creative Writing (12th grade)

Introduction to Creative Writing dips into four different types, or genres, of creative

writing: journaling and personal reflection, short fiction, poetry, and drama/screenplays.

This variety, while by no means comprehensive, is meant to inspire, giving students a

short taste of a wide range of expression. While the course focuses on writing and the

writing process, there is a significant amount of time spent reading, analyzing and

discussing great pieces of writing, from the traditional canon, regional writers and more

contemporary pieces – a good writer must also be a good reader. The class writes daily,

shares weekly, and creates submission-quality pieces at multiple points throughout the

semester, which culminates with a 12-15-page portfolio at the end of the year, featuring

polished versions of each of the four types of writing. This course strives to instill a

culture of writing in the students who partake; writing is not an obligation, but rather a

necessary, engaging and dynamic form of expression. The course also seeks to push

students beyond their academic comfort zone while simultaneously fostering a sense of

self-confidence in regards to their personal writing.


Honors English

Honors English courses in grades 10, 11 and 12 are designed for students who have

demonstrated the motivation, self-discipline, ability and academic readiness sufficient to

read and explore more difficult texts in greater depth and complexity. Honors courses

accommodate the needs of students who have demonstrated that they are ready to read


more challenging texts and meet more challenging expectations, particularly in their

written work.


Prerequisite: Students must receive a recommendation from their current English

teacher to be eligible to take an entrance exam intended to demonstrate their readiness

to thrive in an honors course. The department will recommend students for the course

based on their entrance exams, academic readiness and motivation as demonstrated by

disciplined work habits.

Advanced English - Literary Journalism (12th grade)

This is a college-level course that explores the boundary between literature and

journalism while giving students the opportunity to craft their own pieces of writing for

eventual publication in both the print and online editions of The Rexonian. Students learn

the language and conventions of journalism as they apply to various ‘genres’ of

journalistic writing: news reportage, opinion and op-ed, arts review and critique,

investigative report and exposé, profile, cultural comment and analysis, human interest,

etc. Students read both contemporary and classic selections from newspapers and

magazines, as well as longer works of literature by journalists such as Dave Eggers,

Norman Mailer, Truman Capote, Upton Sinclair and John Krakauer, among others. At the

end of the year, students may elect to take the AP Language & Composition exam.

Course length: One Year

Prerequisite: 12th graders who have been recommended by their current English

teacher may elect to take this course in place of either regular or honors English.

AP Language and Composition

This course is designed to prepare students to develop the reading, writing and thinking

skills necessary to meet the challenge of the Advanced Placement examination in

Language and Composition, which tests students’ abilities to demonstrate a deep

understanding of how authors use the principles and elements of rhetoric and language to

develop meaning. Students enrolled in this course are challenged to read difficult

nonfictional texts from a variety of disciplines, and to write for a variety of audiences and

purposes in various genres.



teacher to be eligible to take an entrance exam intended to demonstrate their readiness

to thrive in an Advanced Placement curriculum. The department will recommend

students for the course based on their entrance exams, academic readiness and

motivation as demonstrated by disciplined work habits.

AP Literature and Composition

This course is designed to prepare students to develop the reading, writing and thinking

skills necessary to meet the challenge of the Advanced Placement examination in

Literature and Composition, which tests students’ abilities to demonstrate a deep

understanding of how authors use language to convey meaning. Students enrolled in this

course are challenged to read difficult works in a variety of genres and to develop the


analytical skills necessary to develop a deep understanding of and appreciation for the

subtleties and nuances of complex texts.



teacher to be eligible to take an exam intended to demonstrate their readiness to thrive

in an Advanced Placement curriculum. The department will recommend students for

the course based on their entrance exams, academic readiness and motivation as

demonstrated by disciplined work habits.


CRLA-ARABIC

Language and Literature Program

This program is designed for native speakers experienced in using the Arabic language

in an academic context. The language background of such students, however, is likely to

vary considerably from monolingual students to students with more complex language

profiles. As a result, this program has two levels: Regular level (standard) and honors

level (high). At both levels, many skills are developed, especially those of critical thinking

and analysis, but subjects at the honors level are studied in greater depth and breadth

than at regular level.

Regular level (standard):

This level caters for native speakers who would have previously studied most subjects in

Arabic, and for whom Arabic is their mother tongue or first language, as well as for

students who completed the intermediate program. It offers the following courses:

Introduction to Literary Genres

This course introduces students to the various Arabic literary genres through exposure to

a variety of works. Students encounter poetry, fiction, epistles, speech, dialogue, essays

and biographies from different literary periods of Arab history. Specific focus is directed

at the pre-Islamic age and its famed Mu’allaqat, as well as the main literary figures and

characteristics of that era. Students also analyze contemporary short stories by Mikhail

Naymeh, Mahmoud Timor and Ne'mat Buhairi, the play The Elephant, Oh King of the

Times by Sa’adallah Wannous and the biography The Princess and the Foal by Stacy

Gregg. Finally, students refine their writing skills while working with “Al Khatera,”

persuasive and topical essays developed around an idea or a thought. Language skills,

integrated through context, include spelling and grammatical/syntactical applications.


Prerequisite: Placement exam for new 9th grade students; faculty recommendation and

department consent for returning students.

Literature and Literary Appreciation

This course offers students exposure to a wide variety of literary texts with the aim of

cultivating their abilities in literary analysis, criticism and appreciation. Students

experience a variety of readings that cover several genres: the rich heritage of gnomic

literature with its proverbs and aphorisms, philosophical essays, selections from Arab

narrative poetry and the epistolary tradition. Emphasis is placed on the Ummayad age,

through the study of the spinning parthenogenesis as well as some outstanding writers

from that epoch. Additionally, three contemporary literary works are analyzed: Joseph

Qaeed ’s novella Al-Harb fi Baar Maser, Muhammad Maghout’s play The Clown, and

Ghassan Kanafani’s novella Men in the Sun. Finally, students hone their skills in

persuasive and topical essays, literary response and story. Language skills, integrated

through context, include spelling and grammatical/syntactical applications.


Prerequisite: Placement exam for new students; faculty recommendation and

department consent for returning students


Literary Analysis (Arabic 11)

Delving deeper into newer, more modern literary forms, this course introduces students to

autobiographical works, oration, extended critical literary essays, poetry, fiction and

epistles. Students learn the basic elements of these genres and refine their analytical

writing skills. The course focuses on expanding students’ knowledge of major poets and

authors of the Abbasid age, including the Fatimi, Mamluki and Ayyoubi literary periods,

with readings of the Maqamat and their comparative and contrastive verse. Students also

analyze three contemporary stories: Mikhail Nuaymeh’s Abu Patah, Tayeb Salih’s

novella Ors al-zeen and Abdasameea Omar Zinedine’s play Al-sultan yastakbel al-

sabah, the study of which may culminate in a stage performance.




GCE Advanced Arabic (A-Level)

Seniors and advanced juniors read and write in preparation for the GCE Advanced Level

Arabic exam. The course places special emphasis on literary text comprehension,

translation from and into Arabic and English, using grammar to supply diacritical marks

to texts and the study of issues related to Arab history, culture and art. In addition,

students read three novels: The Thief and the Dogs by Naguib Mahfouz, Kalilah Wa

Dimna by Ibn Al Muqaffa’ and The Lamp of Um Hashim by Yahya Haqqi. It is the

expectation that those enrolled in this course will sit for the British A-Level examination.


Prerequisite: Successful completion of 10th grade Honors Arabic, or successful

completion of Literary Analysis with a minimum average of B+, or having passed the

placement exam

CRLA-Arabic: Honors level (high):

Honors Arabic courses are designed for students in grades 9 through 12 who have high

Arabic literary and lingual skills and who have demonstrated the necessary motivation,

self-discipline, ability and academic readiness to take these higher level courses. Honors

courses aim to develop critical thinking, help students grasp the artistic and intellectual

dimensions of different kinds of literature, and stimulate writing skills to enable students

to write critical essays. This entails establishing an emotional bond between students and

literary works through the study of different Arabic genres – both old and contemporary –

in greater depth and with more profound analysis. This level offers the following courses:

Arabic Language and Literature I

This course introduces advanced 9th grade students to the various Arabic literary genres

through exposure to a variety of works. Students encounter poetry, fiction, epistles,

speech, dialogue, essays and biographies from different literary periods of Arab history.

Specific focus is directed at the pre-Islamic age and its famed Mu’allaqat, as well as the

main literary figures and characteristics of that era. It also focuses on the Ummayad age

through the study of the spinning parthenogenesis, and the outstanding writers of that

epoch, in addition to issues of literary criticism in both periods. Students also analyze

three contemporary literary works: Ibrahim Nasrallah’s novella Safe Weddings, Anaam


Kjh G‘s novella Tashari and Sa’adallah Wannous’ play Ras Al-Mamlook Jaber , the

study of which may culminate in a stage performance. Students hone their writing skills

while working with “Al Khatera,” persuasive and topical essays developed around an

idea or a thought. Language skills – integrated through context – include more complex

spelling and grammatical/syntactical applications, plus some metrical exercises in poetry.


Prerequisite: An excellent mark on the placement test for new 9th grade students.

Arabic Language and Literature II

This course offers the distinguished 10th grade students exposure to a wide variety of

literary texts with the aim of cultivating their abilities in literary analysis, criticism and

appreciation. Students experience a variety of readings that cover several genres: the rich

heritage of gnomic literature with its proverbs and aphorisms, philosophical essays,

selections from Arab narrative poetry and the epistolary tradition. Emphasis is placed on

the Ummayad age through the study of the spinning parthenogenesis, ‘antithetical verse’

(Al Naqa’id) and issues of literary criticism, as well as some outstanding writers from

that epoch. In addition, students analyze three contemporary literary works: Joseph

Qaeed’s novella Al-Harb fi Baar Maser, Amin Maalouf’s novella Orient Ports and

Muhammad Maghout’s play The Clown, the study of which may culminate in a stage

performance. Students hone their skills in writing persuasive and topical essays, literary

responses and stories. Language skills – integrated through context – include more

complex spelling and grammatical/syntactical applications, plus some metrical exercises

in poetry.


Prerequisite: An excellent mark on the placement test for new 10th grade students or a

minimum average of A- in previous Arabic Honors courses, or an A in standard grade

Arabic, in addition to department consent.

Arabic Literature I

This course is designed to introduce students to a range of texts from different periods,

style and genres, develop their power of expression both in oral and written

communication, develop their understanding of the techniques involved in literary

criticism and develop their ability to form independent literary judgments and to support

those ideas. The course focuses on expanding students’ knowledge of major poets and

authors of the Abbasid age, including the Fatimi, Mamluki and Ayyoubi literary periods

as well as contemporary Arab literature, focusing on literary forms such as Maqamat and

their comparative and contrastive verse, the Andalusian lyrical stanzas and issue of free

verse, overseas or emigrant literature, poetic drama, and literature in translation. Students

also analyze four contemporary literary works: Ibrahim Nasrallah’s novella Shorfet Al-

Aar, the biography of His Majesty King Hussein bin Talal My Career as a King, a

collection of stories by Mohammad Tomaliah, Enthusiast Villains (Al-motahamsoon Al-

Awghaad), and Tawfiq Al-Hakim’s play Al-Sultan al-Ha'ir, the study of which may

culminate in a stage performance. This course also aims at providing students with the

skills to write comprehensive comparative literary essays on various themes, as well as

persuasive essays and literary responses, while linguistic issues will be addressed through

contextual applications that respond to the levels of linguistic skills that students have


reached, including some stylistic information that serves their writing skills and some

metrical exercises in poetry.


Prerequisite: Juniors and seniors who have completed the requirements of the GCE

Advanced Arabic (A-Level) course and its external exams.

CRLA-ARABIC

Intermediate Program

The Intermediate Program is a bridge between the Elementary Program (part of the

Department of World Languages) and the Language and Literature Program. is designed

for students who have completed the Beginners Program and for newly enrolled students

who did not achieve a sufficient degree of proficiency in multiple language skills at their

previous schools; it is also useful for new students who have lost contact with their

Arabic language learning prior to coming to King’s. It consists of three levels that are set

by language proficiency at different skills rather than by age.

Intermediate I Students attain an advanced level of proficiency in listening, speaking, reading and

writing using the right linguistic structure. They gain confidence in expressing thoughts,

opinions and ideas in correct Arabic. They are exposed to simple texts of various literary

genres and audio texts. This enables them to start comprehending literature and analyzing

it. They are also able to grasp main ideas, write summaries and descriptive articles. The

course aims to enable students to incorporate conversational and written activities by

using extensive vocabulary. Students understand and interpret written and spoken

language in a variety of topics, exchange opinions and hold debates.

Course length: One year or less



Intermediate II

Having attained an advanced level of proficiency in all basic skills and the ability to

comprehend basic literary texts, students are exposed to more complex pieces of

literature including poetry, audio texts, TV, printed and electronic texts and short stories.

They learn to analyze those texts and talk about them with confidence. Students also

learn grammatical rules to better understand the relationship of the words in a text. They

delve into historical topics about Middle Eastern heritage, traditions and regional

conflicts that help them attain a fuller picture of the circumstances of the region. Students

learn to express their thoughts, ideas and opinions by using appropriate language contexts

in essay writings of their own.




Intermediate III

Students read classical literature and listen to audio texts and they learn how to build

thoughts and arguments related to these texts. They further improve their listening and


writing skills to understand more complex and abstract topics. Moreover, students learn

to write essays and articles using more sophisticated vocabulary in addition to discussing

them in class in the form of debates or speeches. They are able to prepare and produce

various media presentations on different topics.





DEPARTMENT OF COMPUTER SCIENCE

Computer science education means far more than learning how to use a computer,

building a spreadsheet or even creating a webpage. It’s about problem solving,

computational thinking and abstract reasoning across a broad range of subjects. A

fundamental understanding of computer science enables students to be not just educated

users of technology, but the innovators capable of using computers to improve the quality

of life for everyone.

The first aim of the Department of Computer Science is to assist students in learning

logical reasoning, algorithmic thinking, design and structured problem solving – all

concepts and skills that are valuable well beyond the computer science classroom.

The second aim of the department is to encourage students to move beyond the

fundamentals and hence, all students are required to take one term of computer science,

in the 10th, 11th or 12th grade, with the opportunity to pursue further computer science

courses in which they learn effective programming methods, design skills and advanced

use of various software applications.

The department also supports students in developing the computer-based skills that will

allow them to enhance their learning, thinking and articulation of ideas. For many

students, this means working in a networked environment with mostly web-based tools

and standard applications such as email, word processing and spreadsheets. Therefore,

students in the 9th grade may take Introduction to Computer Science (term-long course),

which covers fundamental concepts and skills. More importantly, these courses reflect

the school’s belief that as students acquire computer literacy, they should also become

fluent in the resources, techniques and ethics of 21st century internet research and usage.

Introduction to Programming

This one-term course provides students with a general understanding of what computer

programming is all about. Students learn essential programming/analysis skills to break a

problem down into discrete steps and use various programming constructs to solve the

problem by addressing those individual steps. The 3D interactive programming

environment, Alice, is used in this course. For the most part, students learn to program

not by listening to a teacher or watching the instructor do examples, but by doing

programming themselves. This course is very hands on and students are programming in

class regularly. Topics include problem solving, programming languages, storyboarding,

pseudocode, functions, expressions, control structures and object-oriented design and

programming. Upon completing the course, students will have a good basis for further

study of computer programming and better general problem-solving skills.

Course length: One term

Website Design and Development

This course provides students with a basic introduction to website design and

development using HTML, PHP and SQL for data storage and retrieval. Students will

learn fundamentals of HTML and commercial web-creation software packages; scanners

and digital video cameras; and use of digital resource creation-and-manipulation


programs. In addition to basic web design and coding, students will also learn basic

database design principles while creating simple interactive websites.


Introduction to Java Programming (Pre AP course)

This course aims to introduce students to the fundamentals of computer programming

like data storage principles and the main control structures of procedural programming

languages. Students are expected to develop and improve their skills and problem-solving

techniques. The course uses Java to help students prepare for more advanced

programming courses such as the AP Computer Science course.


Prerequisite: Introduction to Programming or its equivalent and department consent

AP Computer Science

This course is based on AP Computer Science A which is equivalent to the first semester

of a college level computer science course. The course developes the skills to write

programs or part of programs to correctly solve specific problems. It also emphasizes the

design issues that make programs understandable, adaptable and when appropriate,

reusable. At the same time, the development of useful computer programs and classes is

used as a context for introducing other important concepts in computer science, including

the development and analysis of algorithms, the development and use of fundamental

data structures and the study of standard algorithms and typical applications. In addition,

an understanding of the basic hardware and software components of computer systems

and the responsible use of these systems are integral parts of the course. The course uses

Java as a tool to teach the methodology of object-oriented programming and problem-

solving techniques through the development and usage of algorithms.


Prerequisite: Introduction to Programming or its equivalent and department consent

AP Computer Science Principles

AP Computer Science Principles introduces students to the central ideas of computer

science, instilling the ideas and practices of computational thinking and inviting students

to understand how computing changes the world. The rigorous course promotes deep

learning of computational content, develops computational thinking skills, and engages

students in the creative aspects of the field. The course is unique in its focus on fostering

creativity in students. Students are encouraged to apply creative processes when

developing computational artifacts and to think creatively while using simulations to

explore questions that interest them. Rather than teaching a particular programming

language or tool, the course focuses on using technology and programming as a means to

solve computational problems and create exciting and personally relevant artifacts.

Students design and implement innovative solutions using an iterative process similar to

what artists, writers, computer scientists and engineers use to bring ideas to life. This

course prepares students for the AP Exam as well as the assessment that asks students to

explore the implications of computing innovations and create a computer application.


Prerequisites: No prior computer science knowledge or experience is necessary


DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR)

At the core of the King’s Academy mission is a commitment to fostering an educational

environment in which students from many different cultures can explore, share and

thereby enrich one another’s values. At the same time, the school maintains a dedication

to cultivating in students a thoughtful understanding and appreciation of their own

traditions, beliefs and personal commitments.

In the Department of Ethics, Philosophy and Religion (EPR), Islamic and Christian

Theology courses go far beyond the requirements of the Ministry of Education to deal

with the entire spectrum of religious education, including theology, law, history, visual

culture and contemporary social issues. The gateway course, World Religions, employs

the guiding principles of global citizenship, responsibility and respect as it engages in the

academic study of varying religious beliefs, practices and traditions throughout the

world. The course seeks to instill a sense of compassion and curiosity in the minds of

students that allows them to enhance their appreciation for and responsibility towards

their religious beliefs and those of others.

In all courses, the department takes as a starting point the dictum that education is

philosophy in action, and seeks to produce students who are not only well-versed in the

theories of prominent ethicists and philosophers, but also committed to philosophical and

ethical practice. This department aims to foster academic rigor, critical thinking and a

mastery of materials, assessing these skills through discussions, group projects and

written reflections One of the central aims of the department is to produce young adults

intent upon discovering, for themselves, what it means to live a good life, and to prepare

them for the longest and most exacting external exam: a life of self-reflection.

Introduction to World Religions Religion has enriched cultures and civilizations since the beginning of recorded history. It

has shaped humanity’s triumphs, its struggles, its deepest concerns, questions and

emotions. Often the root of breathtaking human creativity, religion is sometimes misused

for horrifying destructive ends. For these reasons and others, the study of world religions

acquires greater urgency in our global civilization. This course introduces the five major

religions of the world—Hinduism, Buddhism, Judaism, Christianity and Islam—from a

historical and anthropological perspective. To that end, the belief systems of these five

religions are discussed with maximum openness and with as little judgment as possible.

By examining the religious beliefs, practices and images of others in this manner, we

hope to understand what religion means to its adherents and how it shapes their lives.


Prerequisite: Open to 10th, 11th and 12th graders

Introduction to Ethics The course introduces students to the most common positions in moral philosophy,

including Ethical Relativism, Utilitarianism, and Kantian Ethics. Students critically

examine the contributions of some leading moral philosophers such as Socrates, Kant,

Bentham, al-Ghazali and ‘Abd al-Jabbar to the field of ethics. From this theoretical

foundation, students are able to generate questions, explanations and possible solutions in


response to different moral dilemmas. The course also enables students to formulate,

communicate and write ideas clearly with due regard for academic honesty and integrity.

Course length: One term Prerequisite: Open to 10th, 11th and 12th graders

First Questions in Philosophy Some questions perpetually baffle, excite or antagonize great thinkers and everyday folk

alike. The mysteries of good and evil, proper behavior and good government, thought and

perception, beauty, time and language – these are issues that philosophers, theologians,

politicians and countless others have tried to resolve. This course introduces students to

the way philosophers have dealt with these great questions, while encouraging a spirit of

philosophical inquiry. As students approach these major topics, they also begin to

assemble a philosopher’s toolkit: acquiring familiarity with formal argumentation, critical

thinking skills and essay writing, as well as a conversancy with classic logical fallacies.


Prerequisite: Open to 10th, 11th and 12th graders

Islamic Studies I This course serves as an introduction to the core principles and practices of the Muslim

religion. In the first year, students focus on the following topics: the Qur’an, the Hadith,

the doctrine of Islam, lessons from the life of the Prophet Mohammed (peace be upon

him), concepts of Islamic jurisprudence, and Islamic morals and principles. Students

study and learn to recite a number of designated Qur’anic verses. This course fulfills

Jordanian Ministry of Education requirements for Muslim students.


Prerequisite: The alternative course, Islamic Studies (in English), is for students with

no previous knowledge of the subject or whose Arabic proficiency does not allow them

to take it in Arabic

Islamic Studies II The second year of Islamic Studies builds on the foundation laid by the first year of study

by expanding the students’ perspective to include early Islamic history, Islamic law and

theology and aspects of Islamic civilization. Students study the practice and beliefs of Islam

and understand it in the context of contemporary society across the Muslim world. This

course fulfills Jordanian Ministry of Education requirements for Muslim students.


Prerequisite: Successful completion of Islamic Studies I; the alternative course,

Islamic Studies (in English), is for students who have taken the 9th grade course in

English


Islamic Studies III

This course continues to build upon what the students have learned during the first two

courses and expands their knowledge of the prophet’s bibliography, the holy Qur’an, the

Hadith, Islamic jurisprudence and Islamic civilizations.

Course length: Two terms

Prerequisite: Successful completion of Islamic Studies II; the alternative course,

Islamic Studies (in English), is for students who have taken the 9th grade course in

English

Christian Studies

This course provides an introduction to the history and beliefs of the Christian religion,

based primarily on the study of the Bible and historical texts. Students read excerpts from

the Bible, analyze its structure and become acquainted with various translations that have

been made throughout history. Readings from the Bible emphasize attention to author,

audience, background, purpose and timeframe of each book. Through study of the

dominant figures and events in the Bible, students extrapolate the lessons conveyed and

the basis for doctrine and practice. The course uses a variety of biblical resources and

maps to convey the historical, cultural and social context.



DEPARTMENT OF FINE & PERFORMING ARTS

Central to the philosophy of the Department of Fine and Performing Arts is the belief that

artistic sensibility is a vital part of a well-rounded education. The department's courses

are designed to nurture an appreciation for art in all its forms and to provide students with

the opportunity to discover the joy that comes with creating and performing.

In this department, students explore the study and conscious production of sounds, colors,

shapes, forms and movements, engaging human awareness within the specific arts of

theater, dance, visual arts and music. While a few courses are devoted to art appreciation,

most of the courses in this department focus on artistic creation, performance and

exposure to different forms of expression. Special emphasis is placed on local and

regional artistic traditions such as mosaics, music and ceramics.

Students are introduced to the formal study of the arts at King's Academy through three

term-long courses. After attaining familiarity with the forms and techniques of artistic

creation, students are able to pursue a variety of different artistic endeavors during their

time at King's. In cases where students enter school with an already developed artistic

ability, they may qualify for a higher-level course in the arts, or the introductory courses

may be amended to meet their interests. These introductory courses recognize that

students come to King's Academy with different backgrounds in the arts, and the school's

program of instruction is therefore able to accommodate their experience and interests.

The school’s ambitious arts program is not limited to the classroom. Co-curricular

opportunities abound, with performance groups, gallery exhibitions, concerts and

theatrical presentations. Accordingly, there is co-curricular time set aside in the

afternoons for artistic activity.

Students interested in private instruction in vocal and instrumental music are also able to

arrange lessons through the department.

Introduction to Performing Arts (IPA)

This course is designed to develop students' fundamental performance skills and to

broaden as well as clarify the understanding of what encompasses “performance” and

how the various arts, especially theater, dance and music, are related. Principles

emphasized include observation, physical and vocal range, balance, memory, breath

control, improvisation, imagination and spatial and time awareness. The course also

explores fundamental topics such as rhythm, tempo and shape. Through experimentation

with body and voice, reflection, composition and performance, students expand their

toolkit as performers and deepen their understanding of how to define, create and

appreciate performance. This course, which is a prerequisite to further theater or dance

courses at King’s, prepares students to thoughtfully engage with the performing arts,

whether as a performers, choreographers/directors, or audience members.


All freshmen should take IPA if they want to take theater or dance courses


Theater I

This course is designed as a further introduction to the discipline of Theater. Primary

topics include character development via a variety of physical and psychological acting

techniques, exposure to theories of acting from well-known theater practitioners, a basic

overview of theater history as appropriate, creative and dramatic play structures, and

plenty of hands-on rehearsal time where students learn how to apply acting methods to

their scene work in partners and groups. This course prepares students to move on to

Theater II as well as to become involved in the school play productions during co-

curricular time.


Prerequisite: Successful completion of Introduction to Performing Arts (IPA) or

audition/interview

Theater II

Theater II continues and builds upon the theatrical investigation that students began in

Theater I. The course emphasizes specific phases in the timeline of theatrical history and

different modes of acting styles, such as Naturalism, Melodrama, Acting for Film,

Shakespearean Acting, Commedia dell’Arte, Political Theater, Theater of the Absurd, the

contemporary Devised Theater movement, among other genres. Student interest is

gauged to determine which of these topics are given the most focus. Students study at

least one dramatic text in depth and continue to refine their acting technique via

monologues and partner and group scenes. In addition to acting, students may have the

option to direct scenes or write/compose their own short scene within the chosen genre.

Students may repeat this course if they wish to do so.

Course length: One term.

Prerequisite: Successful completion of Theater I or audition/interview

Advanced Theater Tutorial

This is an intensive course for students with considerable theater experience at King’s.

The structure of the class is project-based, and students choose their area of emphasis,

whether it is writing, directing, acting, or a different experimental combination. Students

have considerable out-of-class work including research, readings and practical exercises.

Students work towards a final culminating project that they are expected to share with the

community, whether it is through an informal play-reading, a short performance, or a

presentation about their artistic process.


Prerequisite: Successful completion of Theater II and participation in at least one

school play production

Advanced Improvisational Theater

This course is intended for students who have a serious interest and/or experience with

improvisation and acting. It is inspired by a combination of American improvisational

comedy made popular in the 20th and 21st century and community story-telling techniques

such as Playback Theater. The course incorporates methods from famous teachers such as

Viola Spolin and Augusto Boal to grow in our improvisation, acting and community-

building skills. It may also look at contemporary improv troupes such as Second City or


the televised series “Whose Line is it Anyway?” for inspiration. This is a yearlong course

that meets once a week in the evening, with extra rehearsals scheduled as needed in

preparation for performances. The course focuses on the widely accepted “rules of

improv,” such as acceptance, collaboration, timing, patterns, and the freeing of the body,

voice and thinking processes, leading ultimately to uninhibited thought and playfulness.

Most classes will focus on practical exercises, warm-ups and group games of various

levels of length and difficulty. There are also some out-of-class reading and research

assignments to supplement knowledge development. Improvisation can be taken multiple

years, but will only result in the fulfillment of one arts credit.


Prerequisite: participation in at least one theater course at King’s, or participation in a

school play, and/or audition or interview (requires the teacher’s recommendation) Dance I

This course places its primary emphasis on creativity and introduces students to basic

concepts of contemporary dance, while also encouraging each individual to develop a

unique, individualized movement vocabulary. Through the study of technique and

improvisation, students expand their physical range and expressive capabilities and

heighten spatial awareness. They also investigate concepts such as momentum, spiraling,

breathing, alignment, musicality and timing. Students ultimately learn to apply the

various aspects of dance to the composition of original, cohesive and exciting public

presentations.


Dance II

Dance II continues to nurture each student’s original voice in dance, while examining

other movement styles. Rather than mastering one specific dance style such as salsa, hip

hop or ballet, students briefly examine elements from these styles, as well as others, to

quickly analyze and adapt to each movement style or concept and to then incorporate

them into their own technique. Other styles and concepts students may encounter during

this course (depending on availability) are break dancing, dabkeh, acrobatics, African

dance, Kabuki, swing, Feldenkrais technique, Alexander technique, yoga and Bartenieff

fundamentals. Ultimately, the goal of this course is to develop a strong and flexible mind

and body that the students can utilize to create innovative and original dance works.


Prerequisite: Dance I or department consent

Advanced Dance Tutorial

Advanced Dance Tutorial is an advanced level course for experienced dance students.

Students may repeat this course each term, and are encouraged to do so. The focus

changes with each trimester – depending on student interest and guest artist availability.

Concepts that may be examined include text and movement, animation and silent movies,

dancing for the camera, guerilla dancing, contact improvisation and sight-specific

choreography. In the past, students from this class have performed under the direction of

such acclaimed choreographers as Elizabeth Johnson, Young Seung Lee, Yuko Mitsuishi

and Yoshiko Chuma. They have also performed alongside artists from the United States,


Japan and Palestine in the Amman Contemporary Dance Festival, one of the premiere

dance festival in the region.

Course length: One term (one full year highly recommended)

Prerequisite: Entry into this course is based on department consent following an

interview with the student

Arabic Folkloric Dance: Dabkeh

This is a year-long course that meets in the evenings. It focuses on rehearsing and

performing staged dabkeh performances created by a local choreographer. The course can

be taken for credit or non-credit. Students who take it for credit will explore the cultural

history of dabkeh through reading, writing and studying videos, and will be assessed on

the accuracy of the movements that they have learned.


String Ensemble (I, II, III)

This course is open to both beginners and to students who have had previous instrumental

experience. Each student may choose to specialize in one of the offered stringed

instruments. The class aims to allow students to acquire skills to play the string

instrument of their choice. In addition, students explore the required levels of music

theory, ear training, music appreciation and music history relating to their specialized

level. This course may be repeated as many times as the student wishes. Course length: One term each (one full year highly recommended)

Prerequisite: Department consent

Evening Orchestra

Evening Orchestra is designed for instrumentalists with previous playing experience who

aim to play in a larger ensemble. It focuses on developing individual playing skills in a

group setting. Students learn the techniques of playing together, while focusing on

listening skills and musical awareness. The course meets two evenings per week.


Prerequisite: Successful completion of String Ensemble III or department consent

Chamber Singers

This course introduces students to vocal techniques that include posture, breathing and

vocal production, along with ensemble techniques such as listening, voice blend and

awareness of balance. These techniques develop students’ skills as ensemble singers and

ultimately as soloists. Students are also exposed to different styles and genres of singing

such as classical, Arabic, world, jazz and more.



Chamber Music

This course is designed for instrumentalists with previous playing experience. Students

are arranged in smaller chamber groups according to their playing level. The chamber

curriculum consists of weekly coaching sessions and individual sessions. Each group will


be assigned a faculty member. Emphasis is placed on group participation, rehearsal

techniques, ensemble issues, intonation work and mastery of staple chamber repertoire.



Evening Choir

Students registered for this course are asked to commit to classes twice a week for the

entire year. During the evening class, students are introduced to a variety of musical

learning activities such as reading, music appreciation and one-on-one vocal technical

training sessions. The evening classes include an introduction to a variety of repertoire

and styles of singing.


Music Appreciation: From Folk Tunes to iTunes

This course is offered in the winter term of each academic year and focuses on a different

topic each class. Topics range from folk tunes, jazz, minimalism, rock ’n’ roll, opera,

Broadway, hip hop, electronic dance music, techno, world music and iTunes. Students

may repeat this course each year.


Music Theory

Music Theory introduces the students to the fundamentals of music theory, compositional

techniques and simple harmonization. The course is coupled with an ear-training module

that complements student understanding of the theoretical work.


AP Music Theory

This course is recommended for students who want to build on their knowledge of music

through the study of basic musicianship skills, notation skills, compositional skills, score

analysis skills, and performance skills. Students who wish to take AP Music Theory

should have basic performance skills on voice or an instrument. The goal of this course is

“to develop a student’s ability to recognize, understand, and describe the basic materials

and processes of music that are heard or presented in a score.” Students develop these

skills through aural training of listening to, performing, and writing music as well as

written work such as score analysis and composition exercises. A successful student in

AP Music Theory will be able to “read, notate, write, sing, and listen to music” with an

analytical ear and be able to describe structural, harmonic, and melodic functions of a

piece.


Prerequisite: Music Theory, String Ensemble/Chamber/Orchestra, or department

consent

Introduction to Studio Art (ISA) The ISA course is divided into two parts: ISA I and ISA II. ISA I introduces students to

the building blocks of visual language such as line, shape, color, value and texture, while

ISA II builds on this knowledge pairing it with guiding principles enabling students to


produce successful pieces of artwork through three visual art disciplines: Drawing and

Painting, 2D Design and 3D Design. Emphasis is placed on improving technical skill,

craftsmanship, creative problem-solving and critical thinking. ISA I and ISA II are

designed to acquaint students with all three visual art disciplines offered by the

Department of Fine and Performing Arts before committing to a single visual art stream,

therefore allowing students to make an informed decision.

Course length (for students enrolled prior to 2014-2015): One term

Course length (for students enrolled in 2014-2015 or after): Two terms

Drawing and Painting I

This course aims to introduce students to the philosophy, language and techniques of

drawing with a brief introduction to painting. Students learn how to technically translate

3D objects to 2D representations using dry and wet media such as pencil, charcoal and

colored pencils, watercolor and ink. Drawings mainly revolve around the still life model,

and students start with basic geometric shapes and build their way to organic objects.

Through these exercises students gain an understanding of composition, proportion,

value, and form. In addition to technical classes, students learn how to articulate and

elaborate on their work by holding peer discussions about the role of drawing in history

and its impact in a contemporary context.


Prerequisite: Introduction to Studio Art (ISA) or department consent

Drawing and Painting II

This course expands on artistic language, drawing techniques and principles that were

introduced in Drawing and Painting I. Drawing and Painting II expands on wet media to

include acrylic, oil and watercolors, with a focus on achieving an accurate and lively

statement of values and color. Students learn various techniques of each media that

are applied to still life organic objects, landscape and figurative studies. Exercises are

designed to master the techniques of each medium. This allows students an extended

period of time to complete their projects, resulting in truer representation and likeness.

Students are also introduced to abstract concepts and ways of interpretation in Drawing

and Painting II.


Prerequisite: Drawing and Painting I or department consent

Advanced Drawing and Painting (personal project)

This course is based on the AP Studio Art portfolio model of a sustained investigation of

a visual or conceptual problem. Students work within their own proposed theme to

produce five pieces in the media of their choice that address drawing issues. Advanced

Drawing and Painting is for students who are interested in further developing their

technical and conceptual artistic skills but have no desire to submit an AP Studio Art

portfolio. Students enrolled in this course are expected to possess strong technical skills

allowing them to dedicate more time to concepts and research. Students are expected to

exhibit their work in the annual art show.


Prerequisite: Drawing and Painting II or department consent


Design I

In Design I, which focuses on graphic communication, students discover the impact of

graphic design in the larger context of culture and society and gain critical and analytical

skills needed to disseminate ideas and norms of our visual culture. Students cover design

fundamental topics such as image-making, typography, identity, branding and editorial

and publication design. They begin to explore ways of visual communication through

digital media such as photography and Adobe Creative Suite. Emphasis is placed on

learning the digital software before moving on to Design II. Students graduate from

Design I with a diverse portfolio of digital work and a strong understanding of how the

power of design influences and shapes human behavior.


Prerequisite: Introduction to Studio Art (ISA and ISA II) or department consent

Design II

Design II builds on the knowledge obtained in Design I while adding another dimension

of critical and analytical thinking. While still building on digital craftsmanship and

technique, Design II teaches students how utilize this visual discipline to comment on the

global socio-economic, cultural, environmental and technological changes that face our

world today. Using contextual framing to introduce these changes, students are

encouraged to explore their own personal responses and have their creative solutions act

as a transformative force that answer such challenges. Students are expected to

incorporate a large amount of research in their work, to engage in critiques in front of a

jury and their peers, and to be literate in Adobe Creative Suite. Assessments in Design II

are not solely based on the final product but the creative journey as a whole.


Prerequisite: Design I or department consent

Advanced 2-D Design (personal project)

Based on the AP Studio Art portfolio model of a sustained investigation of a visual or

conceptual problem, Advanced 2-D Design students work within their own proposed

theme to produce a portfolio in the media of their choice that address two-dimensional

design issues. Advanced 2-D Design is for students who are interested in further

developing their technical and conceptual artistic skills but have no desire to submit an

AP Studio Art portfolio. Students enrolled in this course are expected to possess strong

technical skills allowing them to dedicate more time to concepts and research. They are

expected to exhibit their work in the annual art show.


Prerequisite: Design II or department consent

Ceramics I

Ceramics I is intended to develop basic skills in the creation of 3D forms and pottery

from clay. This course teaches students the basics of hand-building techniques. Pinching,

coil building, additive sculpture, slab building and combinations of these are also

introduced. Students are encouraged to use various decorative techniques, in addition to

learning how to glaze. Research is an integral part of this course as students are expected


to find their own voice through implementing their own ideas and to create four to five

pieces of ceramics.



Ceramics II

This course focuses on the use of the wheel. Students learn to throw the basic forms:

cylinders, bowls, plates and bottles. They work with surface treatments including paint,

textures, colored slips and glazes, and non-firing stains. Throughout the course, works of

ceramics from various historical periods are presented and discussed and students learn

more about art aesthetics and appreciation.


Prerequisite: Ceramics I or department consent

Sculpture I

Sculpture I is an overview of basic skills used to create three-dimensional works of art.

With an emphasis on studio production, this course is designed to develop higher-level

thinking, art-related technical skills, art criticism, art history and aesthetics.



Sculpture II

This course introduces students to 3-D design principles such as form, structure, volume,

visual balance, surface treatment, texture, composition, movement and scale. Students are

exposed to a variety of materials and techniques – as well as tools – with which to sculpt.

A visual vocabulary is developed through an understanding of the creative process,

personal aesthetic and conceptual intent.


Prerequisite: Sculpture I or department consent

Advanced 3-D Design (personal project)

Based on the AP Studio Art portfolio model of a sustained investigation of a visual or

conceptual problem, Advanced 3-D Design students work within their own proposed

theme to produce five pieces in the media of their choice that address three-dimensional

design issues. Advanced 3-D Design is for students who are interested in further

developing their technical and conceptual artistic skills but have no desire to submit an

AP Studio Art portfolio. Students enrolled in this course are expected to possess strong

technical skills allowing them to dedicate more time to concepts and research. Students

are expected to exhibit their work in the annual art show.


Prerequisite: Ceramics II, Sculpture II or department consent

AP Studio Art: Drawing

AP Studio Art: Drawing is a rigorous but rewarding process, in which students work

towards submitting a 24-piece portfolio in the drawing discipline for AP recognition.

This full-year course is designed for students who have advanced talent and interest in


visual art and who are particularly interested in traditional media such as drawing and

painting. The course is intended to encourage students to address a broad interpretation of

drawing issues such as line quality, light and shade, rendering of form, composition,

surface manipulation, the illusion of depth and mark making. Students are expected to

exhibit their work in the annual art showcase.

Course length: One year (students have the option of taking this AP over two years)

Prerequisite: Drawing and Painting II or department consent

AP Studio Art: 2-D Design

AP Studio Art: 2-D design is a rigorous but rewarding process, in which students work

towards submitting a 24-piece portfolio for AP recognition. This full-year course is

intended to address two-dimensional (2-D) design issues that involve purposeful creative

decision-making. Students are expected to complete a portfolio that demonstrates their

mastery of 2-D design elements and principles through any two-dimensional medium or

process, including, but not limited to, digital imaging, photography, collage, fabric

design, illustration and printmaking. Students are expected to exhibit their work in the

annual art showcase.

Course length: One year (students have the option of taking this AP over two years)

Prerequisite: Design II or department consent


DEPARTMENT OF HISTORY & SOCIAL STUDIES

History rests on the collective memory of cultures and societies, accounting for their core

values while also examining the impact of past decisions on present circumstances.

Without history, one cannot undertake any sensible inquiry into the political, social or

moral issues of contemporary society. The study of history opens students to

opportunities necessary to develop a comprehensive view of the world and an

understanding of societies including those whose traditions and values differ from their

own. King's Academy believes that an understanding of world history fosters the kind of

tolerance, empathy, respect, critical thinking and civic courage required by an

increasingly pluralistic society and inter-dependent world.

The Department of History and Social Studies at King's Academy uses the methods of

the humanities – research, analysis and interpretation – to promote learning and the

understanding of a shared historical past. The department's interdisciplinary approach

begins with the study of the concepts of present individual and communal cultural

identities. It then moves to methods for evaluating the past, and concludes with an

examination of positive citizenship in the world. The goal is to recreate the context of an

era so that students can identify and understand struggles, debates and accomplishments

of that period. Possessing the facts of history, students can then engage with the past,

weaving together these facts into interconnected patterns, and emerge with an

understanding not only of what happened, but why it happened. Courses foster a sense of

how it must have felt to stand in another historical era. In addition, students, especially in

advanced courses, discuss issues of historiography – that is not only what happened and

why it happened, but the different ways in which history can be narrated and the uses to

which these different narratives are put.

9th Grade World History The 9th Grade World History, Geography and Civics course introduces students to all the

tools historians use to reconstruct, analyze and debate the past. After an initial exposure to

the skills of reading, writing and thinking like a historian in Unit 1, which encompasses

questioning, understanding multiple perspectives, contexts and biases, as well as an

investigation of various artifacts and sources, the course shifts into a chronological

approach. Incorporating the QUEST framework, students embark on a journey that allows

them to reconstruct the past, make meaning of it, and apply it to their daily lives.

Collaborating with peers in a variety of activities that put them at the center of their

learning, students investigate the following: the Agricultural Revolution and the First

Civilizations, Ancient Greece and Rome, Buddhism and the Far East, Monotheistic

Religions, the Middle Ages, and Islamic Caliphates. During the course of the year, students

are given opportunities to practice their writing, reading comprehension as well as public

speaking skills.


A Global History of the Middle East

What role has the Middle East played in shaping the world today? How does studying the

past help us understand the world around us? How does studying our past help us


understand who we are? The 10th grade history course seeks to answer these questions by

studying the world in which our students live and operate as global citizens. Our

historians tackle these essential questions through the lens of Middle Eastern scholars and

theorists and focus their studies on the Middle East and its relationship to the world. As

historians, students begin by solidifying the skills needed to delve into the world of

historical knowledge; they learn how to recognize bias in primary sources, how to find

main points in difficult texts, and how to connect facts and information to larger

historical timelines and questions. The course uses essential questions as a guide to

connect the past to the present, and they allow us to tackle large thematic concepts such

as cultural relativism, identity, nationalism, westernization, and global politics. Beginning

with Ibn Battuta’s travels, we move from the Renaissance to the Ottoman Golden Age,

the Enlightenment and the French Revolution to the rise of nationalism under

Muhammad Ali’s reign of Egypt. We travel beyond the two Great Wars, the Cold War,

and finally arrive in the modern Arab world and what it means to be a citizen in today’s

complex society. In addition to a variety of primary sources, texts read include

Machiavelli’s The Prince and Lois Lowry’s The Giver, as well as a multitude of poems

and literary excerpts from authors like Blake and Wordsworth. Students will study artistic

works by both European and Ottoman masters in order to achieve a holistic

understanding of social movements and how they are affected by political and industrial

movements of the times, and this array of varied historical sources will aid in the

student's ability to make connections between historical periods and across cultural

disciplines. Major projects include a multi-step comparative research paper as well as a

live role play of the Paris Peace Conference. By the end of the course the students will

have a deeper understanding of the Middle East’s role in shaping global politics, and they

will be equipped with the analytical and writing skillsets necessary to tackle larger

questions about the modern identities at play in the 21st century’s worldwide stage.


Big History

Big History is an interdisciplinary course that spans the breadth of time. Beginning with

the Big Bang, Big History takes students through the creation of the universe, the

formation of planets, evolution of life on Earth, and eventually to human history from

pre-history to today. This class serves as an elective for students who are interested in

learning about human history through a multidisciplinary approach. Learning takes place

in a highly supported and non-traditional hybrid environment, which provides increased

flexibility along with opportunities for autonomous learning. As a class for upper

classmen, it will build upon the writing, research, presentation, and cognitive skills

developed in the 10th grade.


Prerequisites: Open to 11th and 12th graders only. Not open to students who took the

course as 9th graders.

United States History

United States History is a year-long offering for 11th and 12th grade students. The

overarching goal of the course is to look at a series of themes and issues that have arisen

within and come to define the United States of America. The course is built upon an


extensive examination and analysis of primary sources in order to gain a better

understanding of past events, figures and phenomena. The course is designed to be a

critical look at the United States from the outside – a study not only of the country’s

founding principles, but also of the ways in which those principles have affected the

United States’ sense of itself, and informed its actions on the world stage.

Course length: One Year

History of the Modern Middle East (MME)

The three elective courses which make up The History of the Modern Middle East

1882 to the Present Day explore the issues and problems of this region in a globalizing

world. The course poses essential questions about politics, economics and society which

encourage students to think deeply about themselves and the world. The course explores

the period chronologically, but students are encouraged to relate the era to other periods

of history and the present day. Each week students receive varied instruction.

Note: Students may choose any or all of the following term-long electives:

Part I – Empires and Globalization (1882 – 1948) covers the decline and fall of

the Ottoman Empire and the brief period of direct European rule in the Arab

world, ending with the 1948 Nakba.

Course length: Fall term

Part II – The Cold War (1948 – 1991) covers the rise and fall of nationalist

movements and dictatorships and the revival of political Islam, in the context of

the Cold War, focusing particularly on the political economy of oil and the causes

and consequences of revolutions.

Course length: Winter term

Part III – The Revival, Advances and Retreats of Globalization (1991 –

present day) covers the establishment of Pax Americana across the Middle East

after the fall of the Soviet Union, culminating in the ‘War on Terror’ and the

‘Arab Spring.’ The course will explore deep problems the region faces, in the

context of globalization and its unpredictable consequences. Students may use

this unit to pursue further interests in particular countries and regions.

Course length: Spring term

Introduction to Common Law

This three-part elective course explores contemporary common law, as practiced in the

United Kingdom, Ireland, the Commonwealth and the United States. It is ideal for

students wishing to pursue university studies in law, but is also be invaluable for students

of social studies and philosophy, and those who wish to explore essential questions about

this fundamental aspect of complex societies. The course focuses on contemporary

common law, which of all the world’s major legal systems is employed by the greatest

number of people.


The first two elective courses begin with explorations of the doctrine of binding precedent

(the way common law is based on previous judicial decisions, rather than a legal code)

and statutory interpretation (the way judges interpret and apply statutes passed by

legislatures).

Students are expected to read primary (cases and statutes) and secondary (articles and

monographs) sources regularly and critically. Critical reading is an essential skill for

lawyers, and students will read and study cases, statutes and constitutions every week.

Students are expected to apply precedents (previous judgments on common law or

statutory interpretation) to novel criminal, private and public law problems – in writing

and in mock trials. They also tackle essential questions regarding the substance and

morality of the law.

Part I – Civil and Criminal Wrongs

Part I introduces students to the crucial study and thinking skills they will be

developing across the course, and then tackles English law’s treatment of wrongs,

in criminal and tort law. The former are wrongs which society believes to be

serious enough to warrant public sanction; the latter are wrongs for which private

individuals may bring actions against each other (i.e. sue each other). This elective

will explore the varying burdens of proof, requirements of fault and consequences

of wrongs. Students will test their knowledge of precedent, statutory interpretation

and the law of wrongs in a mock trial.

Course length: Fall term

Part II – Private Law

Part II explores legal relationships and disputes between private citizens, and

investigates the curious distinction between common law and equity (or

chancery). Students then explore how these two types of legal rules interact to

govern property rights. This elective will help students understand the law behind

almost every part of their lives, including contracts, mortgages, rents, charities

and wills. It will also help students think more deeply about the trade-offs

inherent in all legal relationships.

Course length: Winter term

Part III – Constitutional and International Law

Part III explores public law. It first explores the United Kingdom, whose

famously uncodified constitution and judge-made law is the basis of the public

law of around a quarter of the world’s countries. It then explores the revered

Constitution of the world’s only superpower. It then briefly considers the law of

the world’s most ambitious transnational organization. It concludes with

considering international law. This part of the course is perhaps the closest linked

to ethics, international relations and politics.



AP World History

This course surveys the history of the world, but rather than simply covering prehistoric

times to contemporary history through conventional classroom methods, students explore

history as historians do; by engaging in the extensive examination and analysis of

primary sources to gain a better understanding of past events, figures and phenomena.

Students should expect regular reading and writing assignments throughout the year, as

the course aims to help improve their critical reading and composition skills. Students

enrolled in this course are expected to sit for the AP World History exam in May.



AP United States History This course surveys the history of the United States from the earliest European colonial

impulses to the beginning of the 21st century. The course is interdisciplinary in its scope,

and multicultural in its exploration of the formation and evolution of the United States.

Students engage in the extensive examination and analysis of primary sources in order to

gain a better understanding of past events, figures and phenomena. As with the other AP

history courses, students should expect regular reading and writing assignments

throughout the year, as the course aims to help them improve their critical reading and

composition skills. Students enrolled in this course are expected to sit for the AP United

States History exam in May.



AP Art History

In this course students study world history through the artistic images created by

humankind – its scope spanning from prehistoric cave paintings to artistic works of the

year 2000. Students see the history of the world unfold within its intellectual, social,

religious, economic and cultural context, deepening their understanding of art,

architecture, painting and sculpture, as well as the civilizations from which these forms of

expression were born. As this is an AP course, it emphasizes the sharpening of writing

skills and the habits of effective thinking, speaking, reading and writing. Students

enrolled in this course are expected to sit for the AP Art History exam in May.



AP Human Geography AP Human Geography introduces students to the systematic study of patterns and

processes that have shaped human understanding, use and alteration of the Earth’s

surface. Students employ spatial concepts and landscape analysis to analyze human social

organization and its environmental consequences. They also learn the methods and tools

geographers use in their science and practice. Over the course of the year, students work

to develop skills aligned with five college-level goals based on the National Geography

Standards. These topics include: nature and perspectives, population, cultural patterns

and processes, political organization of space, agricultural and rural land use,

industrialization and economic development, and cities and urban land use. The course


includes in-depth reading, case studies, projects and assessments. Students enrolled in

this course are expected to sit for the AP Human Geography exam in May.



AP Psychology This course introduces students to the study of the human mind. Students learn about the

biological basis for human emotions, personality traits, behavior, thought and learning

processes. Special emphasis is placed on the study of human relationships (e.g. love and

family relationships). In addition, students explore the role of psychology in phenomena

such as racism, prejudice and various phobias. They have an opportunity to discuss and

debate ethical dilemmas in psychology for instance: should mood-based illnesses like

depression be considered actual illnesses? To supplement this course of study, students

engage in the works of influential psychologists such as Freud and Jung, with emphasis

on their contributions to the contemporary understanding of human behavior. Students

enrolled in this course are expected to sit for the AP Psychology exam in May.



AP Economics

In this course, which covers both microeconomics and macroeconomics, students gain an

understanding of how scarcity and rational economic decision-making can shape

individual decisions within a nation’s economic system and various market systems. In

the microeconomics portion, individual households, firms and industries become the

focal point for understanding laws, principles and models that give meaning to economic

systems. The course also explores the vagaries of international trade, labor intensive

goods, land intensive goods, capital intensive goods, gains from trade, free trade, trading

possibilities line, supply and demand, exports and imports, and production. The

macroeconomics portion focuses on National Accounting, and on how nations solve their

economic problems of recession or inflation. Lastly, the concepts of why nations trade is

explored by looking at exchange rates and specialization of countries. Enrolled students

enrolled are expected to sit for the AP Macro and AP Micro Economics exams in May.



AP Microeconomics

This year-long AP Microeconomics course is designed for students who are not interested

in the fast pace of the combination micro/macro course. Unlike AP Economics, which

ends in writing two separate AP exams (one Micro and one Macro-economics), AP

Microeconomics ends in one AP Exam. The course looks at the individual person, firm

and industry to better understand how people manage scarce resources like land labor and

capital. Students learn about market systems and supply and demand to help them grasp

how and why economic choices are made, and how scarce resources are distributed. By

understanding the cost data of a business, students will gain understanding of how a firms

decides how much to produce and how many laborers should be hired to work. An


understanding of how to solve basic formulas and work out percentages suffices.

Enrolled students are expected to sit for the AP Microeconomics Exam in May.



AP Macroeconomics

Macroeconomics takes us into a deeper understanding of a nation’s economy. Students

gain an understanding of unemployment and inflation, two of the major problems an

economic system faces. They see how these two statistics change the economy by

looking at the concept of aggregate demand and supply. Government plays a role in the

economy by its spending and taxes (fiscal policy) to help solve economic problems.

Understanding how a central banking system uses the money supply to correct problems

is also a key component in the course. Finally, students will be introduced to international

trade and exchange rates. Enrolled students are expected to sit for the AP

Macroeconomics Exam in May.


Prerequisite: Department Consent

AP Modern European History

This course surveys the history of Europe from the late Middle Ages to contemporary

history. The course emphasizes the evolution of political, economic, social,

philosophical, artistic and scientific trends. As in other AP history courses, students

engage in the extensive examination and analysis of primary sources in order to

understand the complexity and multiple perspectives of past events, figures and

phenomena. There is intensive reading and writing throughout the year as the course

strives to hone the students’ critical reading and composition skills. Students enrolled in

the course are expected to sit for the AP Modern European History Exam in May.


Prerequisite: Department Consent

AP Comparative Government and Politics

The AP course in Comparative Government and Politics is based on college-level

introductory comparative government courses that focus on the comparative study of

political institutions and processes in different regions of the world. This course provides

an introduction to the essential questions and concepts used by political scientists to

examine various state systems and investigates the functions of a state, relationships

between citizens and the government, separation of powers, democracy and electoral

systems, government-parliament relations, and fundamental questions of social and

political rights. In the course, students examine the political and constitutional systems of

Great Britain, China, Nigeria, Mexico, Russia and Iran and use these examples to draw

conclusions about global trends in government and politics. Enrolled students are

expected to sit for the AP Comparative Government and Politics Exam in May.


Prerequisites: Department consent


DEPARTMENT OF MATHEMATICS

At King’s Academy, there is an appreciation for the intrinsic value of the study of

mathematics: its power lies not within the mere manipulation of numbers, but in

developing a mental discipline for approaching the solution of problems methodically

and rationally. Leveraging a solid basis of mathematical knowledge and expertise in

fundamental skills, the focus of the curriculum is the development of critical thinking by

incorporating an ever increasing number of word problems of greater complexity as

students transition from introductory to advanced courses in mathematics.

King’s Academy has adopted a well-tested and proven course program that moves from

Algebra I and Geometry to Algebra II to establish basic mathematical thought processes

and skills in both computation and visualization. Having completed those, students have a

variety of higher level math courses from which to choose, including Pre-calculus,

Calculus, AP Statistics, AP Calculus AB and AP Calculus BC. Mathematics is one of the

tools at the school’s disposal to prepare students to meet challenging problems in their

future lives.

Algebra I

This is a course in first-year algebra with a focus on numerical, algebraic, graphing and

verbal methods of problem-solving. The algebra topics of study include equations,

proportions, and inequalities in one variable, writing, solving and graphing linear

equations and inequalities, solving and graphing systems of linear equations, operations

involving polynomials and factoring, solving quadratic equations, fractions, exponents

and data analysis. Following Algebra I, students take either Integrated Mathematics or

Geometry.



Geometry The Geometry course is designed to provide a solid foundation of basic and fundamental

algebraic and geometric concepts. Upon completion of the course, students should have a

firm and confident grasp of Euclidean geometry and be well prepared for further study in

mathematics, namely Algebra II and beyond. Constructions, investigations, proofs and

projects are used to explore the various facets of geometry. The topics include both

inductive and deductive reasoning, and plane, spatial, coordinate, and transformational

geometry.



Integrated Mathematics

Covering all major topics of algebra and geometry, Integrated Mathematics is the

foundation for all higher-level math courses. It enables students from a range of math

backgrounds to tackle challenging problems with a variety of approaches and to improve

their critical thinking skills. The algebra topics of study include writing, solving and

graphing linear equations and inequalities, solving and graphing systems of linear


equations, operations involving polynomials and factoring, solving quadratic equations,

and exponents and radicals, while the geometry topics of study include the properties of

lines in a plane, triangles, polygons, similar polygons and right triangles including

trigonometric ratios, circles, area and volume.



Algebra II

Fundamental to the study of advanced Algebra is the thorough development of the

concept of functions. Course material includes an emphasis on slope as an average rate of

change, introduction of inverse functions, exponential and logarithmic functions,

polynomial functions, rational expressions and functions, radical expressions and

functions, the introduction of imaginary numbers, right triangle trigonometry and

matrices, and an overview of statistics and probability. A graphing calculator is required.


Prerequisites: Completion of Algebra I and Geometry or Integrated Mathematics

Algebra II Honors

Algebra II Honors includes conic sections, series and sequences and partial fractions

along with all Algebra II topics (linear functions and systems, matrices, quadratic and

polynomial functions, exponential and logarithmic functions, radical and rational

functions, right triangle trigonometry and probability and statistics) with particular

emphasis on challenging word problems and applications of the concepts. This course is

an excellent choice for students who want to enhance and develop furthermore their

critical thinking and problem-solving skills and prepare well for the Pre-Calculus Honors

course the year after. A graphing calculator is required.


Prerequisites: Completion of Algebra I and Geometry or Integrated Mathematics and

department consent

Functions, Statistics and Trigonometry (FST)

Designed to supplement the material presented in Algebra II, FST completes the study of

the elementary functions; linear, quadratic, exponential, logarithmic and trigonometric.

Additionally, the course develops some material from finite mathematics including an

introduction to probability and statistics, additional applications of trigonometry, and

sequences and series. The topics cover a wide range of mathematics and are designed to

significantly enhance students' ability to undertake the study of advanced statistical

applications. Throughout the entire course, modeling of real phenomena is emphasized. A

graphing calculator is required.


Prerequisites: Algebra II and department consent

Pre-Calculus

Pre-Calculus is not a specific, discrete study in mathematics, but rather a course that

focuses upon establishing the student's knowledge and skills in preparation for

undertaking more advanced math studies. While many of the topics introduced in


Algebra II are revisited, they are covered in greater depth and breadth. Included are more

challenging studies in functions, analysis of their domains and ranges, recognition of

families of curves and their transformations, the study of conic sections, advanced

trigonometry, arithmetic and geometric series, and statistics and probability. A graphing

calculator is required and integral to the course as methods of solution include algebraic,

numeric and graphical approaches.


Prerequisites: Algebra II, Algebra II Honors or FST, and department consent

Pre-Calculus Honors

Pre-Calculus Honors consolidates algebra and geometry skills, and emphasizes

application and synthesis of those topics as a preparation for AP Calculus. The topics

include solving algebraic equations and inequalities, function operations, polynomial and

rational function analysis, exponential and logarithmic functions, trigonometric functions

and applications, sequences and series, and conic sections. Problems are solved

numerically, graphically and algebraically, and a graphing calculator is used extensively

for modeling and analyzing functions.


Prerequisites: Algebra II or Algebra II Honors and department consent

Introductory Statistics

From opinion polls and customer satisfaction surveys to drug trials, people seem to be

surrounded by data everywhere. The importance of statistical literacy has been steadily

increasing over the years, and data analyses often drive decision-making. Thus, students

taking this course will rarely question the relevance of course content to real life.

Introductory Statistics is primarily a project-based course in which students often collect

and analyze their own data. They study proper collection and inference techniques to

determine the significance of the data they collected. Students also learn how to build

probability models by observing data and design experiments to reduce variability. A

graphing calculator is required.


Prerequisites: Pre-Calculus or Functions, Statistics and Trigonometry and department

consent

Calculus

This course covers all of the first semester as well as some of the second semester topics

of a college-level calculus survey course. Included are studies in limits and continuity,

derivatives and integrals and selected applications of them and an introduction to

differential equations. Pre-calculus topics are reviewed when appropriate to ensure

contextual presentation of new material. A graphing calculator is required.


Prerequisites: Pre-Calculus or Pre-Calculus Honors and department consent

AP Statistics

This course follows the College Board Advanced Placement syllabus and is designed to

introduce students to the major concepts and tools for collecting, analyzing and drawing


conclusions from data. Students are exposed to four broad-conceptual themes: exploring

data (describing patterns and departures from patterns), sampling and experimentation

(planning and conducting a study), anticipating patterns (exploring random phenomena

using probability and simulation) and statistical inference (estimating population

parameters and testing hypotheses). A graphing calculator is required. After the

completion of this course, students are expected to take the AP Exam.


Prerequisites: Pre-Calculus, Pre-Calculus Honors, or Functions, Statistics and

Trigonometry and department consent

AP Calculus AB

A rigorous and challenging course comparable to courses in colleges and universities, AP

Calculus AB is designed for students with excellent mathematical skills who seek college

credit, college placement or both from institutions of higher learning. Based on the

College Board Advanced Placement AB syllabus, the course approaches the calculus

concepts (limits and continuity, derivatives and integrals and their applications) from

multiple perspectives – graphically, analytically, numerically and verbally. A graphing

calculator is required. After the completion of this course, students are expected to take

the AP Exam.


Prerequisites: Pre-Calculus or Pre-Calculus Honors and department consent

AP Calculus BC

Designed as an extension of Calculus AB rather than an enhancement, AP Calculus BC

includes, along with all Calculus AB topics, additional topics such as: integration by parts

and by tables, improper integrals, Euler’s Method and L’Hôpital’s Rule, infinite series,

parametric equations, and polar coordinates and polar graphs. A graphing calculator is

required. After the completion of this course, students are expected to take the AP Exam.


Prerequisites: AP Calculus AB and department consent

Multivariable Calculus

Unlike AP Calculus AB and BC in which students study calculus of a single variable,

Multivariable Calculus is a rigorous college course focused on functions of two or more

independent variables. The concepts studied in this course are applied in many different

fields – thermodynamics, electricity and magnetism, economics, modeling fluid or heat

flow, etc. The topics included are vectors and the geometry of space, vector-valued

functions, functions of several variables, multiple integration, vector analysis, and second

order differential equations. A graphing calculator is required.


Prerequisites: AP Calculus BC


DEPARTMENT OF PHYSICAL & LIFE SCIENCES

The study of science at King's Academy instructs students in the fundamentals of

investigating phenomena in the world through systematic observation, the gathering of

empirical evidence and the quantitative analysis of data. Students learn how to amass a

body of objective knowledge about the world through the formulation of scientific

hypotheses and their validation through experimentation, thereby creating an

understanding of the laws and mechanisms that govern specific fields of inquiry from

human biology to solid-state physics.

King’s Academy offers a comprehensive range of science courses. Ninth graders start

their journey by taking a one-year introductory course in biology or physics. In the 10th

grade students experience the joy of chemistry in an introductory course. Upon

completion of these two introductory courses, in addition to courses offered by the

Department of Mathematics, students would be prepared to take more rigorous courses in

the 11th and 12th grade, such as advanced placement courses in biology and chemistry as

well as in honors courses. Students are also required to take one year of introductory

physics, which prepares them for taking an advanced physics course.

In their upper class years, King's Academy students are expected to sit for AP and SAT

tests in the sciences; upon graduation, they will possess a scientific literacy that enables

them to think critically not only about the material questions of science, but also about

current issues in the various fields some of which include bioethics, genetic testing,

global warming and nuclear power—which attest to the potential of science and

technology as well as their limitations.

Introduction to Biology

This course familiarizes students with the major concepts of biology and focuses on

scientific skills. After successful completion of this course, students will be prepared not

only to study more advanced biological concepts but also to begin study in other

scientific fields. Students explore the nature of science and inquiry, interpreting data and

drawing conclusions. Some of the course topics covered include ecology, evolutionary

theory and organismal biology, as well as cell biology.


Conceptual Physics

This course familiarizes 9th grade students with the major skills needed to explore and

investigate the classical laws of physics and its applications. Students are exposed to the

following topics: mechanics, thermodynamics, waves and optics, electricity and

magnetism. This course focuses on the qualitative understanding of the laws governing

the physical universe rather than a quantitative approach. Successful completion of this

course with a final grade of A-+ or higher allows students to pursue their interest in

physics by joining the AP Physics 1 course in 11th or 12th grade.

Course length: One year Prerequisite: Department consent


Chemistry

In this course, students become familiar with the principles of chemistry and scientific

inquiry through experimentation. The course traces the developments that led to our

modern understanding of atomic theory and its application to diverse topics from kinetics

and thermodynamics to acid-base and electrochemical reactions. Students learn to design

and conduct their own scientific investigations and present and debate their findings as a

scientific community. They develop proportional reasoning skills through repeated

application to a variety of topics. Students may take the SAT Chemistry test upon

completing the course.


Prerequisites: Successful completion of or parallel enrollment in Algebra II

Honors Chemistry

In this course, students become familiar with the principles of chemistry and scientific

inquiry through experimentation. The course traces the developments that led to our

modern understanding of atomic theory and its application to diverse topics from kinetics

and thermodynamics to acid-base and electrochemical reactions. Students design and

conduct their own scientific investigations and present and debate their findings as a

scientific community. Students who have a strong foundation in proportional reasoning

are exposed to a fast-paced and rigorous mathematical curriculum that prepares them for

the level of mathematics required in AP Chemistry or in the SAT Chemistry test.


Prerequisite: A minimum average of A- in the first two terms of the 9th grade science

course and successful completion of or parallel enrollment in Algebra II

Biology

This course builds upon the concepts studied in Introduction to Biology in order to

prepare 11th and 12th grade students for college. Major topics covered include vertebrates,

animal behavior, plant diversity, photosynthesis, cellular respiration, heredity and

genetics, evolution and human organ systems. Concepts are reinforced with laboratory

investigations and activities, as well as term projects which provide students with the

opportunity to go beyond what the course requires them to learn and to apply what they

have learned. Students in this course may take the SAT Biology test if they so choose.


Honors Biology

This course is designed for students who want to prepare for the AP Biology course or for

those who wish to be challenged in biology during their junior or senior year. The major

themes covered are similar to those in the Biology course, and they are evolution,

relationship of structure to function, regulation, energy, heredity and genetics, biological

diversity, and interdependence in ecology. However, more depth, a faster pace, and sharper

insight into how concepts are related and connected are included. The course is student-

oriented in that it depends on students reading the material before coming to class, and

demonstrating what was learned through discussions, activities, and labs. These

discussions, activities and labs are meant to aid student understanding and mastery of

content as well as the synthesis of proper relationships between major biological themes.


A background in cell biology, molecular biology and chemistry is helpful but not required

as long as the student has a high affinity for the sciences and is willing to put the time and

effort into learning outside the classroom.


Prerequisite: Open to 11th and 12th graders. Department consent required.

Physics

The purpose of this course is to explore and investigate the classical laws governing the

physical universe. Students examine and seek to explain various physical phenomena

based on these fundamental laws. The course exposes students to the following topics:

kinematics, thermodynamics, waves and optics, electricity, magnetism, and atomic and

nuclear physics. Students enrolled in this course are expected to take the SAT Physics

test upon completion of the course.


Prerequisite: Successful completion of Algebra II

Honors Physics

This course is an accelerated version of the regular physics course, and as such, is

intended to replace the regular course, not as the next course in a sequence. Students who

have taken Physics will not be admitted into Honors Physics at a later point. Students

enrolled in this course are expected to take the SAT Physics test upon its completion.


Prerequisite: Students are eligible for Honors Physics only if they have earned an

average of A- or higher in the first two terms of Chemistry or Biology. They must also

have earned an average of A- or higher in Algebra II

Marine Biology

Marine biology is a term-long elective course for students who have demonstrated

interest and proficiency in the study of biology. The course covers an introduction to the

study of life in the seas with special emphasis on life in the Red Sea, the Gulf of Aqaba,

physical oceanography and the impact of humans on the oceans (specific to the Gulf of

Aqaba and globally). Science communication via reading, writing, field technologies,

labs, oral presentations and illustrations is required in addition to field trips to Aqaba and

an individual project that allows students to address individual interests. Students taking

the course are expected to be self-motivated and interested in oceans and the life

“downstairs”! The course explores the creatures of the Gulf of Aqaba, learning about

their habitats, their physical and behavioral characteristics, and the marine environment

in which they live. Many great activities are planned for this class to ensure that it is both

fun and educational.


Prerequisites: One year each of Chemistry and Biology

Astronomy

This course serves as a comprehensive survey of the universe as we know and understand

it. Students conduct observations of the night sky using on-campus and remote

telescopes. Topics covered in this course include the formation and development of stars,


solar systems and planets, the nature of light, optics and historical astronomy.


Introduction to Biotechnology

Introduction to Biotechnology integrates the fundamental concepts of life and physical

sciences together with the basic laboratory skills necessary in the biological sciences. The

course introduces students to the fundamentals of biotechnology, current trends and

careers in biotechnology, and the business, regulatory and ethical aspects of

biotechnology. The knowledge and skills gained in this course will provide students with

a broad understanding of biotechnology and its impact on society. Introduction to

Biotechnology is intended to meet the needs of a diverse body of learners. The target

audience includes all students who choose postsecondary education, providing them with

foundational concepts and established laboratory protocols in a broad spectrum of

disciplines such as biology, chemistry, biochemistry, biotechnology, microbiology,

molecular and cell biology, genetics and immunology. In addition, the course has the

potential to foster scientific literacy and to provide entry into the biotechnology career

field.


Prerequisite: Successful completion of Introduction to Biology; only 11th and 12th

graders can take this course

YClass (Project-Based Learning)

This course is designed to enhance the entrepreneurial skills of 11th and 12th grade

students through a project-based interdisciplinary approach to problem solving,

collaboration and creativity. The Socratic instruction focuses on 21st century skills,

guiding students to become autonomous in their problem-solving abilities. Students are

asked to take part in numerous projects that require them to pose the question “Why?”

Answers are derived through their own cultivation of ideas, both qualitative and

quantitative assessment of data and applications to the real world. The course asks

students to plan, collaborate, discuss, think critically, formulate hypotheses, set

expectations and present in a variety of mediums. Additional learning experiences

include studying current issues and involving community organizations.



AP Biology AP Biology focuses on enduring, conceptual understanding and the content that supports

it. This approach enables students to spend less time on factual recall and more time on

inquiry-based learning of essential concepts. It enables them to develop the reasoning

skills necessary to engage in the science practices used throughout their study of this

course. Students in AP Biology also develop advanced inquiry and reasoning skills, such

as designing a plan for collecting data, analyzing data, applying mathematical routines,

and connecting concepts in and across domains. The material covers diverse topics, from

the inner workings of a cell in biochemistry and heredity to how organisms have evolved

and learned to interact with one another. Lab work is an integral component and students

are exposed to simple experiments such as diffusion and osmosis to more complex


experiments that deal with molecular biology. Enrolled students are expected to take

the AP Biology Exam in May


Prerequisite: Successful completion of Introduction to Biology, basic knowledge of

chemistry and department consent

AP Chemistry

AP chemistry is a course modeled around a comparable college course that aligns with

college level standards. The AP curriculum has been developed to promote enduring,

conceptual understanding by implementing inquiry-based learning. This approach helps

students to develop advanced inquiry and reasoning skills necessary to engage in the

science practices used throughout the AP course and in real life. The course explores

major topics in modern inorganic chemistry at the first-year college level. Through

extensive lab work, independent reading and class discussion, students investigate topics

in atomic structure, nuclear chemistry, bonding, equilibrium, kinetics and

electrochemistry. Enrolled students are expected to take the AP Chemistry exam in May.


Prerequisite: Successful completion of Chemistry, Algebra II and department consent

AP Physics 1: Algebra-Based

AP Physics 1 is the equivalent to a first-semester college course in algebra-based physics.

It is designed to enable AP students to develop a deep understanding of the content and to

focus on applying their knowledge through inquiry labs. The course covers Newtonian

mechanics (including rotational dynamics and angular momentum; work, energy, and

power; and mechanical waves and sound. It will also introduce electric circuits. Enrolled

students are expected to take the AP Physics 1 Exam in May.


Prerequisite: Algebra II and department consent

AP Physics 2: Algebra-Based

AP Physics 2 is the equivalent to a second-semester college course in algebra-based

physics. It is designed to enable AP students to develop a deep understanding of the

content and to focus on applying their knowledge through inquiry labs. The course

covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic

and nuclear physics. Enrolled students are expected to take the AP Physics 2 Exam in

May.


Prerequisite: Successful completion of AP Physics 1, Algebra II and

department consent

AP Physics C: Mechanics

This course is designed to simulate college-level study for those students who show

particular strength in mathematics. It aims to develop students’ ability to analyze,

evaluate and synthesize scientific information. It covers the following topics: Kinematics,

Newton’s laws of motion, work, energy and power, system of particles and linear

momentum, circular motion and rotation, and oscillations and gravitation. The AP


Physics C course also includes a hands-on laboratory component comparable to

introductory college-level physics laboratories. Calculus is used freely in formulating

principles and in solving problems. Enrolled students are expected to take the AP Physics

C exam in May.


Prerequisite: Successful completion of Physics, completion of AP Calculus and

department consent


DEPARTMENT OF WORLD LANGUAGES

In the Department of World Languages, students pursue a rigorous and practical study of

one of three major world languages – Chinese, French or Spanish – in addition to the

study of Arabic as a Foreign Language. Keeping in mind the objectives of an AP

curriculum and following the recommendations of the Common European Framework of

Reference (CEFR) for foreign language teaching and learning, the department has

established a pedagogical structure based on three main levels of communicative

competency: basic user, independent user and proficient user.

In accordance with an action-oriented approach that considers languages preeminently as

tools for social interaction and communication, instruction and assessment are

proficiency-based, centered on the integrated performance of the four traditional

language skills of listening, speaking, reading and writing. In addition, these courses

underscore the role of culture and the tacit aspects of non-verbal aspects of

communication within a linguistic system. Advanced coursework includes the study of

literary texts and literary analysis in the vernacular.

In order to provide students with as much exposure to the language as possible, classes

are taught in the target language from the most basic level onwards. Finally, each year,

selected students may participate in a summer study-abroad program, affording them the

opportunity to immerse themselves fully in the culture of their chosen language.

Elementary French I-101, Elementary French I-102

Elementary Spanish I-101, Elementary Spanish I-102

Course length: One year for complete and false beginners

Elementary French II

Elementary Spanish II

Course length: One year for breakthrough-level students

These courses aim to enable beginners and breakthrough-level students, respectively, to

become basic users of these foreign languages. For this purpose, these courses look to

develop students’ abilities from the very beginning in three dimensions: as social agents;

students progressively acquire the knowledge and skills that allow them to carry out basic

tasks relating to immediate needs and to participate in simple social interactions

exchanging information on everyday activities and personal issues, as intercultural

speakers; students start familiarizing themselves with basic elements of the new cultural

system conveyed by the target language and begin to build their intercultural awareness,

and as autonomous learners; students are taught how to use strategies and techniques that

allow them to plan and control their learning process. Methodologically, both course

levels aim to familiarize students from the very first stages with a task-based approach to

foreign language teaching and learning.


The main focus of coursework is on bringing authentic communicative contexts into the

classroom and using the foreign language as a tool for completing real tasks and for real

communicative purposes.

Note: Elementary French and Spanish I-101 are for total beginners who have not taken

any French or Spanish previously, while Elementary French and Spanish I-102 are for

students who have either taken the languages before but for a short period of time, or

students who have been unable to pass the placement test to the level above. Elementary

French and Spanish I-102 help such students review and strengthen their knowledge and

basis of the languages and give structure to their fragmentary and dispersed

knowledge, while also building on their communicative competency through the

integration of the four skills (listening, speaking, reading and writing).

Intermediate French I


Prerequisite: Successful completion of Elementary French II

Intermediate Spanish I


Prerequisite: Successful completion of Elementary Spanish II

Intermediate French II


Prerequisite: Successful completion of Intermediate French I

Intermediate Spanish II


Prerequisite: Successful completion of Intermediate Spanish I

These courses lead to the achievement of the threshold level – the lowest level of general

foreign language ability that is academically recognized. Students who reach this level in

French or Spanish dispose of the minimal means needed to transact the business of

everyday life and to make social contact with those they meet, for example, while

traveling in a country where French or Spanish is the native language. These courses aim

to broaden students’ linguistic, cultural and strategic knowledge and skills to enable them

to carry out less simple tasks relating to needs that go beyond basic survival and that

embrace a larger array of communicative settings. Students also learn how to deal with

basic intercultural situations and how to identify their language learning needs as well as

those resources and strategies that may help them in the process of “learning to learn.”

Task-based learning activities (e.g. establishing classroom rules, relating anecdotes about

a trip, inventing a gadget to solve an everyday-life problem, editing a newspaper,

participating in a debate on the future of the environment, etc.), which require the actual

use of the target language, reflect the communicative expansion that the T-Level

represents and strengthen students’ motivation by providing them with an immediate

sense of accomplishment and utility. For basic users, these intermediate courses represent


two successive stages leading to the completion of the next level of communicative

competency.

AP French AP French focuses on developing student proficiency in the language and aims at

preparing students for the different components of the AP French Exam which they are

expected to take in May upon completion of the course. The objectives of the course are:

The development of student fluency in oral description of a picture or a scene, and

opinion making and giving in a limited timeframe. The aim is to have students

gather and utilize all their oral communication skills in a short time, obliging them

to use their full potential in speaking.

The ability to complete a text with missing words or logical links, which can only

be reached through extensive reading in the target language in addition to the

observation of the language structures in authentic documents and texts (literary

extracts, press articles, etc.).

The improvement of student writing skills as this is a major part of the AP Exam.

In order to give students a comprehensive understanding of what is expected from

them in the AP Exam, the course stresses self-assessment regarding students’ own

production and according to precise criteria that help them know where they stand

in the grading scale for the exam.


Prerequisite: Successful completion of Intermediate French II

AP Spanish

The course aims to enable students to become fully independent users of the Spanish

language. They have at their disposal an expanded range of grammar and vocabulary as

well as greater control of discourse, conversational strategies and wider socio-cultural

awareness. This allows them to be more flexible in dealing with the unexpected and with

the normal complexities of daily living. Therefore, an important part of coursework

focuses on exposing learners to various kinds of oral and written texts (articles, reports,

interviews, TV debates, documentaries, movies, literary extracts etc.) on contemporary

topics, which involve argumentation and expression of opinion. Accordingly, the syllabus

is flexible and open to negotiation to accommodate the specific interests of students.

Listening and reading comprehension activities are integrated into task-based projects

that stress writing skills (e.g. elaborating the electoral program of a new political party,

preparing the presentation of a product). Students gradually realize a more nuanced

vision of Hispanic cultural references. This course is a combined level and prepares

students for the AP Spanish Language Exam.


Prerequisite: Successful completion of Intermediate Spanish II

Elementary Chinese I This course is designed for students who have no prior knowledge of the Chinese

language, and is intended to train students in using basic Mandarin Chinese both orally

written. Students are initially introduced to pinyin—a more simplified Romanization of

the written language—and basic strokes as guides for pronunciation and writing. Pinyin


is gradually replaced as students become familiar with Chinese characters and

vocabulary. Chinese culture is an integral part of this course.


Elementary Chinese II This course aims to expand conversational skills, reading practice and grammatical

constructions. The course develops students’ reading and writing skills and emphasizes

effective spoken communication. Pinyin is gradually omitted. Chinese culture is

continually taught as an integral element of the course program.


Prerequisite: Successful completion of Elementary Chinese I or an equivalent

proficiency

Intermediate Chinese I This course continues to focus on the expansion of conversational skills, reading and

writing practice and grammatical constructions. The use of Chinese characters takes over

the use of pinyin. Cultural components represent a significant part of the course content.


Prerequisite: Successful completion of Elementary Chinese II or an equivalent

proficiency

Intermediate Chinese II

This course builds on skills learned in Intermediate Chinese I and works to build

confidence in speaking and writing. Students learn how to use complex sentence

constructions to describe a variety of situations about the world around them. Pinyin is

used only for learning how to pronounce new vocabulary, otherwise all reading and

writing is in simplified characters. Cultural norms and Chinese history are also

investigated.


Prerequisite: Successful completion of Intermediate Chinese I or an equivalent

proficiency

AP Chinese

AP Chinese is a new course at King's Academy, breaking new ground in raising students'

proficiency and fluency in the language. The course culminates with the students sitting

for the AP Chinese Exam in May. As preparation for this examination, students engage in

intensive work targeting all four critical areas of learning a language: speaking, reading,

writing and listening. In addition, in keeping with the goals of the AP course, there is a

heavy emphasis on understanding and appreciating culture from Chinese-speaking parts

of the world.

Students utilize a variety of textbook materials to continue to develop their understanding

of grammar and vocabulary. In addition, they engage with the language in a variety of

real-life settings, from conversations, notes, interpreting scenarios to excerpts from

movies and television shows. The emphasis is on interpreting and summarizing main

points and details, while also being able to infer contextualized information according to


each situation. Students also work on expressing themselves in more realistic and

comprehensive ways, both orally and in written form. Capitalizing on the presence of

native Chinese speakers on campus, students also explore themes and topics that shape

contemporary Chinese society, from the lingering influences of Confucianism to the

ethnic and regional diversities found in foods and holidays.


Prerequisite: Completion of/placement out of Intermediate Chinese

Arabic as a Foreign Language (AFL)

This program caters for non-native speakers of Arabic as well as to heritage speakers who

have difficulties in reading, writing and expressing themselves in Arabic. Three levels of

Arabic are offered to attend to the needs of students of different stages. Through written

and oral placement tests, student levels are assigned upon admission to the school.

Elementary I Students are introduced to Arabic language and the culture of the Middle East in a

course that stresses progressive acquisition of effective communication skills in

both the written and spoken language (fus-ha and aamiya). In this level, students

learn the alphabet, essential grammar rules and level-appropriate words to build

the necessary vocabulary in order to carry out basic conversations. Students then

begin learning how to produce short conversations related to everyday situations.

Emphasis is placed on learning phonetics and proper pronunciation of words, in

addition to rudimentary cultural connotations essential for spoken dialogues.

Elementary II Students are exposed to longer conversational texts and are familiarized with

more detailed grammar rules. During this stage, students are introduced to short

and guided writing, acting and role playing. Students are also expected to write

short descriptive paragraphs. They will be able to demonstrate an understanding

of the use of the language in its cultural context, as well as to handle simple daily

life situations that they may encounter. Students will be able to hold lengthier

dialogues on important subjects, especially daily necessities and needs.

Elementary III Students are exposed to more complicated sentence structures. The highlight in

this level is placed on the functional learning of the language, in which speaking

takes place within more detailed life situations. Students will be able to reason

and support opinions especially on topics related to culture and tradition. They

will also be engaged in conversations, provide and obtain information, and

express ideas and feelings effectively. Moreover, students attain the ability to

write extended paragraphs while expanding on the base of vocabulary initiated in

Elementary I and II.

AY Arabic

The curriculum of Arabic Year at King's Academy (AY) is designed to fulfill

AY's mission to provide an intensive one-year program in Arabic language, an


immersion into Middle Eastern culture and values and the integration of

classroom learning with beyond-the-classroom experiences. In practice, AY

students are required to enroll in two sections of Arabic language, which meet for

90 minutes five days a week. Arabic Year offers multiple levels of Arabic as a

Second Language according to ability, in addition to courses dedicated to

understanding and analyzing Arabic literature. Students learn both formal and

spoken Arabic, and reach an advanced level of reading that allows them to deepen

their knowledge of the language. Students learn commonly used expressions

related to certain occasions and situations, at the same time develop their skills in

listening, reading, writing, forming grammatically correct structured sentences,

and most importantly, conversation. The intensity of this course attracts students

to continue with Arabic studies, either when they return home or by enrolling at

King’s in the following year.

Course of instruction 2016 2017

Documents

Transcript of Course of instruction 2016 2017