HS Learning Framework Course Guide 2026-2027

AISC Core

A community where diverse paths meet, learners innovate, and we make meaningful change together. Our Vision

Our Mission

Together, we nurture learners who chart their unique paths, transforming curiosity into purpose, challenges into growth, and knowledge into action.

Our Values

#Discovery

#Wellbeing

#Responsibility

#Purpose

#Belonging

De nition of Learning

Learning is a transformative, re ective process of building understanding, empowering learners to think deeply, innovate, collaborate, and act with purpose.

VISION FOR AN AISC LEARNER

Resilient Learners

Embrace challenges, persist through di culties, learn from feedback, and adapt to new situations.

E ective Collaborators

Collaborate with empathy while learning from and with each other.

Critical Thinkers

De ne, analyze, evaluate, and solve complex problems.

Skillful Communicators

Communicate clearly and purposefully across diverse contexts and media.

Digital Navigators

Leverage technology creatively, responsibly, and ethically.

Change Makers

Transfer and apply skills, knowledge, and understanding to make a di erence locally and globally.

AISC Language Philosophy

HS Learning Framework and Course Guide 2026 - 2027

Teachers instruct & assess in English.

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Students use any resource, linguistic or otherwise, to be successful.

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KOREAN

FRENCH

Philosophie linguistique de l’AISC

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. Les enseignants enseignent et évaluent en anglais.

Les apprenants sont libres du choix des ressources, linguistiques ou autres, pour réussir.

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The High School@AISC

Your High School journey at AISC is about becoming the kind of learner and person who thrives in a complex, interconnected world.

Grounded in our Core and our Vision for a Learner, our program invites you to:

Explore widely

Experience a balanced curriculum in the arts, sciences, humanities, languages, physical education, design, and technology.

Learn deeply

Ask questions, collaborate, analyze, create, and use feedback to grow.

Choose your path

Shape a personalized program that may include AP or IB coursework, online learning, internships, service, athletics, and passion projects.

Engage with purpose

Connect with our diverse, international community and with the perspectives, cultures, and issues that shape India and the world.

Prepare to thrive

Develop the skills, values, and confidence to succeed in university and beyond with the intention to contribute meaningfully wherever you go.

This guide is your starting point. Your journey is uniquely yours, but you are never on it alone.

We are glad you are here.

Justyna McMillan High School Principal

GRADUATION REQUIREMENTS

All High School students are required to pursue the AISC diploma which is earned by meeting the graduation requirements. The purpose in establishing these graduation requirements is to ensure that AISC students are well prepared for post-secondary education and to lead fulfilling, productive lives.

In order to receive a High School Diploma from American International School Chennai, each student must earn a minimum number of credits while in Grades 9 through 12. Students earn one half credit for each semester of study that is successfully completed. To earn the High School Diploma, these credits must be distributed among the subject areas as follows:

*Students must fulfill their World Language requirement by taking either French or Spanish at AISC. It is recommended that students complete two credits in the same language over consecutive years. Students pursuing the IB Diploma may have additional options, to be reviewed in consultation with the counseling team. Students can also fulfill this requirement by taking two years of English for Academic Purposes (EAP) should they qualify for the course.

**Effective 2026–2027, a requirement of one credit in Design Technology and/ or Computer Science will be introduced. This requirement applies to students entering Grade 9 in 2026–2027 and future cohorts.

In addition to the AISC High School Diploma, students may earn an International Baccalaureate Diploma by meeting the requirements established by the International Baccalaureate Organization (UK). Students may also earn AP Scholar recognition from the College Board (US) by taking a minimum number of AP tests and meeting score requirements established by the AP/College Board. Students interested in the IB Diploma and/or AP courses should talk with their counselor and/or the IB/AP Coordinator.

Discovery Credit

Students will reflect on their experiences throughout the year through the lens of the AISC Vision for a Learner. Active participation in all the Discovery Programs, Discover India, Discovery Days, and Discovery Crew is required to earn Discovery Credit. Time and support will be given by a faculty mentor during bi-monthly meetings with a Discover India/Discovery Crew group.

Maximum Age

A student must complete the requirements for graduation before their 21st birthday.

Residence

A student who intends to graduate from AISC must be in attendance for the entire final academic year.

Exceptions

The Administration may, at its sole discretion, waive a particular graduation requirement in case of exceptional circumstances. Such circumstances may include but are not limited to the following:

• Physical disabilities;

• Documented learning difficulties;

• A required class not being offered during the student’s year(s) of enrollment;

• Master-scheduling conflicts; and/or

• Difficulty in meeting the requirements for graduation due to differences in the student’s previous school program.

Grade Placement

Students who enter AISC from another school will be placed in classes on the basis of official records from the previous school and placement assessments that may be given prior to admission at AISC. Students already attending AISC will be promoted to the next grade level as per their performance in AISC classes. The following guidelines will apply:

Grade Level

Years of HS

Grade 10 placement 1 year

Grade 11 placement 2 years

Grade 12 placement 3 years

1 credit each: English, Social Studies, Science, Math

2 credits each: English, Social Studies, Science, Math + 1 PE credit

3 English, 2 each: Social Studies, Science, Math + 1 WL, 1 PE

Final decisions on grade placement and class standing will be made by the Principal.

Course Enrollment

AISC has guidelines for minimum course load, course success and course credit.

Credit is awarded for courses on a semester basis. One half credit (0.5) is awarded for successful completion of the semester.

Students must complete all required courses in Grades 9 and 10. Students must also complete the required course in each subject area, earning a minimum 25 credits for graduation.

Students are required to carry at least 7 courses each semester.

Seniors can request an additional free block in one of their semesters, for a total of 1.5 free semesters. Seniors who have an exceptionally difficult course load can appeal to the High School Principal to enroll in only six classes for the year.

(based on language placement or next sequential course)

on language placement or next sequential course)

Courses in Bold are required courses

Students opting for online or academic personalized learning may do so for elective credit and may not take more than two of such courses each semester. APL and Passion Projects may earn core credit in specific cases, as approved by the Personalized Learning Coordinator, Counselor, and Principal.

Repeating Courses

Certain courses may be repeated for credit only if noted in the course description. Students will not be allowed to repeat other courses without the approval of the department chairperson, the Counselor, and the Principal. In these cases, the transcript will reflect both grades.

Audit

In specific circumstances such as late enrollment, a student may audit a course, which means that they attend the class as a regular student but receive no credit.

Schedule Changes

Students will have an opportunity to make schedule changes at various times in the year. Kindly refer to the Student Handbook, in the “ACADEMICS” section, for details.

TYPICAL COLLEGE ENTRANCE REQUIREMENTS

It is important for students to begin their college planning early in their high school career. Since each college establishes its own particular requirements, it is important to follow the suggestions given in the catalogs of the colleges being considered. The school counselors are available to assist students in planning their college preparatory programs.

2 years (more if specializing in arts)

Selective colleges expect capable students to go beyond the minimum requirements and take challenging courses commensurate with their abilities and interests. Colleges also consider a student’s involvement in extracurricular activities and other electives such as athletics, fine arts, student leadership, and community service when making admissions decisions.

Diploma Endorsements

Students will be able to earn an additional endorsement on their diploma indicating an area of concentration over and above the High School Graduation Requirements. The purpose of such endorsements is to recognize students who demonstrate the international pursuit of a specialized and/or highly rigorous

course of study. In the fall of 12th grade, students seeking an endorsement must fill out an endorsement application. The table above gives the possible endorsements and the requirements for each. Students earning endorsements will be recognized by having a special stamp/seal added to their High School Diploma as well as a note added to their final transcript. Further, the endorsement program will be fully articulated in our yearly High School Profile so that universities will understand the additional dedication earning such an endorsement entails. The Profile will also indicate the number of endorsements awarded for each graduating class. To download your application for a Diploma Endorsement, click here.

Humanities Scholar 6 credits of Social Studies, 5 English, and 4 World Language

STEAM Scholar

Arts Scholar

Independent Explorer

IB Diploma Candidate

AP International Diploma Candidate

4 credits of Math, 5 credits of Science, and at least 4 credits from at least two of the following three subject areas: Information Technology, Visual Arts and/or Design Technology

4 credits of English, Math, Social Studies, Science, World Language, and Visual and/or Performing Arts

Successful completion of two different independent personalized programs: CareerX, Academic Personalized Learning, Online Learning and Passion Project (courses can be .5 or 1.0 credits)

Courses, TOK, EE & CAS needed to meet the IB Diploma requirements

5 or more AP courses which must include:

• 1 English / 1 World Language (WL)

• Human Geography, Environmental Science or Economics

• Math, Science or Computer Science

• 1 additional AP course (not Eng or WL)

DISCOVERY PROGRAM

THE DISCOVERY PROGRAM is where the Vision of an AISC Learner, and the Wellbeing Framework intersect. The program provides students a space outside of an academic class to practice self awareness and self management while developing healthy habits and positive relationships. Through teacher and peer mentorship, experiential learning, curiosity and reflection, students will tap into strengths, explore areas for growth, and expand connections to the wider community.

During the weekly time, students will meet either in full school assemblies, Discover India groups, or Discovery Crews.

Discover India

Each year the High School augments the learning experiences on campus by offering our students an opportunity to explore India. Each year small groups of students and faculty members travel to various locations in India to explore different facets of Indian people, culture, and geography. We believe that such a program provides our students with unique cultural, personal, interpersonal, and environmental experiences not available on the AISC campus, and from which our students will learn, reflect, and grow as individuals. Our Discover India goals are fivefold:

• Provide exposure to India in order to nurture a better understanding and appreciation of Indian culture, geography, and people.

• Strengthen the bonds of community among our High School students and faculty, as well as foster the development of an understanding of interdependence and shared responsibility.

• Foster attitudes of responsible global citizenship by involving students in environmental stewardship and service learning projects throughout India.

• Provide students and faculty members with opportunities for reflection, creative expression, self awareness, and self-reliance.

• Provide students and faculty members with opportunities to develop new interests and aspirations.

These experiences take place early in the school year to encourage the development of positive relationships among new and returning students. We provide a range of experiences in an attempt to meet a wide range of interests. Attendance on a Discover India trip is mandatory. Days missed from Discover India will count as regular A Day or B Day absences. More information about Discover India can be found on the High School’s Discovery program webpage.

Discovery Crew

Discovery Crew is the HS Advisory program, a place where students connect with one HS faculty member and each other to foster positive and trusting relationships in a non-academic setting. Crew lessons are themed around one of the components of our Wellbeing Framework, prompting student discussions and reflections related to academics, self-advocacy, social identities, selfunderstandings, and meaningful collaboration.

EXTERNAL EXAMINATION PROGRAMS

ADVANCED COURSE PROGRAMS

In the high school we offer two external examination programs, the International Baccalaureate Diploma Program (IBDP) and the Advanced Placement Program (AP). The courses in each of these programs are designed to be demanding, college-level experiences that may require more study-time than other AISC courses.

IB DIPLOMA PROGRAMME

The International Baccalaureate Diploma Program (IBDP) is a pre-university course of study designed for students in their last two years of secondary school. The IB Diploma curriculum can be administered in any country and is recognized by universities worldwide. Colleges and universities in the United States, as well as colleges and universities in more than 60 countries have an IB recognition policy granting incoming students credit or advanced standing on the basis of their IB results.

IB Diploma Requirements

IB Diploma Program (DP) students must choose six courses to take—one subject from each of six Groups*:

• Group 1: Studies in Language and Literature (English)

• Group 2: Acquired Language (World Language);

• Group 3: Individuals and Societies (Social Studies);

• Group 4: Sciences;

• Group 5: Mathematics;

• Group 6: Arts (Visual Arts, Theatre or Music),

*Students may choose a Group 6 course or a second subject from Groups 2, 3 or 4 for their sixth course. Students may also choose the School Support

Self Study course in their home language, alongside English, as part of the IB Diploma.

At least three and not more than four subjects are taken at higher level, while the other subjects are taken at standard level. The distinction between SL and HL classes lies in the depth and breadth of the syllabus coverage, the number of assessments, the assessment criteria, and the workload.

In all IB subjects, students are assessed both internally by an AISC teacher using IB guidelines and criteria and externally by outside examiners.

External assessment may be in the form of an essay or an examination. Internal assessments may be in the form of a written task, a commentary, an experiment, an oral presentation or performance, a recital or an exhibition.

In addition to disciplinary and interdisciplinary study, the Diploma Program features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills: the Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Activity and Service (CAS).

The Extended Essay (EE) of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually in one of the student’s

six DP subjects. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of an AISC supervisor.

The Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning, knowledge and understanding that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. Theory of Knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of what they encounter. For more information on this course, see the description on page 47 of this guide.

Creativity, Activity, Service (CAS) involves students in a range of activities that take place alongside their academic studies throughout the IB Diploma Program. The component’s three strands are characterized as follows:

• Creativity: Arts and other experiences that involve creative thinking;

• Activity: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Program; and

• Service: An unpaid and voluntary exchange that has a learning benefit for the student.

The IB Diploma at AISC

AISC practices a policy of open enrollment in the IB Diploma Program. Any student in Grade 11 or 12 is allowed to enroll in the IB Diploma Program, provided they have successfully completed the prerequisite courses and achieved the minimum grade requirements. Students in Grades 11–12 may also enroll in individual IB courses if they meet the necessary prerequisites. It is essential that students and their parents clearly understand the differences between the course selections that lead to the AISC Diploma and those that allow one to earn an IB Diploma in addition to the AISC Diploma. Students wishing to pursue the International Baccalaureate Diploma must coordinate their academic plans with the IB coordinator and the counselor to ensure that requirements for the AISC Diploma can be met in a timely fashion.

Specifically, students and their families should discuss their Mathematics, World Language and Visual Arts pathways with their counselor in 9th and 10th grade, as choices made in 9th and 10th grade in these subjects may impact their choices in the IB Diploma program.

In addition, it is strongly recommended that students complete their Health and Physical Education and Fine Arts AISC graduation requirements in 9th and 10th grade.

For further information regarding the IB Diploma Program, please contact the IB Coordinator (ibapcoordinator@aischennai.org) and refer to the following guide to the IB Diploma Programme at AISC.

IB Course Offerings at AISC

• Group 1: Studies in Language & Literature

English A Language and Literature SL & HL

School supported self-taught language A*

• Group 2: Language Acquisition

French or Spanish ab initio SL**

French or Spanish B HL & SL

• Group 3: Individuals & Society

Economics HL & SL

Psychology HL & SL

• Group 4: Experimental Sciences

Biology HL & SL

Chemistry HL & SL

Physics HL & SL

Computer Science HL and SL

• Group 5: Mathematics

Mathematics Analysis and Approaches HL & SL

Mathematics Applications and Interpretations SL

• Group 6: The Arts

Visual Arts HL & SL

Theatre HL & SL

Music HL & SL

The Year 1 and Year 2 IB Core Course - covering IB skills, the EE and CAS Theory of Knowledge

Notes

Language A: Language course in the first language

Language ab initio: Language course for students with little (none in High School) or no prior experience in the language.

(**Offered online if enrollment is 5 or lower)

Language B: Language course for students with 3–4 years of prior experience in the language.

*School-supported self-taught Language A: This self-taught language course is one for which the student studies their native language (other than English) supported and paid for by their family, with some support from AISC. Selftaught language students work with an IB-trained tutor, provided by the family, to move through the IB Language A Literature SL curriculum. AISC provides necessary support to register the student and provide for and upload all assessments, but does not assume any teaching or tutoring responsibility. A school-supported, self-taught language meets the requirements for Group 2.

Students completing English A and a school-supported self-taught language

Literature A SL will receive a bilingual IB diploma.

** ab initio language will be offered online with Pamoja if enrollment is below 5.

ADVANCED PLACEMENT PROGRAM

The Advanced Placement Program (AP), administered by the College Board (US), is a collaborative effort between motivated students, dedicated teachers and committed high schools, colleges, and universities. The AP is designed to offer high school students a course experience equivalent to an introductorylevel US university course. Since its inception in 1955, this program has enabled millions of students to take college-level courses and exams, and to earn college credit or placement while still in high school. A committee of college faculty and master AP teachers designs each AP course to cover the information, skills, and assignments found in the corresponding college course.

More information about the AP Program is available at AP Central, the College Board’s online home (apstudents.collegeboard.org).

AP Exams

Each one-year AP course has a corresponding exam that participating schools (such as AISC) administer in May. AP exams contain multiple-choice questions and a free-response section (either essay or problem solving).

The College Board allows students to sit for AP Exams without being enrolled in the corresponding AP course, in order to ensure broader access for students whose schools may not offer specific AP subjects.

At AISC, students may self-study for an AP Exam, and the school will administer the exam upon request.

However, AISC does not permit students to self-study an AP Exam for any AP course currently offered at AISC. Research and experience show that students are more successful when enrolled in the full AP course, and university admissions teams strongly prefer to see both the AP course and the AP Exam reflected together on the transcript.

HS Learning Framework and Course Guide 2026 - 2027

Please note: AP testing is available only to AISC students. AISC offers 9–11 AP courses each year, depending on course rotation and student demand.

AP Course Offerings at AISC:

English Language and Composition Biology

English Literature and Composition Chemistry

Spanish Language and Culture

Economics (Micro and Macro)

Human Geography

Physics 1

Physics C: Mechanics

Calculus AB/BC

World History: Modern Statistics

Psychology

Computer Science A

Students can earn College Board recognition including AP Scholar, AP Scholar with Honors, AP Scholar with Distinction, and AP International Scholar by earning scores of 3 or higher on three, four or five or more total AP Exams, based on the exam criteria requirements listed at the College Board’s AP Scholar Awards page

GUIDELINES FOR STUDENTS IN IB AND AP CLASSES

IB and AP courses are designed to be demanding, college-level courses. Students who are interested in taking advantage of the IB or AP programs offered at AISC should review the following guidelines to assist them in the decision-making process.

• Students must meet the prescribed prerequisites in order to ensure that they possess the appropriate skills to meet the demands of the course. In courses in which there is a prerequisite score, students are expected to reach or maintain that score by the end of the second semester of that prerequisite course.

• Students are only allowed to request a course if they have reached

the prerequisite score in the first semester. If a student reaches the prerequisite score only at the end of the second semester they will only be allowed to request the course at that time, provided the course is not full.

• It is important for a student to have well-developed reading, writing and critical thinking skills in order to be successful in IB and AP courses.

• Learning habits: Preparedness, initiative and resilience, and collaboration are key components of success in IB and AP courses. Students need to be able to manage their time effectively, collaborate on challenging activities, and should show a willingness to take risks and seek assistance from peers and teachers when necessary.

• Colleges and universities expect to receive results from IB or AP examinations taken by students who have advanced coursework on their transcript. Thus, students enrolling in an AP or IB course must take the external exam in May. If a student does not meet requirements for effort and assignment completion, and/or does not prepare for and give full effort on their AP or IB assessments, they will not earn AP or IB designation on their transcript.

• To maintain a proper balance between school work and outside activities, students are advised to take no more than three IB Higher Level or three AP courses per year. Students who wish to take more than this number of IB HL or AP courses must complete an Academic Waiver form.

• Students who enroll in IB or AP classes must complete all internal assessments and sit for all external assessments scheduled for the course in May. There is no AISC Final Exam for AP and IB courses.

Fees for the IB or AP examinations are charged in addition to tuition and other school fees. Parents will be notified of these fees well in advance of the examinations. These fees must be paid in full to the School before the student will be allowed to take the exams.

COURSE DESCRIPTIONS

The purpose of this Guide is to acquaint students with the courses at AISC and to enable them to wisely plan an individualized program that also incorporates specific requirements.

The following pages contain descriptions of courses offered in Grades 9–12. Before selecting a course, students should learn as much about it as they can about objectives, requirements, prerequisites (if any), credits, etc. While determining their four-year plan, student should use this guide to help answer these important questions:

• Are the courses I am choosing appropriate to my abilities, interests, and career interests?

• Will I meet the credit requirements for graduation by the end of my senior year?

• Will the courses I am taking help me to meet the entrance requirements for the specific colleges and universities I wish to attend?

• Is my program for the next year appropriately challenging for me?

• Have I chosen a course of study that will allow me to balance my time between classes and extracurricular activities?

Students are encouraged to discuss any questions they might have about these courses with their teachers.

While every attempt will be made to offer all the courses listed in the Curriculum Guide, please note that courses with insufficient enrollment may not be offered or may be offered concurrently with another course. Students and families will be made aware of any courses that will not be offered due to insufficient enrollment in May.

Due to the nature of the IB Diploma Program requirements, it may be necessary to prioritize the scheduling of IB diploma candidates for IB classes.

ENGLISH LANGUAGE ARTS

ENGLISH

LANGUAGE ARTS

AISC Early Years to Grade 12 Disciplinary Transfer Goals for English Language Arts

Students will be able to independently use their learning to…

• Develop and nurture a habit of reading, writing, speaking and listening for personal enjoyment and critical discourse;

• Engage in purposeful writing to flexibly move through the writing process;

• Use clear and specific language to express ideas, respond to others, and refine their own perspectives with confidence;

• Actively listen to understand how language can be used to connect to and understand the perspectives of others; and

• Engage in collaborative discussions appropriate to task, audience and purpose with diverse partners to express, develop and refine thinking.

The English Language Arts Department at AISC is dedicated to providing a program that emphasizes inquiry, creativity, reflection, and analysis. The Common Core English Language Arts Standards are the foundation of our curriculum. By design, our courses allow students to become compassionate global citizens with the courage and creativity to express themselves with confidence.

All students must take an English class for every semester they attend AISC, earning a minimum of four English credits. All Grade 9 students must take Critical Thinking in Reading and Writing 1 while Grade 10 students must take Critical Thinking in Reading and Writing 2. Grade 11 and 12 students may choose to take any of the following courses in their junior and senior years: AP Language and Composition (year-long course), AP Literature and Composition, IB English Language and Literature (two-year-long course), or Electives (semester-long courses).

Critical Thinking in Reading and Writing 1 (CTRW 1): English 9

Prerequisite Successful completion of English 8, or the equivalent

Duration 1 year

Units of Credit 1

Critical Thinking in Reading and Writing 1 provides a foundation for students to expand their critical thinking in a variety of reading, writing, and speaking opportunities. One primary goal is for students to recognize, describe, and

evaluate how a writer’s choices of language, style, and form work together as a way to communicate purposefully to a specific audience. Another primary goal is for students to successfully produce cohesive and well-organized writing reflecting their own strong choices related to language, style, and form. Students will consistently expand skill and content understanding through a variety of forms, including discussions, oral presentations, and writing

Critical Thinking in Reading and Writing 2 (CTRW 2): English 10

Prerequisite

Successful completion of Critical Thinking in Reading and Writing 1, or the equivalent

Duration 1 year

Units of Credit 1

The Critical Thinking in Reading and Writing 2 course is a literature-based, integrated language arts course that provides continued opportunities to develop analytical skills involved in writing and speaking. Students also will develop an understanding of the techniques involved in literary critique, furthering their ability to recognize, describe, and then evaluate how a writer’s choices of language, style, and form communicate purposefully to a specific audience. Additionally, students continue to work towards successfully producing writing that reflects their own choices related to language, style, and form. This course focuses on the fundamentals of detailed study and independent interpretation of text. The course content and learning opportunities prepare students for the rigorous options offered to Grade 11 and 12 students. Students will consistently expand skill and content understanding through a variety of forms, including discussions, oral presentations, and writing.

CTRW CLIL (Content and Language Integrated Learning)

Prerequisite EAL Department recommendation

Duration 1 year

Units of Credit 1

This High School English course for English Language Learners uses a Content and Language Integrated Learning (CLIL) approach, combining the development of academic English with the exploration of meaningful, conceptbased themes. Students build skills in reading, writing, listening, and speaking while engaging with literary and informational texts.

The course emphasizes critical thinking, academic vocabulary, and the language needed to express and support ideas clearly. Students analyze ideas, participate in discussions, and communicate their understanding through a range of spoken and written tasks.

AP Literature and Composition (offered 2026–2027)

Prerequisite

Successful completion of Critical Thinking in Reading and Writing 2

Duration 1 year

Units of Credit 1

The AP course in Literature and Composition engages students in the careful reading and critical analysis of literature. Through the close reading of selected texts, students will deepen their understanding of the techniques writers employ to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller- scale elements as the use of figurative language, imagery symbolism, and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. This course is alternated every other year with AP Language and Composition. At the end of this course students will be prepared and required to take the AP Literature and Composition exam.

AP Language and Composition (offered alternating years; next offered 2027–2028)

Prerequisite

Successful completion of Critical Thinking in Reading and Writing 2

Duration 1 year

Units of Credit 1

The AP Language and Composition course is structured so that all students will comprehend, analyze, and synthesize a wide variety of historical, journalistic, artistic, photographic, economic, and scientific texts. Formative learning activities will strengthen students’ critical thinking, cultural understandings, and understanding and identification of rhetorical strategies, while summative assessments will measure the key skills to read analytically; write successful arguments, expositions, and analyses; create multi-stage drafts; and strengthen teacher writing skills with feedback. Released AP essay prompts and multiple choice questions will be a foundation in both formative and summative assessments. This course is alternated every other year with AP Literature and

Composition. At the end of this course, students will be prepared and required to take the AP Language and Composition exam.

IB English Language & Literature SL/HL

Prerequisite

Successful completion of Critical Thinking in Reading and Writing 2

Duration 2 years

Units of Credit 2

This course is intended to provide Grade 11 and Grade 12 students a challenging course which will prepare them for further academic studies and growth beyond academia. IB Language and Literature SL and HL is designed to develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings. By expanding their reading comprehension and analysis skills as well as their writing, viewing, and speaking skills, students will meet four assessment objectives: knowledge & understanding; application & analysis; organization and language. The IB Program considers this a “Group 1” course, designed for students who—because they speak English outside of school—desire mastery of the language and skill in analysis of text and image. Higher (HL) and Standard (SL) levels are distinguished by the number of texts read, the number of assessments, and time allotted to complete assessments. The course’s broad scope will require the study of a wide range of genres from a variety of time periods and regions, including both literary and non-literary texts.

At the end of this course, students will be prepared and required to take the exam in IB English A Language and Literature at Standard Level or Higher Level.

Public Speaking (offered 2026–2027)

Prerequisite

Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units of Credit 0.5

This course is designed to refine students’ speaking skills by providing diverse and authentic speaking opportunities throughout the semester. Students will participate in speaking activities that prepare them to speak in public and small

group settings. Emphasis is on research, preparation, delivery, and evaluation of informative and argumentative speech, debate, and other formats of speech. Students will be expected to deliver well-prepared speeches with appropriate supporting audio-visual materials and to adapt their speeches to a range of possible audiences, preparing them to speak in college, the workplace, and social settings.

Contemporary Literature (offered 2026–2027)

Prerequisite

Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units of Credit

0.5

Contemporary Literature is designed for students to appreciate the complexity and joy of works created in the modern age, assessing how these texts both draw from and push against literary tradition. To advance their skills to comprehend and write critically about texts and contexts, students will read recent works in novel, play and short story form. Close textual analysis will encourage students to investigate how text production and reception are rooted in the complex social and political issues of our time. Beyond the advanced analysis for reading, students will communicate in both written and verbal forms. formative learning activities support student understanding of concepts while perfecting their communication and critical thinking skills. Summative assessments to measure student progress include academic conversations, oral presentations, text annotations, and written arguments—both comparative and thematic.

Contemporary Literature CLIL (Content and Language Integrated Learning)

Prerequisite EAL Department recommendation

Duration 1 semester

Units of Credit 0.5

This upper level High School English course for English Language Learners uses a Content and Language Integrated Learning (CLIL) approach, integrating the study of contemporary literature with the development of academic English. Students read modern texts from diverse perspectives that explore relevant social, cultural, and ethical issues.

The course emphasizes literary analysis, critical thinking, and the language needed to interpret and communicate ideas effectively. Students participate in discussions and express their understanding through a range of spoken and written tasks.

Media as Text (offered 2026–2027)

Prerequisite

Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units of Credit 0.5

This course is designed to develop students’ awareness of various forms of media and non-literary texts. Students will examine and analyze media forms such as journalism, visual and virtual texts, and documentaries, and will explore how media influences and constructs social norms. The course objective is to further student engagement with media present in their lives and to develop media literacy skills to help them navigate the world around them. Instruction focuses on media language analysis, discussions, commentary, and creation of various forms of writing associated with media.

Expository Writing ( offered alternating years; next offered 2027–2028)

Prerequisite

Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units

This course is designed to introduce students to various forms of composition and expository writing. Students will learn about argument formation and various writing techniques. The course objective is to further prepare students for the expectations of writing they will face in college and in their professional lives. Writing instruction focuses on three primary activities: close reading analysis, making connections between multiple sources, and designing and defending an independent thesis based on these connections in order to respond to the ideas of others. This course is not intended for students who have taken AP Language and Composition.

Film as Text (offered alternating years; next offered 2027–2028)

Prerequisite Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units of Credit 0.5

Film as Text is designed as a general introduction to film analysis. Film as Text focuses on four objectives: familiarize students with film genres, terminology, and techniques; analyze film through literary modes; sharpen critical analysis of all aspects of film; and instill an appreciation of film as a cultural medium and an art form, not just entertainment. The main objective will be to help students develop the analytic tools necessary for understanding how meaning is constructed in narrative cinema and visual texts.

Literature: Comparative Genres (offered alternating years; next offered 2027–2028)

Prerequisite Successful completion of Critical Thinking, Reading and Writing 2 or the equivalent

Duration 1 semester

Units of Credit 0.5

The Comparative Genres course is designed for students to appreciate the complexity and joy of a range of literature, and to advance their skills to comprehend and write critically about texts and contexts. The literature selections will draw from drama, poetry, novellas, and short stories from a range of historical periods and global traditions. Close textual analysis will be emphasized for students to explore the artistic, cultural, and sometimes political choices of authors. Students will also compare and contrast the ways literature reflects and critiques society. Beyond the advanced analysis for reading, students will communicate in both written and verbal forms. tThe formative learning activities support student understanding of concepts while perfecting their communication and critical thinking skills. Summative assessments to measure student progress include academic conversations, oral presentations, text annotations, and written arguments, both comparative and thematic.

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

The American International School Chennai is proud to host students from diverse countries, cultures, and language backgrounds. The EAL Department’s primary goal is to support each student’s English language development while acknowledging that students’ home languages and cultures are resources for students to draw upon in order to build proficiency in English. This is done through a variety of ways including translanguaging. We value all students as members of our diverse, multilingual learning community.

EAL Admissions Procedures

To support student success within a rigorous academic environment, admission of English Language Learners (ELLs) to Grades 9–12 is based on their level of academic English proficiency and previous academic performance. Applicants for Grades 9 and 10 are expected to demonstrate at least an intermediate level of English proficiency. Because students in Grades 11 and 12 must be fully prepared for the demands of the AISC curriculum, eligibility for admission requires that they are able to work independently without ongoing EAL services.

To determine the appropriate level of EAL support for applicants in Grades 9–12, the School reviews multiple sources of information, including the application materials, school records (transcripts and/or report cards), and results from the WIDA MODEL English language proficiency assessment. This assessment is typically administered on campus at AISC or remotely via Zoom.

Upon review of all application components, a recommendation will be made regarding placement in EAP 1, EAP 2, or ELD support

English for Academic Purposes (EAP) Courses Overview

The EAL department offers English for Academic Purposes (EAP) courses at two different levels: EAP 1 and EAP 2. These courses are designed to give students explicit knowledge and understanding of the academic English used across the AISC high school curriculum. These courses are recommended to ELLs in the “intermediate” range of their English language proficiency as measured by the WIDA MODEL test, which is administered to all new students for whom English is not their first language—as well as annually for all EAL students at AISC.

English for Academic Purposes 1 (EAP 1)

Prerequisite EAL Department recommendation

Duration 1 year

Units of Credit 1

The High School English for Academic Purposes 1 (EAP 1) course is designed to give students explicit knowledge and skills about how language is used to make meaning, including how texts are structured and organized, and which language features and vocabulary are appropriate according to purpose and audience. The focus of EAP 1 in writing is sentence and single paragraph cohesion and clarity. In reading, speaking, and listening, the focus is comprehension and clarity of short responses. Students will be developing the basic skills needed to engage in their course in a meaningful way. Each EAP 1 unit is designed using the WIDA English Language Development Standards, which are aligned with the Common Core Curriculum.

English for Academic Purposes 2 (EAP 2)

Prerequisite EAL Department recommendation

Duration 1 or 2 years

Units of Credit 1 or 2

The High School English for Academic Purposes 2 (EAP 2) course is designed to give students explicit knowledge and skills about how language is used to make meaning, including how texts are structured and organized, and which language features and vocabulary are appropriate according to purpose and

audience. The focus of EAP 2 in writing is expanded paragraphs and essay cohesion, and clarity. In reading and listening, the focus is comprehension of longer and more complex information as well as developing the speaking skills and language needed for participating in academic discussions with expanded and complex interactions with others. Each EAP 2 unit is designed using the WIDA English Language Development Standards, which are aligned with the Common Core Curriculum.

English Language Development Support (ELD)

English Language Learners (ELLs) require intentional support as they develop both general English proficiency and the academic language needed to succeed across subject areas. EAL specialists collaborate closely with content teachers through co-teaching partnerships to design strategic scaffolds and instructional approaches that strengthen students’ academic communication skills and build the technical vocabulary, language structures, and discourse patterns specific to each discipline. In addition to co-teaching, EAL specialists may provide targeted small group or individualized instruction, both within the classroom and in supplemental settings. This comprehensive model of language support ensures that students have multiple and consistent opportunities to develop their English language proficiency across classes and grade levels.

WORLD LANGUAGE

WORLD LANGUAGE

AISC Grade 3 to 12 Disciplinary Transfer Goals for World Language

Students will be able to independently use their learning to…

• Present information, concepts, and ideas on a variety of topics to various audiences of listeners or readers;

• Understand, interpret, and analyze what is heard or read on a variety of topics;

• Interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions; and

• Communicate effectively while demonstrating cultural understanding.

The goal of the AISC World Language Department is to empower students to become versatile, empathetic collaborators who will be proficient communicators in more than one language. The AISC World Language Department is guided by the American Council on the Teaching of Foreign Languages (ACTFL) Standards. The program cultivates effective use of the target language by providing students with an immersive classroom environment and authentic materials. Language learning throughout the program occurs through meaningful, contextually based interactions. Moreover, teachers encourage students to connect to other cultures and value international-mindedness. The AISC World Language Department believes that both language educators and their students should use the target language to communicate in the classroom, ideally 90% of the time at all levels of language courses.

ACTFL LEVELS

Novice Mid: I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.

Novice High: I can communicate and exchange information about familiar topics using phrases and simple sentences. I can usually handle short social interactions by asking and answering simple questions.

Intermediate Low: I can interact with others to meet my basic needs in familiar situations. I can express, ask about, and react with some details to preferences, feelings, or opinions on

familiar topics, by creating simple sentences and asking appropriate follow-up questions.

Intermediate Mid: I can exchange information in conversations on familiar topics and some researched topics. I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics, creating sentences and series of sentences, and asking a variety of follow-up questions.

Intermediate High: I can exchange information in conversations and have some discussions on a variety of familiar and some concrete topics that I have researched. I can explain preferences, opinions, and emotions, and provide advice using connected sentences that may combine to form paragraphs, and ask a variety of questions—often across various time frames.

Spanish/French Level 1

Prerequisite No previous language experience required

Duration 1 year

Units of Credit 1

In the Level 1 course, students develop basic oral and written communication skills in simple daily situations. Reading, writing, speaking, and listening skills are developed through activities such as role-play, interviews, written projects, and presentations. Spanish/French is the language of instruction and communication in this class. Various cultural aspects of Spanish/French-Speaking countries are covered within the units of study. Meeting the learning standards is based on achieving a Novice-High level of proficiency in Interpersonal Speaking and Writing, Interpretive Listening and Reading, and Presentational Speaking and Writing modes. This course is offered to beginners in the language as well as to students with some prior experience in the language who need more time to develop Level 1 skills.

Spanish/French Level 2

Prerequisite

Demonstrated proficiency (levels 5–6) in HS Spanish/French 1, or teacher recommendation based on readiness.

Duration 1 year

Units of Credit 1

In the Level 2 courses, students begin to move towards creating language with more facility by continuing to develop communication skills in all three modalities: Interpretive Communication, Interpersonal Communication, and Presentational Communication. Spanish/French is the language of instruction and communication in this class. Students explore new aspects of the target culture and make connections with different areas of their studies. Meeting the learning standards is based on achieving an Intermediate-Low level of proficiency in Interpersonal Speaking and Writing, Interpretive Listening and Reading, and Presentational Speaking and Writing modes. This course is offered to students who have completed Pathway C or D in Middle School, or who have come with prior suitable studies as determined by a placement test.

Spanish/French Level 3

Prerequisite

Demonstrated proficiency (levels 5–6) in HS Spanish/French 2, or teacher recommendation based on readiness.

Duration 1 year

Units of Credit 1

In the Level 3 course, students continue to further develop their proficiencies in all three modalities: Interpretive Communication, Interpersonal Communication, and Presentational Communication. Spanish/French is the language of instruction and communication in this class. Students expand their understanding of cultural perspectives and continue to make connections with other areas of their studies and life. We complete grammar acquisition by learning complex tenses. Meeting the learning standards is based on achieving an Intermediate-Mid level of proficiency in Interpersonal Speaking and Writing, Interpretive Listening and Reading, and Presentational Speaking and Writing modes. This course also includes several AP and IB-level type tasks. This course is required for entry into the HS French/Spanish IB Language B course.

IB Spanish/French ab initio*

Prerequisite

The ab initio course is intended for students with no previous experience of, or very little exposure to, the target language. At AISC all students must be IB Diploma candidates.

Duration 2 years

Units of Credit 2

In IB Spanish/French ab initio, students explore the language while developing intercultural understanding and the ability to interact in everyday situations

through receptive, productive, and interactive skills. Based on IB Group 2 objectives, vocabulary and grammar are taught in context. Students engage in authentic language activities, read diverse texts, and explore cultural aspects of Spanish/French-speaking countries, enabling them to make comparisons with their own language and connect with other subjects. The course covers five themes: Identities, Experiences, Human Ingenuity, Social Organization, and Sharing the Planet. Spanish/French is the language of instruction. Evaluation includes summative assessments of speaking, writing, reading, and listening skills aligned with IB objectives. This two-year course serves Grades 11-12 students with little or no prior Spanish/French experience. Students complete the course by taking the required IB Spanish/French ab Initio exam.

*Note: If fewer than five students request a particular ab initio language, that course will be offered online through Pamoja at no cost to families. Students may also choose to take Mandarin ab initio online through Pamoja, also fully funded by the school.

IB Spanish/French Language B SL/HL*

Prerequisite Completion of HS Spanish/French 3 with a minimum proficiency level of 5. Students demonstratinga level 4 in these courses may be eligible for the Standard Level (SL) course.

Duration 2 years

Units of Credit 2

The IB Spanish/French B course builds on Level 3 communicative and cultural skills, enabling students to express themselves across diverse contexts with increasing depth and accuracy. Through interviews and interactive activities, students develop proficiency in structured essay writing (250–400 words SL/450-600 words HL) and respond to authentic articles and audio to enhance comprehension. They explore social, economic, and cultural aspects of Spanish/French-speaking regions while making connections across subjects. The course covers five themes: Identities, Experiences, Human Ingenuity, Social Organization, and Sharing the Planet. All class interactions occur in Spanish/ French, following IBO Language B objectives and assessment criteria. Year two intensifies receptive and productive skill development while preparing students for IB exam formats and timing. Students complete internal assessments by mid-March. Higher Level students study two original literary works. The course culminates in the required IB Spanish/French Language B SL or HL exam. Alternatively, after completing Year One of IB Spanish/French B SL, students

may opt to take AP Spanish/French instead of continuing the IB pathway.

*Note: Grade 9 students in language level 3 who are planning on taking the IB Diploma, please see your Counselor and the IB Diploma Coordinator about your options.

AP Spanish Language and Culture

Prerequisite

Completion of Spanish/ French 3 with a minimum proficiency of level 7-8 or IB Spanish/French Language B with a minimum proficiency level of 5. Students demonstrating lower proficiency levels in these courses may be eligible for the course, based on teacher recommendation and overall readiness.

Duration 1 year

Units of Credit 1

The AP Spanish Language and Culture course emphasizes communication through interpersonal, interpretive, and presentational skills in real-life situations, focusing on vocabulary, language control, communication strategies, and cultural awareness rather than overemphasizing grammatical accuracy. Taught almost exclusively in Spanish, the course explores culture in contemporary and historical contexts, developing students’ awareness of cultural products (tools, books, music, laws, institutions), practices (social interaction patterns), and perspectives (values, attitudes, assumptions). Based on AP objectives, the curriculum covers six themes: science and technology, personal and public identities, families and communities, global challenges, contemporary life, and beauty and aesthetics. Evaluation includes summative assessments of speaking, writing, reading, and listening skills aligned with AP objectives. This accelerated one-year course serves Grades 11-12 students with four or more years of Spanish study and strong language interest. Students complete the course by taking the required AP Spanish Language and Culture exam.

SOCIAL STUDIES

SOCIAL STUDIES

AISC Early Years to Grade 12 Disciplinary Transfer Goals for Social Studies

Students will be able to independently use their learning to…

• Develop relevant questions that frame and advance an inquiry connected to the social sciences;

• Gather, evaluate, and analyze sources to develop and support claims;

• Identify and analyze local, regional, and global issues in order to be capable of taking informed action that is meaningful to self and society;

• Apply disciplinary understanding to draw conclusions about the past, present and plan for the future; and

• Critically examine diverse contexts, perspectives, and cultures to be internationally minded.

The Social Studies Department at AISC is committed to providing a program that will encourage reflective and analytical thinking and de-emphasize rote learning. It is our intent that students learn how to make their own interpretations, so that by the time they leave school they are able to think and learn independently and are aware of their responsibilities as global citizens.

As part of AISC’s graduation requirements, students must complete three credits of social studies. Students in Grades 9 and 10 must complete the required social studies course at each level. The remaining credit can be earned by taking one of several elective courses in Psychology, Economics, Entrepreneurship or History, or by completing a social studies course as a participant in either the Advanced Placement or International Baccalaureate Programs.

Social Studies 9

Prerequisite Required of all students in Grade 9

Duration 1 year

Units of Credit 1

Social Studies 9 is an integrated course based on standards from the C3 Framework. The class intends to develop student capacities in the core disciplinary areas of History, Geography, Economics, and Civics. The goal of this course is to equip students with the tools they will need for conducting inquiry-based research, interpreting data, examining perspectives, assessing claims, and presenting arguments within a social science context. History and geography will be the primary social studies disciplines used, with civics and economics secondarily represented.

Social Studies 10

Prerequisite Required of all students in Grade 10

Duration 1 year

Units of Credit 1

Social Studies 10 is an integrated course based on standards from the C3 Framework. The class intends to develop student capacities in the core social studies disciplines of history, geography, economics, and civics. The goal of this course is to equip students with the tools they will need for conducting inquiry-based research, interpreting data, examining perspectives, assessing claims, presenting arguments, and evaluating policy options within a social science context. Civics, economics, history, and geography will be the primary social studies disciplines used, with psychology and sociology secondarily represented.

Business Management Essentials

(offered 2026–2027)

Prerequisite Successful completion of Social Studies 9

Duration 1 semester

Units of Credit 0.5

This semester-long survey course provides students with a comprehensive foundation in business management principles and practices. Broad themes including organizational structures, external environment, human resources, finance, marketing, and operations are explored through an academic lens grounded in real-world application. Students engage with authentic case studies and problem-solving scenarios that illustrate key concepts in action, developing analytical skills to evaluate business decisions across different sectors and contexts. Students apply business tools, techniques, and theories to understand how organizations operate, compete, and create value in dynamic markets.

The Human Condition Through Art (offered alternating years: next offered 2027–2028)

Prerequisite Successful completion of Social Studies 9

Duration 1 Semester

Units of Credit 0.5

This thought-provoking course explores how art serves as a powerful lens through which to understand the human experience across cultures and time. Students will examine how individuals and societies have used creative expression to navigate personal and collective struggles, from cultural identity and social justice to spirituality and urbanization. Through case studies of diverse

artistic forms, students will develop critical analysis skills while investigating how art has been used to challenge injustice, celebrate diversity, and advocate for equity. The course culminates in an independent research project where students connect artistic expression to a human experience of their choice. Throughout the semester, students will strengthen their analytical, research, and presentation skills while gaining deeper insight into how art reflects and shapes our understanding of the human condition. Students in Grade 10 may elect to take this course in addition to Social Studies 10.

Entrepreneurship

Prerequisite

Successful completion of Social Studies 9

Duration 1 Semester

Units of Credit 0.5

Entrepreneurship introduces students to the excitement and challenges of starting a business. Students will learn about entrepreneurship by becoming entrepreneurs, and the majority of assessments will be project-based. With multiple hands-on opportunities and innovation activities, students will experience the real-world steps of market research, design innovation, prototyping, and product or service development. Students will create, manage, and market products and services of their own design, and collaborate with other students in Design Technology and Graphic Design courses. Students will work in collaborative teams for some projects. Students in Grade 10 may elect to take this course in addition to Social Studies 10.

AP Psychology (offered 2026–2027)

Prerequisite Successful completion of Social Studies 10

Duration 1 year

Units of Credit 1

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. This course stresses skills in discussion, critical thinking, reading and writing. Students must be ready to meet the challenges of a rigorous academic curriculum that is equivalent to an introductory college-level course in psychology. At the end of this course, students will be prepared and required to take the AP Psychology exam. Note: Students who have taken AP Psychology

are not eligible for IB Psychology courses, as the courses cover similar content.

AP World History: Modern (offered 2026–2027)

Prerequisites

Successful completion of Social Studies 10; Grade 9 students may request for grade 10. APWH is quite challenging so Grade 9 students should speak with their SS9 teacher for guidance.

Duration 1 year

Units of Credit 1

The aim of this AP course is to investigate significant events, individuals, developments and processes in four historical periods from approximately 1200 CE to the present. Students develop and use the same skills employed by historians: analyzing primary and secondary sources; developing arguments; making historical comparisons; reasoning about contextualization, causation, and continuity, and change over time. The course provides six themes that students explore in order to make connections among different times and places: humans and the environment, cultural developments and interactions; governance; economic systems; social interactions and organizations, and technology and innovation. At the end of this course, students will be prepared and required to take the AP World History Exam.

AP Economics: Microeconomics and Macroeconomics (offered alternating years: next offered 2027–2028)

Prerequisite

Successful completion of Social Studies 10

Duration 1 year

Units of Credit 1

AP Economics is designed to provide a learning experience equivalent to a typical college introductory course in economics. The course aims to give a thorough understanding of the principles of micro- and macroeconomics as they apply to individual decision-makers, consumers, and producers within the larger economic system and to the economic system as a whole. The course empowers students to use economic reasoning in their decision-making and helps them learn how economic theory can be applied to understand and analyze environmental and natural resource problems. At the end of this course, students will be prepared and required to take the AP Microeconomics and/or the AP Macroeconomics exam. Note: Students who have taken AP Economics are not eligible for IB Economics courses, as the courses have similar content.

AP Human Geography (offered alternating years: next offered 2027–2028)

Prerequisites Successful completion of Social Studies 10; Grade 9 students may request for grade 10, APHG is quite challenging so Grade 9 students should speak with their SS9 teacher for guidance.

Duration 1 year

Units of Credit 1

The aim of this AP course is to provide students with a learning experience equivalent to that obtained in most college-level introductory human geography courses. The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. At the end of this course students will be prepared and required to take the AP Human Geography Exam.

IB Economics SL/HL

Prerequisite

Successful completion of Social Studies 10

Duration 2 years

Units

2

This course is designed to develop disciplined economic reasoning skills; an ability to apply tools of economic analysis to situations and data and explain the findings clearly; an understanding of how individuals and societies organize themselves in the pursuit of economic objectives; an ability to evaluate economic theories, concepts, situations, and data in a way which is considered rational and unprejudiced; and international perspectives which feature a tolerance and understanding of the diversity of economic realities in which individuals and societies function. At the end of this course, students will be prepared and required to take the IB Economics HL or SL exam.

IB Psychology SL/HL

Prerequisite Successful completion of Social Studies 10 Duration 2 years

Units of Credit 2

IB Psychology examines the interaction of biological, cognitive, and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed, and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology. Students will develop an awareness of how psychological research can be applied for the benefit of human beings, learn how ethical practices are upheld in psychological inquiry, develop an understanding of the biological, cognitive and socio-cultural influences on human behavior, develop an understanding of alternative explanations of behavior and understand, and use diverse methods of psychological inquiry. At the end of this course, students will be prepared and required to take the IB Psychology HL or SL exam.

Theory of Knowledge

Prerequisite

Required for all Grade 11 & 12 IB Diploma students as part of the IB Core

Units of Credit 1

Theory of Knowledge is a key element of the International Baccalaureate Diploma Program. The purpose of this interdisciplinary course is to stimulate critical reflection on the knowledge and the experience of students, both in and outside the classroom and including the various subject areas studied by them in their other classes. Additionally, the course seeks to understand the sources of, historical development of, and theories about knowledge. Through the analysis of concepts and arguments, the course seeks to encourage healthy skepticism in order to encourage students to acquire a critical awareness of how they and others make sense of the world, along with increasing students’ abilities to express ideas in a clear and convincing manner.

SCIENCE

SCIENCE

AISC Kindergarten to Grade 12 Disciplinary Transfer Goals for Science

Students will be able to independently use their learning to…

• Ask questions, make observations, and conduct investigations to understand the natural world;

• Communicate scientific ideas, arguments, and results for a variety of purposes and audiences;

• Use technology and scientific information to make informed decisions;

• Seek new scientific information and revise understanding when new evidence warrants; and

• Use knowledge of science and engineering concepts to make sense of the world around them.

The goal of the Science Program at AISC is to empower all students to become curious inquirers, critical thinkers, and ethical citizens. Students will develop a strong foundation of knowledge and engage in collaborative, authentic inquiry to deepen their understanding of the natural world. Students will apply their understanding to solve problems and make informed and reasoned decisions in an interdependent and dynamic world.

All students are expected to take Biology in Grade 9, followed by Chemistry and/or Physics in Grade 10. Elective courses can be taken from Grade 10 in addition to a core class. In Grades 11 and 12, students can opt for the two-year IB Diploma courses, take Advanced Placement courses, and/or take elective courses. Note that some courses are offered on alternate years.

Biology (taken by all Grade 9 students)

Duration: 1 year

Units of Credit: 1

Biology is the science of life. The course is based on the Next Generation Science Standards and aims to provide students with a strong foundation in the Big Ideas of Biology. Throughout this course, students will ask questions, analyze and interpret data, and will construct explanations based on evidence. Topics will include the cell, matter and energy transformations (respiration and photosynthesis), ecology, DNA and protein synthesis, Mendelian genetics, and evolution. This course will provide a foundation for the advanced AP and IB Biology courses. Student progress will be assessed against the standards via written responses on unit tests, experiential investigations, and argumentative essays.

Chemistry

Prerequisite:

Successful completion of Biology and Integrated Math 1, or the equivalent

Duration: 1 year

Units of Credit: 1

Chemistry matters! The Big Ideas of Chemistry, including the structure of the atom, periodicity, bonding and the properties of matter, chemical reactions, and the interplay between matter and energy, underpin all industrial, medical, biological and environmental advancements. As a creative experimental science, chemistry is a prerequisite for many other disciplines in higher education such as medicine, biological research, and environmental science. Throughout this course, students will continue to refine their abilities to ask questions, define problems, and construct explanations. This course provides a foundation for the advanced AP and IB chemistry and biology courses and is aligned with the Next Generation Science Standards Framework. Student progress is assessed against the standards via written responses, laboratory investigations, and creative projects.

Physics

Prerequisite:

Successful completion of Biology and Integrated Math 1, or the equivalent

Duration: 1 year

Units of Credit: 1

Physics, the fundamental science, is a one-year course with a strong focus on conceptual understanding of the subject matter. The course places emphasis on the key concepts and principles as described in Next Generation Science Standards, and will focus on skills of scientific inquiry, analysis, and problem-solving. Here, students learn the basic motions of the universe and the equations that govern them. The first half of the course concentrates on mechanics including kinematics, projectile motion, Newton’s laws of motion, friction, work, energy and power, gravitation, and rotational dynamics. The second half focuses on oscillations, waves and optics, and electromagnetism.

Students will have opportunities to engage in relevant science and engineering practices to demonstrate their understanding and ability to apply the key concepts and principles learned by doing hands-on activities, virtual and physical labs, and more. Application of these concepts is explored through the problem-solving component of the course that complements the theory. Students will be assessed through summative semester projects, labs (summative and formative), and summative and formative unit assessments.

IB Biology SL/HL

Prerequisite:

Successful completion of Biology and Chemistry with a minimum grade of 5; Students who complete Biology and Chemistry with a minimum grade of 4 are eligible for SL only.

Duration: 2 years

Units of Credit: 2

The IB Biology course includes the study of cells, biochemistry, genetics, evolution, plant biology, ecology and conservation, as well as human anatomy, health, and physiology. The course is designed to enable students to apply knowledge, methods, and techniques that characterize science and technology to problem-solving within a global context. Standard scientific method and experimental design will be used in inquiry-based and knowledge-based laboratory investigations. Students enrolled in the IB program will also participate in an interdisciplinary Collaborative Science Project. At the end of this course, students will be prepared for and required to take the IB Biology HL or SL exam.

IB Chemistry SL/HL

Prerequisite:

Successful completion of Chemistry and Integrated Math 2 with a minimum grade of 5; Students who complete Chemistry and Integrated Math 2 with a minimum grade of 4 are eligible for SL only.

Duration: 2 years

Units of Credit: 2

The IB Chemistry course will allow students to deepen their understanding of the fundamentals of chemistry and explore how these relate to everyday life. Topics covered include quantitative chemistry, atomic structure, periodicity, bonding, thermodynamics, kinetics, equilibrium, acids and bases, redox, and organic chemistry. In addition, students will study one of the following four options: materials, biochemistry, energy, or medicinal chemistry. The course is designed to enable students to apply the knowledge, methods, and techniques that characterize science and technology to problem-solving within a global context. Students will also develop their practical and experimental skills through a program of laboratory investigations culminating in an interdisciplinary. The Collaborative Science Project and an Individual Investigation. IB Chemistry students should expect to be held to a high standard, doing more sophisticated

laboratory experiments and increasing the amount of time that they spend studying the material independently. At the end of this course, students will be prepared for and required to take the IB Chemistry HL or SL exam.

IB Physics SL/HL

Prerequisite:

Successful completion of Physics and/or Chemistry and Integrated Math 2 with a minimum grade of 5; Students who complete Physics and/or Chemistry and Integrated Math 2 with a minimum grade of 4 are eligible for SL only.

Duration: 2 years

Units of Credit: 2

IB Physics is an algebra-based Physics course where students explore topics such as mechanics, waves and oscillations, thermal physics, electricity and magnetism, atomic, nuclear and particle physics, and energy production through constructivist learning, discussions and scientific investigations. Students will be able to appreciate scientific study and creativity within a global context, apply a body of knowledge, methods and techniques that characterize science and technology, develop an ability to analyze, evaluate and synthesize scientific information, develop experimental and investigative scientific skills including the use of current technologies, develop and apply 21st century communication skills in the study of science, become critically aware as global citizens of the ethical implications of using science and technology, develop an appreciation of the possibilities and limitations of science and technology, and develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. They are assessed at the end of each unit. At the end of this course, students will be prepared for and required to take the IB Physics HL or SL exam.

AP Biology

Prerequisite: Successful completion of Biology and Chemistry with a minimum grade of 5, and Integrated Math 2 with a minimum grade of 4

Duration: 1 year

Units of Credit: 1

AP Biology is a fast-paced course designed to be the equivalent of a twosemester college introductory biology course usually taken by science majors during their first year. This course aims to 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. Because content, inquiry, and reasoning are equally important in AP Biology, laboratory experience and techniques are stressed. At the end of this course, students will be prepared for and required to take the AP Biology exam.

AP Chemistry

Prerequisite: Successful completion of Chemistry and Integrated Math 2 with a minimum grade of 5 with a minimum grade of 4

Duration: 1 year

Units of Credit: 1

This fast-paced class is designed to be the equivalent of the chemistry course normally taken in the first year of university. The course centers on the following Big Ideas: Structure of Matter, Bonding and Intermolecular Forces, Chemical Reactions, Kinetics, Thermodynamics, and Equilibrium. Students attain a depth of understanding of these topics, and a competence in solving complex chemical problems. The course aims to assist students to develop their inquiry skills, think clearly, and express ideas with clarity and logic. Students should expect to be held to a higher standard with respect to using a college-level text, doing more sophisticated laboratory experiments, and increasing the amount of time spent studying the material. At the end of this course students will be prepared for and required to take the AP Chemistry exam.

AP Physics 1

Prerequisite: Recommended completion of Physics and/or Chemistry and Integrated Math 2 is required with a minimum grade of 5

Duration: 1 year

Units of Credit: 1

The AP Physics 1 course offers students an opportunity to gain an in-depth conceptual understanding of mechanics in both linear and rotational dynamics, and develop related problem-solving skills using both algebra and calculus where appropriate.

All students taking this course have to take the AP Physics 1 examination.

It must be noted that AP Physics 1 is an algebra-based physics course and as such students should have at least completed Integrated Math 2 and it is strongly recommended (but not essential) to have taken the introductory physics course.

It must be noted that AP Physics 1 is an algebra-based physics course and as such students should have at least completed Integrated Math 2 and it is strongly recommended (but not essential) to have taken the introductory physics course.

AP Physics C:Mechanics

Prerequisite:

Successful completion of IM3 and enrollment in or completion of AP Calculus A/B or B/C

Duration: 1 year

Units of Credit: 1

AP Physics C: Mechanics is a calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in one of the physical sciences or engineering. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like change, force interactions, fields, and conservation.

All students taking this course have to take the AP Physics C: Mechanics examination.

It must be noted that AP Physics C is a calculus-based physics course and as such students should have at least completed IM3, have completed or currently enrolled in AP Calculus A/B or B/C, and it is strongly recommended (but not essential) to have taken a Physics course.

Earth and Environmental Science (offered 2026– 2027)

Prerequisite: Successful completion of Biology and Integrated Mathematics 1, or the equivalent

Duration: 1 year

Units of Credit: 1

Earth and Environmental Science is based on the Next Generation Science Standards and will examine how the Earth works and humans’ place in it. We will first examine the intertwining geological, biological, and chemical processes

that have shaped our planet. Topics include plate tectonics, atmospheric and oceanic circulation, glaciers, the carbon cycle, and geological history. With our scientific foundation in place, we will then investigate how humans have impacted our planet, focusing on two major themes: climate change and biodiversity loss. Through a multidisciplinary approach, we will focus on the current status of earth, future projections, and possible solutions. This course emphasizes evidence-based thinking with readings, discussions, presentations, and written assignments.

Science in Action: Project-Based Research (offered alternating years: offered 2027–2028)

Prerequisite: Successful completion of Biology and Integrated Mathematics 1, or the equivalent

Duration: 1 year

Units of Credit: 1

Science is one of the main engines for growth and innovation in our world. This new elective course will give students the opportunity to develop their scientific analysis and experimental skills and conduct original research. The course will follow a Project-Based Learning approach, with a focus on the application of science to real-world problems, and will help students deepen their understanding and appreciation of the role of science in everyday life. The course may also include opportunities to visit academic or commercial laboratories and hear from scientists who are engaged in research and development. During the first semester, students will complete a number of guided inquiry projects to help develop and refine their experimental, data analysis, and engineering design skills. They will apply these skills during the second semester as they embark on independent research projects of their choice to solve real problems and explore original research questions. The course is aligned with the Next Generation Science Standards Framework and emphasizes conceptual understanding, problem-solving, design-thinking, and collaboration skills.

MATHEMATICS

MATHEMATICS

COURSE MAP

AISC Early Years to Grade 12 Disciplinary Transfer Goals for Mathematics

Students will be able to independently use their learning to…

• Think critically about, make sense of, and persevere to solve authentic real world problems using a variety of approaches and multiple representations;

• Evaluate, extend, and celebrate their processes and solutions to reflect upon areas of growth or limitation;

• Use effective mathematical reasoning to construct viable arguments and critique the reasoning of others;

• Communicate precisely when making mathematical statements and express answers with a degree of precision appropriate for the context of the problem/situation; and

• Approach mathematics as a mathematician with curiosity, joy, adventure, playfulness, and empowerment.

The Mathematics Department at AISC aims to equip students with the essential mathematical knowledge and skills of reasoning, problem-solving, and communication; and, most importantly, with the ability and the initiative to continue learning on their own. Recognizing that individual students learn in different ways, we provide opportunities for all students to construct and deepen their own knowledge, and expand their mathematical horizons.. To accomplish these goals, the Common Core State Standards for the introductory courses together with the International Baccalaureate and the Advanced Placement programs for advanced level courses serve as our curricular framework. All standards are internationally benchmarked, and are based on a philosophy of teaching and learning that is consistent with the most current research.

Integrated Mathematics 1 (IM1)

Prerequisite Grade 8 Mathematics

Duration 1 year

Units of credit 1

Integrated Mathematics 1 formalizes and extends the mathematics that students learn in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Students will interpret arithmetic sequences as linear functions and geometric sequences as exponential functions. They will master

the concepts of domain and range. They will explore systems of equations and inequalities, and use regression techniques to describe linear relationships. They will establish triangle congruence criteria, based on analyses of rigid motions and formal constructions. They will use a rectangular coordinate system to verify geometric relationships, including properties of special triangles and quadrilaterals, and slopes of parallel and perpendicular lines. Finally, students will analyze and compare bivariate and univariate data. The Mathematical Practice Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Integrated Mathematics 2 (IM2)

Prerequisite Successful completion of Integrated Mathematics 1

Duration 1 year

Units of credit 1

The focus of Integrated Mathematics 2 is on quadratic algebra and geometry. Students will learn to compare the characteristics and behavior of quadratic functions, to those of linear and exponential functions from the previous course. The need for extending the set of rational numbers arises, and complex numbers are introduced so that quadratic equations can be solved for all cases. Students will learn to extend the laws of exponents to rational exponents and explore distinctions between rational and irrational numbers by considering their decimal representations. They will create and solve equations, inequalities, and systems of equations, involving exponential and quadratic expressions. They will learn to establish a link between probability and data through conditional probability and counting methods, including their use in making and evaluating decisions. They will study similarity to understand right triangle trigonometry and its connection to quadratics through Pythagorean relationships. Finally, they will study the properties of circles, parabolas and their quadratic representations. The Mathematical Practice Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Integrated Mathematics 3 (IM3)

Prerequisite

Successful completion of Integrated Mathematics 2

Duration 1 year

Units of Credit 1

In Integrated Mathematics 3, students learn the features of the different functions and their inverses such as Exponential and Logarithmic functions, Polynomial functions, Rational functions. They also learn to graph each of these, with the content grouped into four critical areas, and organized into units. They expand their study of right triangle trigonometry to include general triangles and open up the idea of trigonometry applied, beyond the right triangle to the study of the unit circle. They apply methods from statistics to draw inferences and conclusions from data. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of real world situation

AP Calculus

Please note: At AISC, the AP Calculus AB and BC courses are combined and taught in the same class block.

AP Calculus AB

Prerequisite

Successful completion of Integrated Mathematics 3 with a grade of 5 or better

Duration 1 year

Units of Credit 1

The AP Calculus AB course is for the student with a strong mathematical background and is comparable to a one-semester calculus course in U.S. colleges and universities. The course is primarily concerned with developing students’ understanding of the concepts of calculus, and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results and problems being expressed graphically, numerically, analytically and verbally. The connections among these representations are important. Through the use of the unifying themes of

limits, derivatives, integrals, applications, and modeling, the course becomes a cohesive whole rather than a collection of unrelated topics. These themes are developed using all the functions learned in the previous courses. Technology is used regularly to reinforce the relationships among the multiple representations of functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

Successful completion of AP Calculus AB precludes a student from enrolling in IB Mathematics. Students who require the full IB Diploma for repatriation purposes may submit an appeal; if approved, IB Mathematics HL will be the only available option. Successful completion of AP Calculus AB also precludes a student from taking AP Calculus BC. Students enrolled in AP Calculus AB are required to take the AP Calculus AB exam.

AP Calculus BC

Prerequisite Successful completion of Integrated Mathematics 3 with a grade of a 6 or better Duration 1 year

Units of Credit 1

The AP Calculus BC course is for the student with a strong mathematical background and is comparable to a two-semester calculus course in U.S. colleges and universities. This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are important. Through the use of the unifying themes of limits, derivatives, integrals, applications, and modeling, the course becomes a cohesive whole rather than a collection of unrelated topics. These themes are developed using all of the functions that students have learnt in earlier courses. Additional topics such as sequences and series, parametric and polar functions, and logistic differential equations are also taught in the course. Technology is used to reinforce the relationships among the multiple representations of functions, to implement experimentation, and to assist in interpreting results. AP Calculus BC is an extension of AP Calculus AB rather than an enhancement.

Successful completion of AP Calculus BC precludes a student from enrolling in IB Mathematics. Students who require the full IB Diploma for repatriation

purposes may submit an appeal; if approved, IB Mathematics HL will be the only available option.

AP Statistics

Prerequisite

Successful completion of Integrated Mathematics 3 with a grade of 5

Duration 1 year

Units of Credit 1

The purpose of the AP course in Statistics is to introduce students to the major concepts and tools for analyzing data and drawing conclusions. Students will be exposed to four broad conceptual themes: describing patterns and departure from patterns, planning and conducting a study, exploring random phenomena using probability, and simulation and estimating population parameters while testing hypotheses. Additionally, this course will teach students how to communicate statistical methods, results, and interpretations. Students will also learn how to use graphing calculators and read computer outputs to enhance the development of statistical understanding. They will be involved in collecting information, communicating that information, solving problems, and justifying the results. This course draws connections between all aspects of the statistical process, including design, analysis, and conclusions.

IB Mathematics Analysis and Approaches SL/HL

Prerequisite

Successful completion of Integrated Mathematics 3 with a grade of a 4 or higher for SL, and a grade of 6 or higher for HL. Students with successful completion of Integrated Math 2 may pursue SL only.

Duration 2 years

Units of credit 2

The IB Mathematics Analysis course provides students with a sound mathematical foundation preparing them for future studies in both the physical and social sciences as well as the study of pure mathematics. The course content includes advanced topics in algebra and trigonometry, probability and statistics, vector analysis, complex numbers, and differential and integral calculus. Emphasis is placed on developing logical arguments, using appropriate mathematical notations and terminology, and writing mathematical solutions in clear and concise language. Use of a graphic display calculator in the course allows students to see connections. Mathematical Exploration is an integral part of the course and enables students to demonstrate the application of their skills

and knowledge. The Exploration is a piece of written work investigating a mathematical topic chosen by the student with the help of the teacher. Students successfully completing this course will be prepared for the IB Mathematical Analysis exams at either the HL or SL level depending on their choice.

IB Mathematics Applications and Interpretation SL

Prerequisite

Successful completion of Integrated Mathematics 2 or Integrated Mathematics 3

Duration 2 years

Units of credit

2

The IB Mathematics Applications and Interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Data Analysis

Prerequisite

Duration

Units of credit

Successful completion of Integrated Mathematics 2

Semester 1: One semester only per year

0.5

This is a one-semester course designed to explore methods of collecting data, summarizing and analysing data, distributions, graphical and numerical representations, linear regression, correlation, experimental design and hypothesis testing. This course will provide students with an understanding of fundamental concepts in data presentation and analysis and will also emphasize the use of statistical methods for the exploration and analysis of data sets. Students who have completed AP Statistics will not be allowed to request this course.

Personal Finance

Prerequisite

Duration

Units of credit

Successful completion of Integrated Mathematics 2

Semester 1: One semester only per year

0.5

This is a one-semester course designed to understand terminology relating to personal and business mathematics applications and apply basic math and statistical skills to the solution of both personal and business applications.

It focuses on using common mathematical formulas to solve a variety of personal and business situations as well as applying knowledge of computer and calculator use in daily life. Big concepts covered include banking, managing credit, budgeting, creating a resume for a part-time job, paying for college, and insurance.

The emphasis on this course will be on authentic projects and applied tasks.

PERFORMAING AND VISUAL ARTS

PERFORMING AND VISUAL ARTS

AISC Kindergarten to Grade 12 Disciplinary Transfer Goals for Performing Arts

Students will be able to independently use their learning to…

• Develop and engage in their passions to find joy, peace, intellectual stimulation and meaning through the arts;

• Develop, refine, and demonstrate technical skills in a performing arts medium;

• Use artistic competence and literacy to be actively involved in responding to and participating in the arts; and

• Create and participate in performing arts experiences that evoke emotions and foster connections with themselves, others, and the world around them.

The Performing Arts Department at AISC believes that a strong training in instrumental, vocal, and theatrical arts are conduits for teaching creative thinking and self-confidence. Our mission is deeply aligned with the core values of AISC. We see performance as a powerful tool for promoting personal growth and communication. Through the performing arts, our students learn to convey feeling and emotion, and how to make a human connection with the audience. Students of the performing arts learn to support one another, collaborate with others, and grow into well-rounded individuals, present and engaged in the world around them.

MUSIC

High School Choir

Prerequisite

None

Duration 1 year

Units of Credit 1

High School Choir is a mixed voice 3–8 part choir for students who are interested in learning individual and ensemble vocal skills. This course is designed to be practical in nature and is open to anyone with an interest in singing. Students do not need prior singing experience as the course is designed to provide students of any level skills and confidence in singing. The course will cover a broad range of choral experiences, including large ensemble, small ensemble, quartets, trios, duets, and solo work. Course content will include vocal production, breathing technique, sight-singing, music

HS Learning Framework and Course Guide 2026 - 2027

theory, and performance etiquette, plus the basics of musicology, history, and composers. Music theory will be taught in the context of performance literature. Singers will learn to be comfortable holding a part in the midst of harmonies. Assessments will include rehearsal and concert performances, theory assessments, individual vocal assessments, and individual singing tests administered regularly. Theoretical and practical examinations are held at the end of each term. Individual and ensemble performances inside and outside the classroom will be integrated into yearly course work. Individual singing tests will be administered regularly. Students will perform in regularly scheduled school concerts in addition to potential other opportunities in the community throughout the year.

HS Beginning Guitar

Prerequisite

None

Duration 1 semester

Units of Credit 0.5

HS Beginning Guitar is a one-semester course for beginner guitarists, designed to provide introductory experience in playing single note melodies, chords, picking, and basic fingerstyle technique. Students will learn to play guitar by ear and from both TAB and traditional music notation, while studying various musical styles. This course will be designed to introduce students to the fundamentals of music concepts and instrumental technique as outlined by the NCAS Standards. This course is only for beginning students who want to start their guitar journey. Advanced guitarists should not sign up for this class. Advanced guitar may be offered in future years.

Beginning Band

Prerequisite

None

Duration 1 year

Units of Credit 1

This course is open to all students who have little or no experience playing and a woodwind, brass, or percussion instrument. High School Beginning Band students will study the fundamentals of music while learning to play an instrument. Students will learn how to handle, maintain, play, and perform music on their chosen instrument in a group setting. Instruments include Flute, Clarinet, Saxophone, Trumpet, Trombone, Baritone, Tuba, and percussion. Note that guitar and piano are not offered. Group music rehearsal during

class is complemented by regular individual practice outside of class. Learning experiences are integrated with a portfolio of student performances, and reflections. Beginning Band members will have performance opportunities during the year.

Symphonic Band

Prerequisite Successful completion of 1 year of prior band experience or an audition.

Duration 1 year

Units of Credit 1

The Symphonic Band is AISC’s advanced high school instrumental ensemble intended for students who have experience playing their instrument. Students with no experience should choose to take HS beginning Band. In this performance-based course, ensemble members collaborate to achieve technical ability and creative expression on their instruments as ensemble members and soloists. This ensemble consists of instruction in brass, woodwind, percussion and orchestral stringed instruments. Note that though guitar and piano are not offered, there are limited spaces for bass guitar. Music of various periods, styles, and cultures is studied and performed throughout the year. This class emphasizes the development of instrumental technique, tone production, tuning, fundamentals of music theory, music reading, and listening skills. Assessments will be performance based. This class performs at scheduled concerts, pep rallies, assemblies, and other school events throughout the year. Attendance at all performances is required. Reaching your highest potential is dependent on individual practice and commitment which leads to an inclusive experience that is creative and fun. School owned instruments are available to all students.

IB Music SL/HL

Prerequisite Successful completion of 1 year of Beginning Band or an audition is needed

Duration 1 year

Units of Credit 1

The IB Diploma Programme Music course is designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course provides a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components. The course seeks to be inclusive of students with

wide-ranging personal and cultural musical backgrounds. The exploration of diverse musical material is focused through the lenses of four areas of inquiry: music for sociocultural and political expression; music for listening and performance; music for dramatic impact, movement and entertainment; and, music technology in the digital age.

Students participating in this course should possess existing skills in instrumental or vocal performance equivalent to music grade level 4-5 or higher. Audition with the IB Music teacher may be required.

THEATER ARTS

The Theater Arts courses explore both the conceptual and practical elements of theater through real-world performances and design projects.

Theater 1

Prerequisite None

Duration 1 year

Units of Credit 1

Theater 1 provides students with a practical grounding in theatrical techniques and skills across a broad range of disciplines. Students who take the course will cover aspects of acting and performance, directing, devising original works, theatrical design, and technical theater. Through theater games and practical theater projects, students will develop skills of planning, communication, and collaboration. This course is open to all grade levels who would like to take an introductory course in theater.

Theater 2

Prerequisites Successful completion of Theater 1

Duration 1 year

Units of Credit 1

In this course, students will build on their skills and understandings explored in Theater 1. Students will experience unfamiliar theatrical forms, examine the ideas of theater makers, take charge in directing, further develop their technical theater skills and undertake practical work to create original performances.

Technical Theater

Prerequisite

None

Duration 1 semester (first semester)

Units of Credit 0.5

Technical Theatre introduces students to the essential skills of stage design and production. In this course, you’ll explore set, lighting, sound, props, and scenic design through safe, practical, and creative projects. Students will also have the opportunity to support the AISC High School Production by helping design elements of the show and learning to operate professional equipment such as lighting and sound boards, as well as power tools. Gain real-world backstage experience while building your confidence as a theatre technician.

IB Theatre SL/HL*

Prerequisite None

Duration 2 years

Units of Credit 1

IB Theatre gives students the opportunity to make theater as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. All students will complete three major assessments: creating and performing an original piece of devised theater with a small group, presenting research into an unfamiliar theatrical form, and a production proposal for staging a published play. IB students taking theater at the higher level will also create a solo performance based on research into a theater practitioner. Students are encouraged to take the course as part of their IB Diploma or Certificate candidacy.

*Students joining for one year, or not seeking an IB certificate, can take the course for AISC credit with modified assessment criteria.

VISUAL ARTS

AISC Kindergarten to Grade 12 Disciplinary Transfer Goals for Visual Arts

Students will be able to independently use their learning to…

• Create art as a form of personal expression;

• Explore, investigate and respond to art with an inquiry approach;

• Think creatively and beyond convention, designing in multiple art forms;

• Use their artistic competence and literacy to be actively involved in the arts; and

• Collaborate and inspire others to be creative.

Visual Art Department Philosophy

AISC’s Visual Arts department inspires and develops diverse students’ artistic processes through an inquiry-based approach, creating artworks that connect them to their voices, experiences, and expressions.

We empower students with creative ways to think, make, and design solutions in various forms, enhancing 21st-century learning. Through interdisciplinary collaboration, we build knowledge with critical thinking, innovation, and creative problem-solving.

The AISC visual arts community develops creative, confident and compassionate global citizens.

Foundations Studio Art 1/2

Prerequisite None

Duration 1 year

Units of Credit 1

The Foundations course aims to develop and build formative creative skills through investigation and studio art making in 2D, 3D, and Digital Media. Students will be exposed to multiple disciplines in art making, as well as historical and contemporary artists and their processes. Students will develop foundational skills across media and can specialise more if desired in later courses. Concepts and foundational skills learned in one project or media are reinforced through iteration in additional projects. Investigation books, skillbased workshops, as well as individual and class critiques will support the development of student works.

This is a year-long course. Semester enrollment will be considered only in special circumstances.

Studio Art 3/4, 5/6, 7/8

Prerequisite

Foundations Studio Art 1/2

Duration 1 year

Units of Credit 1

This advanced course in Studio Art aims to build on skills and understandings explored in the foundation while offering an interdisciplinary approach to making, discovery, and experimentation. Emphasis is on expanding knowledge through the investigation process, and artist production across media in 2D, 3D, and Digital Media. Open-ended themed projects are initiated and explored through investigations of historical and contemporary artists/designers, process, and strong concept-driven artworks and reflection. Investigation books, research collection, teacher and student-led workshops, as well as individual and class critiques, will support the development of student artwork. This course can be taken multiple times, and students should register for the appropriate level based on the number of semesters of art they have previously completed. For example, a student who has taken two semesters (1 year) of art should register for Studio Art 3/,4 while a student who has taken four semesters (2 years) of art should register for Studio Art 5/6. Students who have not yet taken a High School art course must register for Foundations Studio Art 1–2. While students can select one semester of Studio Art, it is highly recommended that students register for two sequential semesters in the same year.

IB Visual Arts SL/HL

Prerequisite

Demonstrated proficiency (levels 5–6) in Foundation Studio Art 1-2 and Studio Art 3-4, or teacher approval based on an art portfolio

Duration 2 years

Units of Credit 2

Art-making as inquiry lies at the heart of the new DP Visual Arts course, which remains a creative, practice-based programme adaptable to diverse contexts and learners. The course nurtures creativity, communication, critical thinking and collaboration, empowering students to engage with, transform and understand the world through art. While the HL course supports those pursuing further studies or careers in the visual arts, the subject as a whole develops essential 21st-century skills. The syllabus is now structured around three integrated core

areas — create, connect and communicate — with clear alignment between aims, objectives, content and assessment. Classrooms are transformed into collaborative studio environments where students grow into independent art practitioners. The course emphasises non-linear, generative learning, flexible creative processes, and the synthesis of conceptual and material practices. Students also reflect critically on the relationships between artist, artwork, context and audience, supported by a clearly defined framework of cultural significance. Students will complete three major assessments: Connection Study (SL), Artist Project (HL), Artmaking Inquiry Portfolio, and Resolved Artworks (IA).

HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION

AISC Kindergarten to Grade 12 Disciplinary Transfer Goals for Health and Physical Education

Students will be able to independently use their learning to…

• Set and reflect on goals in order to make decisions and maintain a healthy lifestyle;

• Apply knowledge and understanding of the benefits of movement;

• Advocate for the health and wellbeing of self and others in a variety of contexts; and

• Select and participate in beneficial and enjoyable physical activities. In Health and Physical Education (HPE), we provide students with a unique opportunity to display their creativity, compassion, courage, and confidence in a safe environment within and beyond the classroom. We guide students to understand the value of physical movement and its contribution to a healthy lifestyle, enhancing their health in school and beyond. Interpersonal skills such as demonstrating respect, offering positive feedback, demonstrating responsible behavior in terms of physical and emotional safety are essential for success in HPE. Our program allows students to explore a variety of possible lifelong health-enhancing pursuits.

The Health course aims to teach skills in awareness and decision-making towards healthy behaviors, finding reliable and relevant health information and services, analyzing external factors that influence health, and practicing mindfulness. Units covered in Health include mental health and wellbeing, substance use and abuse, sexuality and relationships, and a cumulative passion project. The final summative is a passion project where students dive deeper in a unit topic of their choice to further their understanding and uncover new ideas. The Health course is designed to be taken before Grade 11, though any student without a health credit must take the class to graduate.

Yoga and Rhythmic Movement

Prerequisite

None

Duration 1 semester

Units of Credit 0.5

This Physical Education course will provide students the opportunity for self-expansion, empowerment, and exploration through yoga and rhythmic movement. The major theme of this course is to provide students with skills and opportunities to create summative performances using yoga and rhythmic movement individually, in small groups and as a whole class. Rhythmic movement is a combination of modern dance and other dance genres that are used to evoke the exploration of dynamic, flowing, and sequential movements. This class will work toward developing an appreciation for lifelong individual fitness focusing on the exploration through dance and yoga.

Adventure Activities

Prerequisite

None

Duration 1 semester

Units of Credit 0.5

The Adventure Activities class will help instill courage and confidence in participants through a variety of active and experiential learning opportunities. Topics include camping, water pursuits, rock climbing and rappelling, expedition planning, and an adventure race. Students will also learn group dynamic skills and have opportunities to lead their peers in a variety of group initiatives. Students will learn to apply survival skills such as fire and shelter building, rope lashing and wilderness survival scenarios on campus. Students will demonstrate their camp craft skills learnt in the semester and participate in an overnight expedition outside. The overnight expedition will include a small additional cost.

Personal Fitness

Prerequisite

None

Duration 1 semester

Units of Credit 0.5 - may be repeated for credit

The class provides an environment that develops physical, mental, and social awareness to achieve a lifetime of physical activity. The major theme of this course is to provide a broad-based fitness experience that teaches the fundamentals and techniques of gymnastics and traditional cardio and weight training. Students will be expected to show progress in pursuit of mastery of

key movements while increasing overall fitness through regular benchmarking of achievement. The value of movement in a balanced lifestyle is emphasized and students will take the key concepts learned and be able to implement a personally tailored approach to their own lifelong physical goals. Students will also learn the role of nutrition for performance, digestive health and/or physical change.

Net

Games (offered 2026–2027)

Prerequisite

None

The Net Games course is a one semester class that will focus on sports that are conceptually organized within this category. The activities will include volleyball, badminton, pickleball, tennis, and table tennis. Students will identify and further develop the specific physical and game components of net games, leading to increased levels of performance. They will apply their knowledge of these components, together with rules, strategies and tactics that are related.

Recreational and International Games (offered 2026–2027)

Prerequisite

None

The Recreational and International Games class values participation over competition in a variety of athletic activities. Participants will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction. Activities may include frisbee and frisbee golf, archery, martial arts, slackline, bocce, cricket, softball, and local games.

Invasion Games (offered alternating years; next offered 2027–2028)

Prerequisite

None

Duration 1 semester

Units

0.5

Invasion games are those where players control an object, keeping it away from opponents and moving into position to score. Offensive and defensive players share the same playing area while attempting to prevent the other team from scoring. Games include soccer, basketball, hockey, and water polo,

flag football and rugby. European handball may also be explored. The units will be designed to explore and apply the skills, movements, and strategies for each specific sport.

Students will work individually and together as a team in various lead-in activities, games, and tournaments. This course will culminate with a group project where students will design a unique invasion game of their own.

INFORMATION AND DESIGN TECHNOLOGY

INFORMATION AND DESIGN TECHNOLOGY

COURSE MAP

Information Technology

AISC Kindergarten to Grade 12 Disciplinary Transfer Goals for Information and Design Technology

Students will be able to independently use their learning to…

• Continually evaluate and reevaluate a problem and its potential solutions by prototyping and testing;

• Empathetically inquire and research to better understand and solve real world problems;

• Understand and accept challenges as a part of the learning process and an opportunity for growth; and

• Actively collaborate with a diverse group of peers to ideate, give and receive feedback, share ideas, and advance project development.

The Information and Design Technology Department at AISC is dedicated to offering a program that provides opportunities for study and creativity within a context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning. The courses will be focused on developing the students on Design Thinking, Problem Solving, Coding with Logic, and Learning through Tinkering and Making. The aim of the courses is to make the students become aware of how computer scientists and design engineers work and communicate with each other and with the clients for whom they develop products. The teachers act as facilitators assisting students in the process of successful development and implementation of IT and design solutions. The courses enable students to apply a body of knowledge, methods and techniques that characterize computer science and design technology.

Robotics and Electronics

Prerequisite None

Length of course 1 Semester

Units of Credit 0.5

Robotics and Electronics is a project-based course in which students will design functional electronic products as well as operational robotic circuits and create their designs using necessary tools, programmable robot IDEs, and devices in the Design Lab/ TinkerCad. Students will be introduced to Arduinos which is a platform for electronic prototyping. Students will first develop an understanding of the Arduino ecosystems which includes knowledge of electronic components to build electronic circuits, and then coding to write programs in Arduino IDE. Students will also develop an understanding of the design-thinking process through project development.

Mobile Application Development

Prerequisite

None

Length of course 1 Semester

Units of Credit 0.5

The Mobile Application Development course introduces students to the concept and applications of Mobile Computing Principles. It uses the visual programming languages and platforms such as MIT App Inventor and AppLab to provide a rigorous, programming-based introduction to computer science using a project-based curriculum. Students learn computer science by building socially useful mobile apps. In this way, student learning will be associated closely with their interests and grounded in their schools, their homes, and their communities. Students who have the pre-knowledge of programming languages can move to the next level of App Development using Java for Android Mobile Apps, and Swift for iOS devices.

Introduction to Programming

Prerequisite

None

Duration 1 semester

Units of Credit 0.5 credit

Introduction to Programming is designed to teach students the fundamentals of object-oriented programming. This course aims to provide an opportunity for all students to acquire the requisite knowledge, concepts, and skills needed to engage in learning higher level programming courses such as AP Computer Science. Students will be using Java as a means for learning programming which includes the fundamental syntax and semantics of JAVA for applications and web applets. The types of problems solved by means of programming will vary (ie. math, science, finance, graphics) and students will be encouraged to create programs in JAVA with increasing levels of sophistication. Topics will include discussion on primitive types, variables, control flow, graphics, methods, animations, events, and ArrayLists. This course will emphasize the four cornerstones of computational thinking: decomposition, pattern recognition, abstraction, and algorithms.

AP Computer Science A

Prerequisite

Demonstrated proficiency with a grade of 5 or above in Introduction to Programming, or teacher recommendation based on readiness.

Duration 1 year

Units of Credit 1

The AP Computer Science A course is an advanced course in computer science which prepares students to take up the AP Computer Science Examination conducted by the College Board. This course covers the fundamentals of Java programming, such as the significance of object-oriented programming and the steps to create simple Java programs. Students taking this course will have hands-on experience learning object-oriented concepts such as inheritance, encapsulation, and abstraction. They learn how to create and use Java classes containing arrays, loops, and conditional constructs. They also learn to use and manipulate object references, and to write error-handling code. The course provides a solid understanding of what the Java platform is and how it is used in real-world applications. At the same time, the design and implementation of computer programs is used as a context for introducing other important aspects of computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. The course has 20 hours of compulsory lab components which need to be completed by the students. In addition, the responsible use of these systems is an integral part of the course.

IB Computer Science SL/HL

Prerequisite Successful completion of Mobile Application Development or Introduction to Programming with a grade of a 5 or above; or AP Computer Science with a grade of a 5 or above; or teacher recommendation based on demonstration of programming knowledge

Duration 2 years

Units of Credit 1

The IB Computer Science course is a practical problem-solving course that requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. Students will develop computational solutions to real world problems. This will include identifying a problem for a client, designing a proposed solution, implementing the solution with the client and gathering feedback on the results of the solution. Students will learn five topics: system fundamentals, computer organization, programming, networks and computational thinking.

Introduction to Design Technology

Prerequisite None

Length of course 1 Semester

Units of Credit 0.5

Introduction to Design Technology is a hands-on, project-based course where students design and create functional products using the design-thinking process. Students will develop design drawing skills, basic hand tools, power tools, and material skills in order to design and create a product. A major emphasis is on the active involvement of students in designing and producing real-world applications. Topics covered include safety, engineering drawing, hand and power tools, materials and laser cutting, 3D printing, and computeraided design (CAD and CAM).

Design

Technology 1

Prerequisite uccessful completion of Introduction to Design Technology

Length of course 1 Semester

Units of Credit 0.5

This is the second-level design course, designed to give students deeper knowledge, skill and experience with product and engineering design using the design-thinking process. The students will be given a variety of engineering challenges to solve with a product solution. In this course students will develop skills in vector design skills in Adobe Illustrator and 3d modeling skills in Shapr3d. Students will use both hand-drawn and CAD drawings to develop their ideas in designing functional products using a variety of tools, materials, and equipment.

Design Technology 2

Prerequisite Successful completion of Design Technology 1

Length of course 1 Semester

Units of Credit

0.5

This is an advanced design course offered to give students an opportunity to further build upon their previous design experience by being challenged to advance their skills in engineering design, creative problem-solving, CAD drawing, as well as use of hand- and machine-tool skills. This will be a projectbased course using the design-thinking process to create prototype projects using a variety of techniques, materials, tools, and equipment.

PERSONALIZED LEARNING (PL)

PERSONALIZED LEARNING (PL)

Students at AISC can tailor their learning to fit their own passions, needs, and strengths with a Personalized Learning (PL) course. With collaboration and reflective conversations with the PL Coordinator, students learn in a dynamic environment that privileges their voice and choice. The courses vary in the level of student choice, as well as the scope, pace, and rigor. Additional information regarding personalized learning at AISC can be found here.

Personalized Learning options are listed below:

• Passion Project

• CareerX Personalized Learning

• AISC Capstone (Semester 1 only)

• Academic Personalized Learning

• Online Courses offered through Pamoja, VHS, or Global Online Academy (GOA)

Passion Project Personalized Learning

Prerequisite None, open only to Grade 11 and 12 students

Duration One semester

Units of Credit 0.5 credits

All Passion Projects require advance approval from the Counselor and the High School Personalized Learning Coordinator. Students may complete more than

one, and each is only a semester in length. Each is completed only for Credit/ No-Credit option.

The Passion Project is a course in which students investigate real-world issues and take social action in an area of their own interest. Utilizing the designthinking framework to address real-world problems or concerns, students have the possibility to consult and collaborate with non-academic experts like NGO leaders, media specialists, and real-world mentors. Unlike a traditional independent study, students will adjust their course goals as they explore their identified issues. Their final assessment is built as they work through defining, researching, developing, implementing, and reflecting on solutions for their issue. They must present their Passion Project to an authentic audience centered upon real-world solutions.

Students must receive approval for their Passion Project in the semester previous to the one in which they intend to enroll. Approval procedures are found both on the Personalized Learning website and on the Passion Project enrollment form. The HS Personalized Learning Coordinator will also approve whether the student’s proposal demonstrates a level of complexity and commitment to fulfill a core course requirement.

CareerX Personalized Learning

Prerequisite

Duration

None, open only to Grade 11 and 12 students

One semester

Units of Credit 0.5 credits

All CareerX PL students require advance approval from the Counselor and the High School Personalized Learning Coordinator. Students may complete more than one, and each is only a semester in length. Each is completed only for Credit/No-Credit option.

CareerX is a personalized learning course in which students explore who they are, what they value, and how their interests may shape future pathways. The program blends structured lessons with self-directed inquiry as students investigate their interests, connect with professionals, and develop greater clarity about their future direction. The “X” represents explorations across four domains: Personal Skills & Values, Professional Skills & Attitudes, Future Thinking, and Ethical Awareness. Through reflective tools, interviews, designthinking processes, and future-planning activities drawn from Designing Your Life—the award-winning framework developed by Stanford professors Bill

Burnett and Dave Evans—students build self-awareness and agency. Working with the Personalized Learning Coordinator and the Advancement team, each student selects a CareerX placement or exploration pathway when appropriate. These experiences, where possible, are designed to match the student’s goals and chosen field, and may be exploratory, project-based, role-based, or a combination.

Students must receive approval for their CareerX PL in the semester previous to the one in which they intend to enroll. Approval procedures are found both on the Personalized Learning website and on the CareerX enrollment form. The HS Personalized Learning Coordinator and the Advancement team must both approve the application.

AISC Capstone

Prerequisite

Open to Grade 11 and 12 students

Duration Fall semester start only, one semester

Units of Credit 0.5 credits

All AISC Capstone course requests require approval from Counselor and the HS Personalized Learning Coordinator.

The AISC Capstone course guides students through independent research in more than one academic area to an original written research argument. It requires more rigor in both process and outcome than a Passion Project or APL course. It is graded on the SBAR HS scale of 1-8.

Students will work closely with the Personalized Learning Coordinator to answer an original research question, in an interdisciplinary academic field, with real world applications, utilizing academic research methodologies and methods. Students will present their research in a 4,000-5000 word academic paper addition, they are formally assessed on two major preparatory components: a detailed feasibility proposal and an oral pitch of their developing argument. These stages ensure that students can explain, justify, and refine their research before completing the final written work.

An AISC Capstone student is assigned an AISC teacher to act as a content advisor, providing guidance and feedback on research paths and concepts. Students must receive approval for AISC Capstone in the semester previous to the one in which they intend to enroll. Approval procedures are found both on the Personalized Learning website and on the Capstone enrollment form. This course will fulfill a core course requirement.

Academic Personalized Learning

Prerequisite

None, open only to Grade 11 and 12 students

Duration 1 semester

Units of Credit 0.5

Students may complete more than one APL with approval from the HS Personalized Learning Coordinator. Each APL is only one semester in length, and is completed only for Credit/No-Credit option.

Academic Personalized Learning (APL) offers Grade 11 and 12 students the opportunity to demonstrate learning in an area of academic interest, possibly transdisciplinary, not sufficiently covered by an AISC course. Students complete in-depth learning of higher academic level skills and concepts. An APL course requires students to complete learning assessments in multiple units with a variety of academic level resources. It is not intended as an alternate means of gaining credit for coursework already offered in the AISC curriculum or to selfstudy for an AP course not offered at AISC.

All Academic Personalized Learning courses require an AISC teacher to act as a collaborating teacher, assessing and providing guidance on the academic skills and concepts. Students must receive approval for APL in the semester previous to the one in which they intend to enroll. Approval procedures are found both on the Personalized Learning website and on the APL enrollment form. The Personalized Learning coordinator will also determine whether the course demonstrates a level of complexity and commitment to fulfill a core course requirement.

Online Personalized Learning

Prerequisite

None, open only to Grade 11 and 12 students (additional prerequisites as per selected online course)

Duration One semester, full year, or two years, depending

Units of Credit

0.5 or 1

Taking an online course from an AISC-recognized provider offers Grade 11 and 12 students the opportunity to access a curriculum not offered at AISC for fully

transferable credit and marks. Such courses are not intended as an alternate means of gaining credit for coursework already offered in the AISC curriculum or as a substitute for credit required for graduation.

Availing an online course requires a great deal of independence and responsibility and while an online coordinator will be present to help troubleshoot technical issues and interface with the provider and support student skills and success, students are required to approach their work and communicate with their online teacher in a proactive manner. Online courses do not follow the same calendar semester as AISC, and students are responsible for completing the work when it is due, regardless of whether or not it falls outside the AISC calendar.

AISC offers three different online providers: The Global Online Academy (GOA), Pamoja, and VHS Learning. Each offers different types of courses and learning experiences, and typically require 5–7 hours of work per week, which will require work outside of allotted class time. The Personalized Learning website has links to their course catalogs.

Students must receive approval for their Online Courses in the semester previous to the one in which they intend to enroll. Approval procedures are found both on the Personalized Learning website and on the Online Course enrollment form.

Counselors and the AP/IB Coordinator, when relevant, will help a student determine whether an Online Course will fulfill an academic core course requirement. In most cases, students and families are responsible for paying for course tuition and required materials, and may complete online courses only from one of our three online providers.

HS Learning Framework and Course Guide 2026 - 2027

BACK COVER ART

Class of 2029

Artist: Stephanie Timmermans

Artwork Title: Decay and Ascent

Medium: Pen and Ink, Tissue Paper on Paper

HS Learning Framework and Course Guide 2026 - 2027