michael e. debakey high school – qatar - educational plan …debakeyatqatar.org › wp-content ›...

DEBAKEY HIGH SCHOOL

FOR HEALTH PROFESSIONS

Q A T A R

EDUCATIONAL PLAN

2018-2019

1 | P a g e D e B a k e y H i g h S c h o o l

TABLE OF CONTENTS

History and Background 3

Accreditation 3

Mission and Vision 3

Education Plan Goals and Objectives SY 2018-19 4

Curriculum 6

Methods & Pedagogy 6

Learning Environment 7

DeBakey High School Learning Outcomes

DeBakey’s Four Year Course Sequence 24

DeBakey’s Departments 26

Science Department 26

Health Science and Technology Department 30

English / Languages / ESL Department 33

Social Studies Department 40

Math Department 45

STEAM Department 50

Arabic / Islamic Studies Department 54

Electives Department

82

Learning Programs 88

Learning Difficulties 95

Curriculum Policies 101


History and Background

Given Dr. Michael E. DeBakey’s history of leadership and innovation, it is no surprise that the

school he created is an award-winning high school for Health Professions in Houston, Texas.

The school that carries his name was created when he was Chancellor of Baylor School of

Medicine in Texas and has become a model for other schools across Texas, United States, and

internationally. The school earned a reputation for excellence and equity in education especially

in focusing students to move into the various healthcare careers. This led the Ministry of

Education and Higher Education (MOEHE) in Qatar to solicit Dr. Michael E. DeBakey’s

approval to open a branch of the school in Doha. Dr. DeBakey met with and gave his approval to

Dr. Ibrahim Al Naimi, and the Qatar branch school was born in 2008. Dr. Charlesetta Deason

who had been the Houston school’s principal became the Doha school’s first principal in 2008.

Michael E. DeBakey High School for Health Professions – Qatar (DHSHP at Qatar) is an award-

winning school, offering students a college preparatory curriculum in medical science,

technology, engineering, and business administration. It is an alternative to the traditional high

school experience as it focuses and prepares students for careers in medicine and science.

The school is located in Al Messila, in close proximity to the Hamad Medical Center. It opened

in September 2008. DHSHP at Qatar campus offers a U.S. curriculum including extensive

Advanced Placement (AP) courses. The school serves students in grades 5 through 12. The Fifth

through Eighth (5th – 8th) Grade Lower School focuses on preparing students for the rigorous

Upper School (high school) curriculum in grades Nine through Twelve (9th – 12th).

Beginning with the graduating class of 2013, Michael E. DeBakey High School – Qatar offered

these students a rigorous college preparatory curriculum, which includes five years of science

and mathematics, courses in engineering and technology along with an excellent introductory

study of medicine. Students will have the opportunity to have experiences with medical

professionals as well as earn college credit through AP exams in more than 10 subjects.

In 2018, the school transformed the curriculum from STEM-based to STEAM based by

integrating the Arts into the rigorous curriculum to produce a more globally aware student

citizen. As an example of student success, the following awards and acknowledgments were

earned by students in 2018:

100% of the 58-graduating seniors received acceptance into colleges and universities

including Tulane University (Dr. DeBakey’s alma mater), Cornell University – Qatar,

Texas A & M – Qatar, and Northwestern University – Qatar, Carnegie Mellon University

– Qatar, and Georgetown University – Qatar, and Qatar University.

One student received over $140,000 in scholarships.


Two students were selected as part of a 3-person robotics team to represent Qatar in a

worldwide robotics competition. They placed 3rd in the world out of over 174 nations that

competed.

The DeBakey student debate teams won first and third place honors in the Qatar national

high school competition.

The girls’ basketball team placed first in the national school competition.

ACCREDITATION Michael E. DeBakey High School – Qatar is accredited locally by Qatar National School

Accreditation and internationally by AdvancED (http://www.advanc-ed.org/). In the upcoming

year, the school will seek to transition its international accreditation from AdvancEd to the

Western Association of Schools and Colleges (WASC). The initial application was filed in

September 2018, and a meeting was held between the school PRESIDENT/CEO and WASC

leadership. It is anticipated that WASC will visit the school in February/March 2019 and finalize

the accreditation transition in May/June 2019.

Mission Statement

We provide academic excellence and character development that prepares our students to

compete, lead, and succeed in a global society through a rigorous American curriculum focused

on medical sciences, technology, engineering, and business administration.

Vision Statement

Michael E. DeBakey High School for Health Professions at Qatar will be an exceptional

multicultural institution challenging every student to develop skills and inspiring outstanding

character while empowering teachers and students to lead and transform the global landscape.

EDUCATION PLAN GOALS AND OBJECTIVES

The purpose of this plan is to outline the major educational requirements for teaching and

learning that fulfill the school’s mission and vision. Although the school has been in existence

since June 2008, the educational content has been evolving with the development of new

technology, curriculum enhancements, and new knowledge about various subjects and

disciplines. Thus, this plan is reviewed annually and updated accordingly.

The primary goal of this school is to provide the most outstanding teaching learning process and

environment that sustains student learning for their ultimate success as global citizens. The focus

of this educational process has three distinct tracks (health/medical science, engineering, and

http://www.advanc-ed.org/


business) embedded in the general education of children in grades 5 through 12. These tracks are

interrelated as the various medical fields in the global context are also interrelated. Medical

professionals are engaged in research, innovative engineering solutions, and business. The three

tracks are reflective of the life’s work that Dr. Michael E. DeBakey engaged in for over 60 years

for whom the school is named.

The middle school years (Lower School grades 5 through 8) are designed to provide students

with the foundational knowledge, skills, and critical thinking required to be successful in the

more advanced years of the rigorous educational process. The high school years (Upper School

grades 9 through 12) provide an ever-increasing set of educational building blocks with a

focused direction towards one or more of the three tracks. Irrespective of the track, students are

prepared to graduate with the ability to matriculate into college disciplines and be very

successful.

The maximum student enrollment could be 480 students as currently the school has 32 teachers.

A listing and teacher job descriptions are attached to this plan. The student-teacher ratio goal is

set not to exceed 15 to 1. During the last three years the school has exceeded this goal and

maintained a student-teacher ratio of 12 to 1. In addition, the school has 16 staff positions which

compliment teachers in support of creating the best learning environment possible. All of the

teaching, staff, and administrative positions are depicted in the organization chart that is

attached. Based on research and scholarly studies this current student teacher ratio is optimal for

student success.

Although students are recruited starting in March of each year, the recruitment process is a

continuous process. The academic year is from the last week in August until the first week of

June. The start and end date may vary depending Ramadan and other Islamic and Qatari

holidays. The Academic school year calendar is approved each year by the Ministry of Education

and Higher Education (MOEHE).

The enrollment goal for the 2018-19 school is 360 students. This is about 100 students greater

than in 2017-18 but should be achievable since the school was approved by the MOEHE to add

5th and 6th grades. These additional grades should provide a minimum of 60 new students. New

curriculum was developed for these grades and additional teachers and support staff were hired

to support this anticipated growth.

Another goal for the 2018-19 school year is to improve the technology for student learning,

especially in biology, anatomy, and physiology courses. Members of the curriculum

development team will explore the various options of software applications and equipment to

enhance the student learning process. Additional library materials are also needed to assist

student mastery of the English and Arabic languages. The goal is to eventually reach a fictional

book to student ratio of 7 books to each student. With the 2018-19 enrollment at 375 students,

this would require the school to purchase about 20,000 new books. This goal may take several

years to reach; however, in the 2018-19 school year a major investment in library resources will

be made. The school has budgeted a minimum of 120,000 QAR for the purchase of library and

learning resource materials.


The final educational goal for this school year is to complete the transition in the school’s

international accrediting body. Currently, the school is accredited by QNSA and internationally

by Advanced Ed. In SY 2017-18, the school began the process to have the Western Association

of Schools and Colleges (WASC), another U.S. regional accreditor, affirm the school’s

accreditation. The school will submit its application to WASC in December 2018 with an

anticipated visit by WASC in early 2019 (February or March).

Curriculum DeBakey High School for Health Professions adopts and implements the Houston Independent

School District curriculum: Texas Knowledge and Skills (TEKS). The curriculum challenges

students at all levels and equips students with necessary knowledge and skills to succeed at the

next level.

Link to Texas Knowledge and Skills:

http://tea.texas.gov/index2.aspx?id=6148

Link to Scope and Sequence:

Elementary: http://www.houstonisd.org/Page/93864

Middle School: http://www.houstonisd.org/Page/93863

High School: http://www.houstonisd.org/Page/93862

Methods & Pedagogy

DeBakey is committed to utilizing and applying various teaching strategies to ensure an effective

learning process. Various differentiated instruction and learning methods are continuously

implemented to ensure an equitable learning process for all students. Teachers utilize various

21st century teaching methods to ensure higher order thinking skills are developed for each

student.

Differentiated instruction is key at DeBakey as we strive to meet and enable each student to

reach his/her potential. Teachers differentiate within each class by utilizing techniques that meet

the students’ needs, while still challenging them. Each unit plan outlines the TEKS that must be

covered during the specified time -period along with appropriate differentiation techniques.

http://tea.texas.gov/index2.aspx?id=6148

http://www.houstonisd.org/Page/93864




BLOOMS Taxonomny is followed in lesson plans and assessments which enhances developing

critical thinkers and problem solvers.

The presence of the school’s E-Learning Coordinator offers students and teachers modern

technology tools to support the learning process. Various technology practices have been

implemented through competitions amongst departments and classrooms to encourage the use of

technology in the classroom.

DeBakey’s curriculum and learning experiences in each course offer all students with

challenging and equitable opportunities to develop learning, thinking, and life skills that are all

aligned with the school’s purpose. The four-year course sequence enables all students equitable

learning experiences through a variation of courses such as the AP, core courses, HST courses

(along with real life practical experience at corresponding hospitals, health centers, industries,

and businesses), Engineering, and Business courses.

DeBakey’s instructional process is ensured through the implementation of the Madeline Hunter

lesson plan cycle which clearly informs students of learning expectations, provides and guides

students and requires the use of multiple measures, including formative assessment. The process

provides students with specific and immediate feedback about their learning. Through the

implementation of a grading system that requires continuous and frequent formative and

summative assessment and a reporting system (RenWeb) that ensure immediate feedback on

progress, all teachers at DeBakey implement an instructional process that supports student

learning.

At DeBakey, all teachers have suitable qualifications and sufficient experience in the area they

teach. The school implements a rigorous plan to effectively monitor teaching and maximize

student achievement through the following:

Learning Environment DeBakey functions as an effective learning community and supports a climate conducive for

achieving excellence. There is leadership support for a safe, orderly, and equitable learning

environment. Experiences are created that foster and support the belief that all children can learn

at high levels and teachers must provide learning experiences that produce continuous

improvement in student achievement. Teachers hold high expectations for all students

academically and behaviorally, and this is evidenced in their practice.

Teachers communicate regularly with families about individual students' progress (e.g., engage

through conversation, parent/teacher meetings). There is evidence that when teachers and staff

care about students they inspire the student’s best efforts as well as build positive relationships

with individual students.

Through teacher modelling and classroom strategies based on cooperation and mutual support,

an environment is created where students feel confident to pursue inquiries and express

themselves. Students are encouraged to take responsibility for their learning and pursue and try

out new ideas.

The structure of the classrooms encourages group work, stimulates the students and fosters a

sense of appreciation for learning through collaboration. Students’ work is consistently displayed

to showcase their achievements and improvements. The work is evident inside and outside the


classrooms, where each department is assigned to a bulletin board to celebrate student success.

All classrooms are provided with the necessary learning tools, including technology tools to

enhance learning.

All classrooms have display boards that are regularly updated and are used as a learning tool to

reinforce key concepts, as well as allowing students to have pride in their work that is shared by

others. Student achievement is also highly valued and publicly celebrated through assemblies.

The school has various labs and encourages the utilization of the labs during each cycle to offer

students practical and hands on learning activities. In line with the school’s vision and mission,

the school has a well-equipped Chemistry, Biology, Physics, Engineering, and Robotics lab. The

school also provides students with tablets and IPADs to encourage the use of technology in the

classroom and has two computer labs in addition to the library for research.

All classrooms are well lit and equipped with good quality furniture that meet the needs of students.

The equipment is cleaned daily and maintained in a very good condition.

Assessments Assessments provide students, teachers and parents evidence to evaluate students’ performance,

teaching strategies and the curriculum. The outcomes/results of termly assessments inform the

following term’s planning and the outcomes of formal assessments are recorded in the learner’s

records or student portfolio as a record and for the next class teacher. Teachers use success

criteria to provide students with the opportunity to assess themselves and understand how to

improve. This involves children in self-evaluation/assessment. Teachers adjust their teaching to

take account of the results of assessment and give feedback which allows learners to recognize

their next steps.

At Debakey School, assessments are used to raise learning standards and expectations

throughout the school, improve teaching and learning and to enable every child to fulfill their

potential. Assessments are used not only to assess students’ knowledge, skills and progress at

different times of their learning process, but also to assess progress of achieving school learning

outcomes, goals, strategic and action plans as well as covering curriculum standards.

Assessments results are also used to guide and inform decisions relevant to professional

development plans for teachers, developing teaching strategies, allocation of school human and

financial resources, effectiveness of differentiation and support provided to low performing

students.

Classes in Debakey are students centered classrooms where learners are encouraged to think

critically, develop analytical skills and relate the learning process to their life and experiences.

Teachers use a combination of formative and summative assessments which provides feedback,

gauges student level, knowledge and skills and allows them to improve and evaluate the learning

and teaching process. Formative assessment, also known as Assessment for Learning, is an

important tool used at Debakey that allows teachers to provide feedback and information to

students, enabling the student to learn better as well as engage in the self- reflective process and

ultimately improve student performance outcomes. The on-going assessment of students

involves various techniques including; oral responses and feedback, comments on marked work,

research and project work, quizzes, class competitions, general observations, brainstorming,

discussions, high order level questioning and the use of concept questions etc. Such techniques


allow the teacher to assess competencies and track student progress on a daily basis, providing

feedback to students.

Teachers use variety of assessment methods to suit their students learning styles. Students are

assessed in all subjects; core and electives. Some assessments are completed using technology

especially formative type. Debakey School uses both summative and formative assessments to

find out what students know and are able to do and understand. Summative assessment provides

a snapshot of what has been learned and formative assessment informs the next stage of learning.

It also involves students in the process of self-improvement/self-assessment and peer assessment.

Debakey has a documented assessment policy that is communicated via the student handbook

and through various meetings and memos. Our school assessment policy promotes high

expectations and gives every learner confidence that they can succeed. Furthermore, it helps

teachers to establish what learners already know and use this to create future targets and build

progression. Teachers use success criteria to provide students with the opportunity to assess

themselves and understand how to improve. Teachers adjust their teaching to take account of the

results of assessment and give feedback which allows learners to recognize their next steps.

Debakey School, as part of a college-prep program, maintains a rigorous internal assessment

system across grades and subjects. In terms of summative assessments, cycle tests at the end of

each grading term are given and final exams at the end of each semester are also given. These

assessments include true/false, multiple choice, and short answer questions. Questions cover all

different levels of learning (remembering, understanding, applying, analyzing, evaluating,

creating). They are created collaboratively by department and then analyzed within each

department’s professional learning community. Action plans that specify research-based

instructional strategies are formed on the basis of areas of student weakness within departments.

Major assessments are used primarily to indicate mastery of the content presented in lessons

during the cycle. A minimum of 12 grades per cycle is required, including 2 major assessments.

Total required grades: 11 + Cycle test = 12 grades per cycle.

Debakey School utilizes a range of both internal and external assessments to track students’

progress. In order to maintain unbiased measures, NWEA MAP and Stanford 10 are both

administered during the school year using computers. Internally, every grading cycle has a

summative test and a cumulative summative semester exam is also given for each course.

Additionally, upper classes take the PSAT, SAT, and AP exams, as necessary. It is the school

policy that all students take two external assessments each year. Stanford 10 has been given for

all grades in the spring since 2009. NWEA MAP has been administered since 2013 and has

provided data for showing student growth. It is administered twice a year, once in the fall and

once in the spring. MAP is utilized both by teachers to differentiate their instructions and by the

school as a whole to measure general growth in core areas. Since a 6th grader and an 11th grader

both are taking the same MAP test, through its adaptive features, the comparisons across grades

and by norms provide excellent, reliable non-biased data. DeBakey also gives college-prep

assessments, according to the needs of the students. All students will take the PSAT in 10th

grade to give them a sense of where they stand with college applications. Most students will then

go on to take the SAT and some of them will take it multiple times to boost their scores. All

students who enroll in AP classes are also highly encouraged to take the AP exam in that course.

At the end of each cycle, our data analysis team analyses assessment results and graphs

providing information on both class and student comparisons. Teachers reflect on their students’

assessments result in their classes and adjust their planning for the next cycle or even in the same


cycle but for the next unit depends on their students’ needs. Our math, English, and science

teachers use the Goal Setting Worksheets generated from MAP results to meet their students’

individual needs. This is reflected in their unit plans which sometimes need to be adjusted

through the cycle. Assessment data is not only analyzed at class level but also at grade and also

school level to drive changes in curriculum and school programs as needed. In our grade level

team meetings, students’ results are discussed, and teachers plan to either challenge high

achieving students or help low performing students. Last year it was observed that our middle

school students scored low in Reading MAP and a school wide focus area was identified. It was

agreed to adjust our curriculum and lesson plans to emphasize on the use of vocabulary in all

subjects; core and electives. We also implemented ESL program in middle school division of our

school and we also introduced math support system.

Analysis of our students’ work has a great impact on our school wide learning outcomes. It was

observed from the last year analysis that high critical thinking skills are not reflected on some of

our students’ work. Therefore, developing high critical thinkers is one of our major school wide

learning outcomes. Teachers were trained to apply the different levels of Blooms Taxonomy and

reflect that in their lesson plans, classroom activities, and assessments. Project based assessment,

presentation, inquiry-based labs, differentiated instructions, and different types of questions are

all some tools that teachers had implemented to help students to achieve our school learning

outcomes. In addition, developing 21st century citizens is another learning outcome that is

agreed upon after observing the need of increasing the integration of technology in our

classrooms. To help our students to achieve that outcome, the school hired an E-Learning

coordinator who helps and leads the process of introducing technological tools in the classroom.

There are two chief areas of notable achievement for DeBakey over the course of the last three

years. The first is college acceptance. 100% of our students in our last three graduating classes

have been accepted into 4-year colleges or universities. Not only are all our students accepted but

each year the number accepted into highly ranked universities has increased. Last year almost

half our students were accepted into top-tiered universities (those that are ranked in the top 10%

in the US, Canada, or the UK).

The other area of achievement is in high school academics, especially math and English. In both

subjects, according to scores over the last 5 assessments in NWEA MAP, there is a positive trend

from grade to grade. In math, while our students often enter 6th grade at or below the norm, they

regularly score well-above the norm by the time they are in 9th grade. The longer students

remain in DeBakey, the better their scores in math and English. In English (Reading in NWEA

MAP), we also see steady improvement from year to year; however, students do not surpass the

norm until 11th grade and then only slightly. Nonetheless, on average, our students are

graduating above established norms in English, which, considering the high percentage of

students whose first language is not English, is quite an achievement.

Examinations offered at our school (internal, external and international Exams)

1- Internal Exams:

Chapter Test

Cycle test

End of Semester exam

2- External/International Exams:

MAP tests (academic progress meter)


AP Exams

Stanford 10

Awarding Body of examinations offered at our school

Internal: Subject Teacher -Head of Department

External:

MAP tests:

NWEA: Northwest Evaluation Association -Oregon, https://www.nwea.org/

AP Exams: College board - New York, USA https://www.collegeboard.org/

Stanford 10: Pearson - An international educational organization

Pearson.programworkshop.com

PSAT: Preliminary Scholastic Aptitude Test

MAP Achievement Data (Comparison 2016-2017 & 2017-2018)

All the below Graphs shows the Spring RIT scores for students from Grade 7 to 10 over two

consecutive school years compared with the US norms.

The graph above shows that the scores of DeBakey Students Math measure of Academic

Performance (MAP) in Grade 7, 8, 9, and 10 are above the US Norms. The graph above also

shows the growth of Math results from spring 2017 to spring 2018 in Grade 7, 8, and 9.

However, DeBakey Grade 10 students in 2016-2017 scored higher than the Grade 10 group of

students in 2017-2018

7 8 9 10

RIT SP17 Math 232.71 242.6 238.72 251.52

RIT SP18 Math 235.29 244.18 246.2 245.24

US Norms 228.6 230.9 233.4 232.4

210220230240250260

NWEA MAP Math Spring RIT Scores Comparison with U.S.NormsS.Y 2016-2017 & 2017-2018

RIT SP17 Math RIT SP18 Math US Norms


The graph above compares the Language Usage RIT scores of DeBakey High School with the

US norms from grades 7 to 10. It can be seen that DeBakey has scored way higher than the US

norms for every Grade level.

The graph also shows the growth of Language results from spring 2017 to spring 2018 in Grade

7, 8, and 9. However, DeBakey Grade 10 students in 2016-2017 scored higher than the Grade 10

group of students in 2017-2018 with a slight change in the RIt scores from 227.6 to 225.29.

The above graph compares the Reading RIT scores of DeBakey High School students (from

Grades 7 to 10) to US Norms. DeBakey students scored lower than the US Norms in both Grade

8 (spring 2017) and 9 (spring 2018), also Grade 7 students’ scores were very close to US norms.

However, as the students in DeBakey progress into the higher grades, their Reading RIT scores

moves further away from US norms.

We can also see a significant improvement in Grade 9 RIt scores from spring 2017 to 2018.

7 8 9 10

RIT SP17 Lang 220.49 222.89 223.76 227.63

RIT SP18 lang 224.29 224.67 227.2 225.29

U.S. RIT Norms 217.6 219 220.4 220.1

212214216218220222224226228230

NWEA MAP Language Spring RIT Scores Comparison with U.S.NormsS.Y 2016-2017 & 2017-2018

RIT SP17 Lang RIT SP18 lang U.S. RIT Norms

7 8 9 10

RIT SP17 Reading 219.02 220.81 219.97 224.67

RIT SP18 Reading 218.76 219.9 224.24 223.11

US Norms 218.2 220.1 221.9 221.2

214216218220222224226

NWEA MAP Reading Spring RIT Scores Comparison with U.S.NormsS.Y 2016-2017 & 2017-2018

RIT SP17 Reading RIT SP18 Reading US Norms


The above graph compares the Science RIT scores of DeBakey High School students (from

Grades 7 to 10) to US Norms (Grade 9 and 10 Only status norms*). DeBakey students scored

slightly higher than US norms in both Grade 7 and 8. As the students in DeBakey progress into

the higher grades, their Science RIT scores moves a little further away from US norms.

Also, the Graph shows an improvement in the RIt scores from spring 2017 to spring 2018 in all

grades except for Grade 10 with a decrease in the RIT scores from 224.6 to 219.13.

*Only status norms are provided for grades 9 and 10 general science. These status norms

describe the distributions of achievement in general science academic skills and content

knowledge for the relevant student populations for these grades and are useful for screening and

placement purposes. Test results should not be used to evaluate performance where science

content is more specialized, such as in topically differentiated high school science courses (e.g.,

biology, chemistry, physics).

PSAT/NMSQT FALL 2017

The Preliminary SAT / National Merit Scholarship Qualifying Test, more commonly known as

the PSAT/NMSQT or just the PSAT, is also essential in the competition for National Merit

distinction and scholarships. Plus, it can help you figure out exactly how to study for the SAT.

During the School Academic Year 2017-2018, 48 Grade 10 students appeared for their

PSAT/NMSQT Test in Dec 2017(100% of Grade 10).

The below graphs depict the User Percentile—National which compares the student’s score to

the scores of typical U.S. College Board test-takers in a particular grade.

7 8 9 10

RIT SP17 Science 213.1 216.3 218.86 224.62

RIT SP18 Science 213.88 218.44 222.4 219.13

US Norms 210.9 213.5 214.8 215

200

205

210

215

220

225

230

NWEA MAP Science Spring RIT Scores Comparison with U.S.Norms

S.Y 2016-2017 & 2017-2018

RIT SP17 Science RIT SP18 Science US Norms


The above chart shows that DeBakey students scored approx. higher than 44% of a typical U.S.

College Board PSAT takers in both EBRW and MATH.

SAT Scores

The results show that 64% of DeBakey Grade 11 and 12 students took their SAT Test during the

School Academic Year 2017-2018.

During 2017-2018 70 students took their SAT test with an average of 1109 out of 1600 total

average. This average is divided over Math and E-BRW (Evidence-based Reading and Writing)

where DeBakey students scored an average of 539 out of 800 on EBRW, and 570 out of 800 on

Math.

DeBakey Students Achievement’s in competitions in Qatar and Internationally for the year

2016-2018.

These are some of the competitions that we entered and won. Our student’s diligence and

mentoring by our staff ensured success.

Two DeBakey students were selected among all local schools in Qatar to represent Qatar

in the First Global Robotic Competition, a yearly international robotics challenge for

Science, Technology, Engineering, and Mathematics (STEM) youths across the world

that took place in Mexico in the summer of 2018. Qatar was awarded Third place among

174 countries that participated.

43.53061224 44.42857143

0

20

40

60

80

100

Total

DeBakey High School PSAT Fall Percentile S.Y 2017-2018

Average of EBRW

Average of Math

1109.732143

538.9285714 570.8035714

0

200

400

600

800

1000

1200

Total

SAT ScoresS.Y 2017-2018

Average of Total Scores

Average of ERW Score

Average of Math Score


The National Scientific Research Competition 2017/2018, sponsored by the Ministry of

Education and Higher Education (MOEHE), Qatar National Research Fund (QNRF), and

Qatar Foundation Research & Development Sector (QF R&D) in collaboration with all

institutions and organizations working on the scientific research competitions in Qatar for

2017-2018 saw the following wins for the two researches of DeBakey students:

Third Place Overall in the Biomedical Sciences against all Schools in Qatar.

First Place Weill Cornell Medical College against all Schools in Qatar.

First Place - Sidra Research against all Schools in Qatar.

First Place - HBKU Biomedical All Schools in Qatar. (2 students) against all Schools

in Qatar.

For the 2017-18 Qatar National Scratch Coding Competition, two DeBakey students

placed third overall against all schools in Qatar.

In 2017-18 school year, DeBakey students entered Hissa Al Muslim Quran Competition

for Girls and five students won against Qatari schools for Girls. Additionally, during the

Quran Competition Boys sponsored by Quran Memorize Center, Qatari schools for Boys,

11 male students from DeBakey were among the winning schools in Qatar for boys.

During the 2017-18 Qatar Debate League Grand Finals, three DeBakey teams made it to the

finals:

First Place for Middle School League Girls – 3 Female students.

Second Place for High School League Boy – 3 Male students.

Third Place for the High School League Girls – 3 Female students

For our Physical Education Department, Debakey had many wins. The High School Girls

basketball team won First Place in the Qatar Schools Olympic program in 2017-18, (12 Female

Students).

Two teams, the U16 Football and Under14 Football won First Place in the Shaikh

Faisal Football Cup

2017- 18, 12 students entered a competition against high school students at College of North

Atlantic-CNAQ Skills Competition. DeBakey students got the Top 3 Awards in the Business

Category and third Place in the Engineering Category.

SEHHA (Science Education and Human Health Activities) 2017-18, a workshop offered by the

College of Health Sciences in collaboration with the College of Medicine, College of Pharmacy

and the Biomedical Research Center at Qatar University. They held a competition for the

students and two DeBakey students won Best Video Presentation and one student was awarded

the Second Place for science and innovation against all female schools in Qatar.

Model United Nations- MUN, participation is a yearly activity for DeBakey students. During the

Georgetown MUN – Qatar for 2017 and 2018, twelve students attended the conference each

year; during both years DeBakey students received a special mention.

National Scientific Research Competition 2016-17, two students’ from DeBakey placed overall

in the Social Sciences category against all schools in Qatar. In addition, 2 students were awarded

first place for their research by Cornell Medical University, Sidra Research Center and Hamad

Bin Khaliah University (HBKU) against all Schools in Qatar.


In the Healing Hands Completion, 2016-17, sponsored by Cornell Medical College, Qatar, two

students from DeBakey won first Place in the Essay Competition about ‘Social Stigma about

Mental Diseases in Qatar’.

DeBakey High School Learning Outcomes

Strand

Learning Outcomes (knowledge, skills, abilities) (know, understand, do)

Literacy

Students will be able to comprehend and evaluate complex texts across a range of

types and disciplines as part of a rigorous curriculum.

Students will be able to construct effective arguments and convey intricate and

multifaceted information

Students will be able to discern a speakers’ key points, request clarification, and

ask relevant questions.

Students will be able to comprehend and critique material.

Students will be able to use technology and digital media strategically and capably

Students will understand other perspectives and cultures as part of a global

community.

Students will be able to express themselves effectively across a wide variety of

written texts.

Students will be able to communicate effectively to a wide variety of audiences as

global citizens.

Critical Thinking

Students will be able to assess problems and persevere in solving them

Students will be able to reason abstractly and quantitatively and qualitatively.

Students will be able to construct viable arguments and critique the reasoning of

others.

Students will be able to apply the critical thinking skills to solve problems in

diverse environments.

Students will be able to collaboratively with their communities.

Students will use organizational/project planning skills to build presentation skills.

Character

Development

Students will have an awareness of their own strength, talents and interests as well-

balanced citizens.

Students will be able to evaluate community resources to determine which

programs would best assist them with their goals.

Students will develop an awareness of service opportunities in the local and

international community.

Students will be able to undertake and reflect on a community service project of

their own learning.

Students will develop an awareness of their own learning styles and preference

ways of working.

Students will be able to respond to challenges, successes and failures in a socially

appropriate way.

Students will be developed as 21st century citizens.


DeBakey’s Four Year Course Sequence

The Michael E. DeBakey High School for Health Professions (DHSHP@Qatar) was established

to provide a comprehensive and challenging precollege academic educational program to motivate

and enable students to pursue postsecondary studies in science, math, medicine, engineering, and

technology. Students attending the DeBakey - Qatar will follow the prescribed four-year course

sequence. As a result, each student will exceed the minimum graduation requirements. The course

sequence of each subject is determined by the student’s preference. Advanced Placement (AP)

courses are subject to acceptance policy. Students are expected to complete a minimum of 100

volunteer hours prior to graduation.

FOUR-YEAR COURSE SEQUENCE

Subjects 9th Grade 10th Grade 11th Grade 12th Grade

English

English I English II English III English IV

English I

English II

English III

or AP Language

English IV

or AP Literature

Social Studies

World Geography

World History

American History Economics (1 semester)

Government (1 semester)

World Geography

World History

American History

+ (AP Psychology or

AP Human

Geography)

Economics (1 semester)

Government (1 semester)

+ (AP Psychology or AP Human

Geography)

Science

IPC and Biology

Chemistry

Physics

AP Chemistry / AP Biology

IPC and Biology

Chemistry

Physics

+(AP Chemistry /AP

Biology)

AP Chemistry / AP Biology /

AP Physics

Mathematics

Algebra I

Geometry

Algebra 2 Pre-Calculus

Algebra I

Geometry and

Algebra 2

Pre-Calculus AP Statistic and /or

AP Calculus

Algebra I

Geometry and

Algebra 2

Pre-Calculus and AP

Statistic

AP Calculus


Computer

Studies

BCIS 1 BCIS 2 Fundamental of

Computer Science

AP Computer Science

or Fundamental of Computer

Islamic

(if required)

Islamic Studies 1 / Islamic

Studies 1- English

Islamic Studies 2 /

Islamic Studies 2 -

English

Islamic Studies 3 Islamic Studies 4

Foreign

Language

Arabic 1 / Foreign

Language 1

Arabic 2 / Foreign

Language 2

Arabic 3

Arabic 4

Physical

Education

Physical Education 1 Physical Education 2

Health Studies

Intro to Health Science

Tech

Health Science Tech I Health Science Tech

II

Health Science Tech. III

Concepts of Engineering

and Technology

Principles of Applied

Engineering

Engineering Design

and Presentation I

Engineering Design and

Problem Solving

Principles of Business,

Marketing and Finance

Global Business Business Management Practicum in Business

Management

Electives

Robotics (Engineering

track

Oral Interpretation of

literature (Health and

Business Track).

Qatar History will rotate

with electives

Fine Arts 1A & 1B

(Art, Music, or

Theater)

Journalism

Speech

DeBakey’s Departments

Science Department

Middle School Science Program

Science

Grade 5

Course length: 1 year

Grade 5 science is interdisciplinary in nature and the focus is on the use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process. The study of elementary science includes classroom and outdoor

investigations using scientific processes, including inquiry methods, analyzing information,

making informed decisions, and using tools to collect and record information, while addressing


the major concepts and vocabulary, in the context of physical, earth, and life sciences. Students

will begin building the foundation for science learning including reviewing science safety,

setting up notebooks, routines, procedures, and using appropriate tools. Students should also be

able to distinguish between scientific decision-making methods and ethical/social decisions that

involve the application of scientific information.

Grade 6

Course length: 1 year Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical

science. The strands for Grade 6 include: matter and energy, force, motion, and energy, earth and

space, and organisms and environments. Students should be able to demonstrate their

understanding of Scientific investigations using models and other assessments including lab

activities. The course is outlined to develop reasoning and scientific knowledge and skills.

Students should also be able to distinguish between scientific decision-making methods and

ethical/social decisions that involve the application of scientific information.

Science

Grade 7

Course length: 1 year Grade 7 science is interdisciplinary in nature; however, much of the content focus is on

organisms and the environment. Students should be able to answer the most fundamental

questions about the nature of life. The course aims to provide students with knowledge so they

are able to make informed decisions about the world in which we live. Students will be required

to apply scientific and critical thinking skills to solve problems and complete experiments. Each

student should be able to explain, illustrate and evaluate information using the scientific method

and inquiry skills. Classroom activities, such as teacher demonstrations, group projects, textbook

assignments, class discussions, and application of current theories/ facts, will be used to promote

a great understanding, appreciation and literacy in life sciences.

Science

Grade 8

Course length: 1 year Grade 8 science is interdisciplinary in nature; however, much of the content focus is on earth and

space science. The strands for Grade 8 include scientific investigation and reasoning, Matter and

energy. Force, motion, and energy, Earth and space, Organisms and environments. Students

examine information on the Periodic Table to recognize that elements are grouped into families.

In addition, students understand the basic concept of conservation of mass. Lab activities will

allow students to demonstrate evidence of chemical reactions. They will use chemical formulas

and balanced equations to show chemical reactions and the formation of new substances. Science

Grade 8 is a course, which will focus on earth science with an integration of chemistry, physics,

and life science. Concepts, which are found in common with other sciences, will be emphasized

in themes covering environmental interactions, systems and structures, energy and changes over

time. This course will show relevance to student learning and understanding of science.


High School Science Program

The High School Science sequence is designed to provide a smooth transition from Middle School to

High School. All grade 9 high school students will start with Integrated Physics and Chemistry

(IPC) and/Biology. In grade 10 Biology is mandatory for all students, with the option of also taking

Chemistry. In grades 11 and 12 students can then make an informed choice on the science path that is

most appropriate for their careers.

Some typical options are shown in the following flow chart.

Students who wish to pursue AP courses in Grade 11 or 12 will need to provide the necessary

foundations by taking the appropriate prerequisite courses.

Students in grade 11 and 12 who are behind in their science requirements may need to take more

than one course to meet graduation requirements.

Integrated Physics and Chemistry (IPC)

Grade 9


Course credit: 1 credit This IPC class is a basic presentation of the study of matter and energy and their

interactions/transformations in the environment. The course is designed to provide the students

with a good preparation for further studies in Physics and Chemistry. Due to the challenging

content in this class, students are able to use their analytical, mathematical, and organizational

skills. Activities, such as experiments, class demonstrations, group projects, textbook

assignments, discussions and applications of current theories and established facts are used to

promote greater understanding, appreciation, and literacy in science. Units studied include:

chemical interactions, heat, motion and forces, electronics and waves.

Students will be expected to convey their understanding of the skills learn through a range of

activities such as

Quiz

Tests

Labs

Projects

Science Fair

Homework

Biology

Grade 9/10


Course credit: 1 credit This is a basic Biology course dealing with the study of living organisms and their interaction

with one another and the environment. In all of human history, we have never been at the stage

we are embarking upon now, where we stand on the threshold of answering many of the most

fundamental questions about the nature of life. The course aims to provide students with


knowledge, so they are able to make informed decisions about the world in which we live.

Students will be required to apply scientific and critical thinking skills to solve problems and

complete experiments. Each student should be able to explain, illustrate and evaluate information

using the scientific method and inquiry skills. Classroom activities, such as teacher

demonstrations, group projects, textbook assignments, class discussions, and application of

current theories/facts, will be used to promote a great understanding, appreciation and literacy in

Biology.


activities such as

Quiz

Tests

Labs

Projects

Science Fair

Homework

AP Biology

Grades 11‐12


Course credit: 1 credit AP biology is recommended for advanced science students. Students have the option of taking

the AP exam at the end of the year in order to earn college credit. Topics covered are similar to

those in the high school biology course however the coursework is offered at the college level.

This course requires a high level of student commitment in order to keep up with the demanding

workload. Topics covered include: biochemistry; cell structure and function; communication;

metabolism; cellular reproduction; genetics; molecular basic of inheritance; DNA technology;

evolution; microbiology; plants; invertebrates; vertebrates; comparative anatomy and

physiology; and ecology. The eight major themes from the AP Biology Curriculum

Requirements are used to emphasize how the topics covered are all interconnected


activities such as

Quiz

Tests

Labs

Projects

Homework

Physics

Grade 11 or 12


Course credit: 1 credit This course is an introduction to the world of physics. Physics is found in every aspect of daily

life; from our own existence to everything we see and touch, natural or man-made. This is the

first comprehensive physics course in high school. It covers to some extent all major areas of

physics. Students will perform experiments, solve problems, and develop a project in order to

understand the principles that govern the physical world.


This course will continue to develop problem-solving skills and Scientific methods that are

needed in a successful career and life. Students will learn to develop and apply mathematical

models to describe and predict, respectively, the behavior of physical systems. Topics include

mechanics of motion, velocity, acceleration, interactions of matter and energy, forces, work,

power, energy, momentum, light, sound and electricity.


activities such as

Quiz

Tests

Labs

Projects

Science Fair

Homework

AP Physics

Grades 12


Course credit: 1 credit Physics is the study of everything in the universe, from the largest galaxies to the smallest

subatomic particles that make up the world around us. It is the study of matter and motion as

well as space and time. It is the field of science that is the broadest in scope, and this course will

prepare you well for further study and exploration in the other fields of science such as biology

and chemistry. AP Physics is a very demanding course that is designed to be the equivalent to a

two-semester course usually taken by university students in their freshman year of college.

Physics and Algebra II are a pre-requisite to AP Physics, and it is very important that you have

very strong math and problem-solving skills.

Emphasis is placed on critical thinking, laboratory techniques, and scientific inquiry. Topics

covered include: kinematics, dynamics, momentum, energy, thermodynamics, light, sound,

electricity, magnetism, and modern Physics. Physical Science and familiarity with laboratory

techniques and basic numerical analysis are prerequisites for this course.


activities such as

Quiz

Tests

Labs

Projects

Homework

Chemistry

Grades 10, 11 or 12


Course credit: 1 credit This course is a general introduction into chemistry that will build on material covered in IPC as well

as introduce new topics such as chemical equilibrium, thermodynamics, gases, acids/bases, reaction

rates, oxidation/reduction, and nuclear chemistry. The course incorporates many hands-on


laboratory experiments and will allow a deeper understanding of our environment and the

mechanisms underlying the chemistry of life.


activities such as

Quiz

Tests

Labs

Projects

Science Fair

Homework

AP Chemistry

Grades 11‐12


Course credit: 1 credit This course is designed to be the equivalent of the general chemistry course usually taken during

the first college year. Students should attain a depth of understanding of fundamentals and a

reasonable competence in dealing with chemical problems. The course should contribute to the

development of the students’ abilities to think clearly and to express their ideas, orally and in

writing, with clarity and logic.

The course topics include stoichiometry; properties of gases, liquids, solids, and solutions;

chemical equilibrium, chemical thermodynamics, atomic and molecular structure, chemical

kinetics, periodic properties, and descriptive chemistry of the elements. Students who intend to

enroll in this class should have successfully completed high school chemistry and Algebra I.

Strong math skills are essential.


activities such as

Quiz

Tests

Labs

Science Department course sequence

Grade Level Option 1 Option 2

9 IPC & BIO IPC & BIO

10 CHEM CHEM

11 PHYSICS PHYSICS & AP CHEM/AP BIO/AP

PHYSICS

12 AP CHEM/AP BIO/AP PHYSICS AP CHEM/AP BIO/AP PHYSICS

Entry to AP courses are strictly based on the AP selection procedure

Projects

Homework


Health Science and Technology Department

HST Externship Program An important part of the Health Science Technology track is gaining practical experience, a

requirement for graduation for the ‘Health Science and Technology’ (HST) track, at DeBakey

High School for Health Profession – Qatar. Academic instruction is put into practice where

students can apply their knowledge and skills learned in the classroom to everyday employment

situations at a host/sponsor organization in Qatar and/or internationally. The mission of the

Department of Health Sciences is to enable students to develop the critical knowledge and skills

required to assume professional responsibility and leadership in health promotion and disease

prevention. (40hrs minimum Externship Program required for graduation)

Locally, HST students do an externship at Hamad Medical Corporation (HMC) Dental Clinic’s

Education Program in Pediatric Dentistry, to gain hands-on experience in line with HST2’s

Dental Assistant Curriculum.

HST3 students perform their Clinical Externship at HMC where they acquire real life experience

of health care situations that prepares them for the final step towards a health profession. Students

“Shadow” healthcare professionals or observe/perform in specific health care departments under

the supervision of a clinical professional.

Internationally, HST students participate in a practical training run by “Medical Project UK”,

based in London. This externship program offers a premium learning experience for our

students; they train in a hospital simulation suite at King’s College Hospital NHS Foundation

Trust (https://www.kch.nhs.uk/), attending a week-long immersive session run by the Medical

Project partner doctors and the Medical Project team.

Specific competencies must be observed/performed under the supervision of a clinical

professional in the institution during the externships. Guidelines are provided to assist the health

science professional with a starting point for competency identification during clinical rotations.

The prerequisites for qualifying for the practical training: Students must be enrolled in HST2 or

HST3 during the externship.

TABLE OF CONTENTS Health Education

Grade 6

Course Length: 1 year

Course Credit: 1.0 credit

In health education, students acquire the health information and skills necessary to become

healthy adults and learn about behaviors in which they should and should not participate. To

achieve that goal, students will understand the following: Self-Esteem and how to cope with

conflict and stress. Students should first seek guidance in the area of health from their parents;

personal behaviors can increase or reduce health risks throughout the lifespan; health is

influenced by a variety of factors; including physical fitness and nutrition. Students can

recognize and utilize health information and products; and personal/interpersonal skills are

needed to promote individual, family, and community health. Students are taught about factors in


their environment that impact, not only their health and the health of their families, but the health

of their communities as well. Middle school students learn to refine their critical thinking skills

to avoid unsafe situations, analyze health information and products, and maintain healthy

relationships. Students begin to investigate health in the broader context of community.

Health 7

Grade 7





achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health. Healthy body and healthy weight will be discussed as

well as how to manage conflict and violence. In middle school, students learn about health

behaviors that will safeguard their health. Students are taught about factors in their environment

that impact, not only their health and the health of their families, but the health of their

communities as well. Middle school students learn to refine their critical thinking skills to avoid

unsafe situations, analyze health information and products, and maintain healthy relationships.

Students begin to investigate health in the broader context of community.

Health 8

Grade 8





achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health. Good decision-making skills will be emphasized such

as how to manage stress. In middle school, students learn about health behaviors that will

safeguard their health such as sports and conditioning and about nutrition. Students are taught

about factors in their environment that impact, not only their health and the health of their

families, but the health of their communities as well. Middle school students learn to refine their

critical thinking skills to avoid unsafe situations, analyze health information and products, and

maintain healthy relationships. Students begin to investigate health in the broader context of

community.


Introduction to Health Science Technology

Grade: 9/10


Course credit: 1 credit

This course is designed as the introductory class for the Health Science Technology. Students

learn about health care trends by reflecting on the history of medicine and important

contributors. They gain insight into qualities of health care workers and about various life

skills and safety issues including stress and time management as they learn to communicate

effectively and work as a team. This course is also designed to introduce students to the

structure of medical terms, including prefixes, suffixes, word roots, plus medical

abbreviations and acronyms. The health science industry is comprised of diagnostic,

therapeutic, health informatics, support services, and biotechnology research and development

systems that function individually and collaboratively to provide comprehensive health care.

Students will learn the knowledge and skills necessary to pursue a health science career

through further education and employment. Students will have an understudying that integrity

in the health care industry is dependent on acceptance of ethical and legal responsibilities.

Health Science Technology 1

Grade: 10/11



After an introduction, this course prepares the student for the transition to clinical and work-

based experiences in the Health Care System. A brief revision of the concepts of

communication, leadership and stress management will be conducted. Homeostatic

Mechanisms like temperature regulation are introduced leading to a detailed examination of

the structure and function of the human body and the various organ systems and the diseases

associated with the system. Basic clinical skills like examination of Vital Signs are learnt

and specialized training in First Aid and Cardiopulmonary Resuscitation is undertaken by the

student.


Grade: 11/12




The students are prepared with the knowledge required to assist health care professionals with

patient care, examination, diagnosis and treatment. They are exposed to different aspects of

health care and management like medical physician assisting, dental assisting and diagnostic

testing in different laboratories. They are introduced to psychology towards the end of the school

year. This equips them with the basic knowledge and skills to enter university and pursue a

career in health care.


Grade: 12



Students advance a step further in appreciating the diverse aspects of health care and focus on

understanding different disciplines in medicine and surgery and understanding diagnostics by

imaging. They gain understanding of pharmacology, nutrition, growth & development, and

geriatrics in addition to nursing skills. The course includes rotations in the hospitals where they

will acquire a real experience of health care. The course prepares them for the final step towards

a health profession.

Health Science and Technology Department course sequence

Grade Level Subject

9 Introduction to Health Science Technology

10 Health Science Technology 1



English English / Languages / ESL Department

ELAR-5

Grade: 5


The Grade 5 (ELAR-5) English course embodies the interconnected nature of listening,

speaking, reading, writing, and thinking through the seven integrated strands of developing and

sustaining foundational language skills; comprehension; response; multiple genres; author's

purpose and craft; composition; and inquiry and research. The strands focus on academic oracy

(proficiency in oral expression and comprehension), authentic reading, and reflective writing.

The strands are integrated and progressive with students continuing to develop knowledge and

skills with increased complexity and nuance in order to think critically and adapt to the ever-

evolving nature of language and literacy. Students will read and write on a daily basis. The skills

obtained in grade 5 will allow students to move on to Grade 6 English (ELAR-6).


ELAR-6

Grade: 6


The Grade 6 (ELAR-6) English course is literature based which covers English Language Arts

and Reading skills which are organized into the following strands: Reading, where students read

and understand a wide variety of literary and informational texts; Writing, where students

compose a variety of written texts with a clear controlling idea, coherent organization, and

sufficient detail; Research, where students are expected to know how to locate a range of

relevant sources and evaluate, synthesize, and present ideas and information; Listening and

Speaking, where students listen and respond to the ideas of others while contributing their own

ideas in conversations and in groups; and Oral and Written Conventions, where students learn

how to use the oral and written conventions of the English language in speaking and writing. The

standards are cumulative--students will continue to address earlier standards as needed while

they attend to standards for their grade. In sixth grade, students will engage in activities that

build on their prior knowledge and skills in order to strengthen their reading, writing, and oral

language skills. Students will read and write on a daily basis. The skills obtained in grade 6 will

allow students to move on to Grade 7 English (ELAR-7).

ELAR-7

Grade: 7


The Grade 7 (ELAR-7) English course is literature based which covers Reading, where students

read and understand a wide variety of literary and informational texts; Writing, where students

compose a variety of written texts with a clear controlling idea, coherent organization, and

sufficient detail; Research, where students are expected to know how to locate a range of

relevant sources and evaluate, synthesize, and present ideas and information; Listening and

Speaking, where students listen and respond to the ideas of others while contributing their own

ideas in conversations and in groups; and Oral and Written Conventions, where students learn

how to use the oral and written conventions of the English language in speaking and writing. The

standards are cumulative--students will continue to address earlier standards as needed while

they attend to standards for their grade. In seventh grade, students will engage in activities that

build on their prior knowledge and skills in order to strengthen their reading, writing, and oral

language skills. Students will read and write on a daily basis. The skills obtained in grade 7 will

allow students to move on to Grade 8 English (ELAR-8).

ESL G7

Grade: 7


Students enrolled in ESL G7 continue to increase and refine their communication skills. They are

expected to plan, draft, and complete written compositions on a regular basis. Students edit their

papers for clarity, engaging language, and the correct use of the conventions and mechanics of

written English and, with increasing accuracy, produce final, error-free drafts. In this course,

students practice all forms of writing. Students write to persuade and to report and describe.

They will read extensively in multiple genres from world literature including reading selected


stories, dramas, novels, and poetry originally written in English or translated to English. Students

will learn literary forms and terms associated with selections being read. The skills obtained in

ESL G7 will prepare students to move on to either Grade 8 ESL or Grade 8 English (ELAR-8).

ELAR-8

Grade 8


The Grade 8 (ELAR-8) English is a course built on the development of reading and writing skills

through the analysis and examination of a variety of fiction and non-fiction texts. In reading,

students are taught to broaden their scope of understanding by surpassing the literal meaning.

Textual evidence, predictions, figurative language, and detection of theme are all used as a

means to support answers and discussion. Connecting to real life, personal experience, and prior

knowledge are highlighted. In writing, students demonstrate a variety of writing through

expository, narrative, persuasive and descriptive techniques. From extended paragraphs to

essays, students develop their own writing style. As well, crafting and reading poems are a focal

point with great emphasis on poetic devices. Writing is done on a daily basis. The skills obtained

in grade 9 will allow students to move on to Grade 9 English (ELAR-1).

ESL G8

Grade: 8


Students enrolled in ESL G8 continue to increase and refine their communication skills. They are

expected to plan, draft, and complete written compositions on a regular basis. Students edit their

papers for clarity, engaging language, and the correct use of the conventions and mechanics of

written English and, with increasing accuracy, produce final, error-free drafts. In this course,

students practice all forms of writing. Students write to persuade and to report and describe.

They will read extensively in multiple genres from world literature including reading selected

stories, dramas, novels, and poetry originally written in English or translated to English. Students

will learn literary forms and terms associated with selections being read. The skills obtained in

ESL G8 will prepare students to move on to Grade 9 English (ELAR-1).

ELAR-1

Grade: 9



The Grade 9 (ELAR-1) English course is a literature-based course which covers the content areas

of reading (fiction and non-fiction), writing (various analytical essays and creative writing),

research, listening and speaking, and oral and written conventions (correct grammar and

mechanics). In ELAR-1, students will engage in activities that build on their prior knowledge

and skills in order to strengthen their reading, writing, and oral language skills. Students will

read and write on a daily class basis. The skills obtained in grade 9 will allow students to move

on to Grade 10 English (ELAR-2).


ELAR-2

Grades: 10



English II is a challenging course that enables students to use a flexible range of metacognitive

reading skills in both assigned and independent reading to understand author’s message. Students

will continue to apply skills learned in previous years but with greater depth and in increasingly

more complex texts as they are expected to become self-directed, critical readers. Through

various texts, students will make complex inferences about text and use textual evidence to

support understanding. Students will also write various texts, such as persuasive essays to

influence the attitudes and actions of a specific audience on specific issues. In addition, this

course enables students to analyze the controlling idea and specific purpose of a passage and the

textual elements that support and elaborate it, including both the most important detail and the

less important details. Students will also explain the function of sensory language and apply it in

written text.

ELAR-3

Grade: 11



The Grade 11 (ELAR-3) English course is a study of literature and composition with an

emphasis on exploring universal themes and matters of human experience. This class delves into

a myriad of English applications, building on both prior knowledge and including post-secondary

aspects; rhetorical, expository, analytical, and narrative writing strategies are practiced and

honed. A variety of writing is practiced on a daily basis demonstrating and improving the

command of the English language. Literary interpretation and evaluation of fiction and non-

fiction is a focal point for lessons. English language conventions such as research skills,

purposeful writing and style are displayed through assignments. The skills obtained in grade 11

will allow students to move on to Grade 12 English (ELAR-4).

AP Language and Composition

Grades: 11 & 12



This course is designed to prepare advanced juniors and some seniors at DeBakey to take the

Advanced Placement (AP) Exam in English Language and Composition in May to receive

college credit. The student’s ultimate goal in taking this class should be to grow as a writer so

that he/she is able to write papers on a college level across a range of subjects in the curriculum.

The readings for this course will be appropriately broad to allow each student to practice writing

about diverse subjects in each of the following forms: narrative, expository, analytical and

argumentative essays. Emphasis will be given to three major forms of written argumentation, the

effective incorporation of evidence from sources, and scholarly research methods required for

success in college. The preponderance of reading materials in this course are from the Americas


as the accompanying literary materials in this class will cover a great part of the material usually

covered in a typical eleventh-grade course in addition to the content specific for the AP.

ELAR-4

Grades: 12



ELAR-4 is a challenging course that enables students to use a flexible range of metacognitive

reading skills in both assigned and independent reading to understand author’s message.

Students will continue to apply skills learned in previous years but with greater depth and in

increasingly more complex texts as they are expected to become self-directed, critical

readers. Through various texts, students will make complex inferences about text and use

textual evidence to support understanding. Students will also write various texts, such as

persuasive essays to influence the attitudes and actions of a specific audience on specific

issues. In addition, this course enables students to analyze the controlling idea and specific

purpose of a passage and the textual elements that support and elaborate it, including both the

most important detail and the less important details. Students will also explain the function of

sensory language and apply it in written text. Completion of ELAR-4 prepares students for

college level learning and writing.

AP Literature and Composition

Grades: 12



This course is designed to allow students to focus on imaginative literature, works of recognized

literary merit written originally in English as well as some works in translation (short stories of

Gabriel Garcia Marquez). We will explore the social and historical contexts as well as Western

literary traditions (including the Bible and Greek mythology) as foundations for the

interpretation of these works. While some of these works may seem challenging and difficult in

their maturity, we will approach them as representative of the difficulties and harshness of the

human condition. This class is designated for advanced seniors. This course is targeted for

students who are learning to write with stylistic maturity as they demonstrate understanding in

the interpretation of literary works. Our goal is not to rush through a list of texts, but rather to

read and get to “know a few works well,” to “read deliberately and thoroughly, taking time to

understand a work’s complexity, to absorb its richness of meaning, and to analyze how that

meaning is embodied in literary form.” Students will be expected to demonstrate college level

research skills in assessing differing critical perspectives.


SPEECH

Grades: 9-12

Course length: 1 semester

Course credit: 1.0 credit

In order to have full participation in the civic process, students must have a good understanding

of public dialogue. Students of Speech will learn the concepts and skills related to preparing and

presenting public messages and to analyzing and evaluating the messages of others. Within this

process, students will gain skills in reading, writing, speaking, listening, and thinking and will

examine areas such as invention, organization, style, memory, and delivery.

STUDY SKILLS

Grades: 9



Study Skills are study strategies that are applied to learning to maximize academic success. This

elective course equips students with a multitude of learning skills that include effective reading

skills, efficient note-taking strategies, prioritizing through goal setting, and organization skills.

In this course, students acquire techniques for learning from texts, including studying word

meanings, identifying and relating key ideas, drawing and supporting inferences, and reviewing

study strategies. Students are also taught the methodical process of working on a research

project/paper, which will help them later in high school and with their university academics.

JOURNALISM

Grade: 10 – 12



Journalism is an elective course, offered by the English Department. Students enrolled in

Journalism write in a variety of forms for a variety of audiences and purposes. High school

students enrolled in this course are expected to plan, draft, and complete written compositions on

a regular basis, carefully examining their papers for clarity, engaging language, and the correct

use of the conventions and mechanics of written English. Students will become analytical

consumers of media and technology to enhance their communication skills. Published work of

professional journalists, technology, and visual and electronic media are used as tools for

learning as students create, clarify, critique, write, and produce effective communications.

Students enrolled in Journalism will learn journalistic traditions, research self-selected topics,

write journalistic texts, and learn the principles of publishing.

ORAL INTERPRETATION OF LITERATURE

Grades: 9


Course credit: 0.5 credit Literature and its presentation are integral to understanding the cultural aspects of a society.

Students in Oral Interpretation of Literature will select, research, analyze, adapt, interpret, and

perform literary texts as a communication art. Students focus on intellectual, emotional, sensory,


and aesthetic levels of texts to attempt to capture the entirety of the author's work. Individual or

group performances of literature will be presented and evaluated.

INTRODUCTION TO FRENCH

Grades: 8


Course credit: 1 credit Introduction to French is an entry level class which involves the skills of interpersonal

communication: speaking and writing. The student negotiates meaning through the spoken and

written exchange of information in rehearsed and unrehearsed situations in a variety of contexts.

The student uses a mixture of words and phrases and some simple sentences with appropriate

and applicable grammar structures and processes at an early proficiency level. By the end of the

course, students will be able to ask and respond to questions, express opinions, and articulate

requests in spoken and written conversation using culturally appropriate expressions, register,

and gestures. Students will also be able to comprehend sentence-length information from

culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly

contextualized situations and sources. The completion of this course will allow students to move

to French I.

FRENCH I

Grades: 9-12


Course credit: 1 credit French I is an intermediate level class which involves the skills of interpersonal communication:

speaking and writing. The student negotiates meaning through the spoken and written exchange

of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses

a mixture of short statements and sentences with appropriate and applicable grammar structures

and processes at the intermediate proficiency level. By the end of the course, students will be

able to ask and respond to questions, express opinions, and articulate requests in spoken and

written conversation using culturally appropriate expressions, register, and gestures at a higher

level than Introduction to French. Students will comprehend simple connected statements from

culturally authentic print, digital, audio, and audiovisual materials as appropriate within

contextualized situations and sources. The student will be able to interpret communication at

intermediate proficiency levels. The completion of this course will allow students to move to

French II.

FRENCH II

Grades: 9-12


Credit: one credit French II is an intermediate-high level class which involves the skills of interpersonal

communication: speaking and writing. The student will negotiate meaning through the spoken

and written exchange of information in rehearsed and unrehearsed situations in a variety of

contexts. The student will use a mixture of short statements, sentences, and strings of sentences


with appropriate and applicable grammar structures and processes at the med-high proficiency

level. By the end of the course, students will be able to ask and respond to questions about and

beyond the scope of everyday life with simple elaboration in spoken and written conversation;

express, request, and exchange personal opinions, with supporting statements in spoken and

written conversation; and interact and react in writing using culturally appropriate expressions,

register, and style. The student will comprehend and demonstrate an understanding of culturally

authentic print, digital, audio, and audiovisual materials in a variety of contexts; paraphrase the

main idea, theme, and supporting details from fiction and nonfiction texts and audio and

audiovisual materials; infer meaning of unfamiliar words or phrases in contextualized texts,

audio, and audiovisual materials; and compare and contrast cultural practices from authentic

print, digital, audio, and audiovisual materials. Students will also be able to do full presentations

in French.

INTRODUCTION TO SPANISH

Grades: 9-10


Course credit: 1 credit Introduction to Spanish is an entry level class which involves the skills of interpersonal

communication: speaking and writing. The student negotiates meaning through the spoken and

written exchange of information in rehearsed and unrehearsed situations in a variety of contexts.

The student uses a mixture of words and phrases and some simple sentences with appropriate

and applicable grammar structures and processes at an early proficiency level. By the end of the

course, students will be able to ask and respond to questions, express opinions, and articulate

requests in spoken and written conversation using culturally appropriate expressions, register,

and gestures. Students will also be able to comprehend sentence-length information from

culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly

contextualized situations and sources. The completion of this course will allow students to move

to Spanish I.

SPANISH I

Grades: 9-11


Course credit: 1 credit Spanish I is an intermediate level class which involves the skills of interpersonal communication:

speaking and writing. The student negotiates meaning through the spoken and written exchange

of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses

a mixture of short statements and sentences with appropriate and applicable grammar structures

and processes at the intermediate proficiency level. By the end of the course, students will be

able to ask and respond to questions, express opinions, and articulate requests in spoken and

written conversation using culturally appropriate expressions, register, and gestures at a higher

level than Introduction to French. Students will comprehend simple connected statements from

culturally authentic print, digital, audio, and audiovisual materials as appropriate within

contextualized situations and sources. The student will be able to interpret communication at


intermediate proficiency levels. The completion of this course will allow students to move to

Spanish II.

SPANISH II

Grades: 9-12



Spanish II is an intermediate-high level class which involves the skills of interpersonal

communication: speaking and writing. The student will negotiate meaning through the spoken

and written exchange of information in rehearsed and unrehearsed situations in a variety of

contexts. The student will use a mixture of short statements, sentences, and strings of sentences

with appropriate and applicable grammar structures and processes at the med-high proficiency

level. By the end of the course, students will be able to ask and respond to questions about and

beyond the scope of everyday life with simple elaboration in spoken and written conversation;

express, request, and exchange personal opinions, with supporting statements in spoken and

written conversation; and interact and react in writing using culturally appropriate expressions,

register, and style. The student will comprehend and demonstrate an understanding of culturally

authentic print, digital, audio, and audiovisual materials in a variety of contexts; paraphrase the

main idea, theme, and supporting details from fiction and nonfiction texts and audio and

audiovisual materials; infer meaning of unfamiliar words or phrases in contextualized texts,

audio, and audiovisual materials; and compare and contrast cultural practices from authentic

print, digital, audio, and audiovisual materials. Students will also be able to do full presentations

in Spanish. The completion of this course will allow students to move to college level Spanish.

English Department Course Sequence

Our scheduling committee has started student schedules for the 2017-18 academic school year.

Every student needs at least 4 full credits of English to graduate from our high school, and the

sequence is ELAR-1, ELAR-2, ELAR-3, and ELAR-4. Students with excellent grades can have

the option of taking AP courses in their 11th and 12th grade years. The following table allows you

to see the possible English sequence options for high school students.


9 ELAR-1 ELAR-1

10 ELAR-2 ELAR-2

11 ELAR-3 AP Language

12 ELAR-4 ELAR-4 OR AP Literature

Entry to AP courses are strictly based on the AP selection procedure. Please note that a student

does not need to take AP Language in order to get into AP Literature. AP Language focuses on

argument and rhetoric, while AP Literature focuses on literature analysis. A student can take

AP in 11th grade and go back to standard English for Grade 12, if desired. All students must be

enrolled in an English course each year.


Social Studies Department

Grade 5

American History


In Grade 5, students learn how diverse individuals have changed their communities and world.

Students study the effects inspiring heroes have had on communities, past and present. Students

learn about the lives of heroic men and women who made important choices, overcame

obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new

ideas, new inventions, new technologies, and new communities. Students expand their

knowledge through the identification and study of people who made a difference, influenced

public policy and decision making, and participated in resolving issues that are important to all

people. Throughout Grade 5, students develop an understanding of the economic, cultural, and

scientific contributions made by individuals.

Grade 6

American History


This course will offer and overview of American History from the Explores to the War of 1812.

Students will look at the explores, and finding of the United States, through the American

Revolution, Declaration of Independence, Creation of the Constitution, ending with the War of

1812. Students will examine primary source documents, work on reading comprehension and

writing and analytical skills.

World Study

Grade 7


This course will offer a comprehensive review of our world. It will start by exploring the world

based on the concept of regions. Using these world regions, students review map and graph

interpretation skills. This course introduces students to world cultural regions that form the basis

for the 7th grade Contemporary World Cultures curriculum. From there students will be

introduced to the concept of systems including the physical and human systems that geographers

use to organize and study people and patterns in the world. These concepts continue throughout

the course supported with specific regional content as students learn more about each major

world cultural and geographic region. The course will also introduce the concept of a geographic

region through the in-depth study of regions by focusing on the setting, history, cultural

geography, and current issues.

American History

Grade 8


Students in grade eight study the ideas, issues, and events from the Early Settlement of the

Colonies to World War I, with an emphasis on America's role in the war. After reviewing the


development of America's democratic institutions founded on the Judeo-Christian heritage and

English parliamentary traditions, particularly the shaping of the Constitution, students trace the

development of American politics, society, culture, and economy and relate them to the

emergence of major regional differences. They learn about the challenges facing the new nation,

with an emphasis on the causes, course, and consequences of the Civil War. They make

connections between the rise of industrialization and contemporary social and economic

conditions.

World Geography

Grade 9



World Geography is a foundation course that exposes students to the physical, as well as

material, world where we are all active participants engaged in a variety of activities that help to

ensure our future. To understand this better and connect with our place in the world, this course

focuses on five major themes of geography; location, place, regions, movement, and human-

environment interactions. These themes act as a guide for teaching concepts such as mapping

skills, defining and comparing world regions, environmental interactions between humans and

place, migration patterns, religions, political systems, economic systems, development, and our

ability to adapt and change the physical world into a place where everyone can live together and

satisfy their basic needs. Students will read, write, research and present a variety of topics related

to these core ideas. As a result of these core ideas, World Geography exposes students to the

many concepts and ideas that connect us together and helps us better understand ideas in future

courses.

World History

Grade 10



World History is a course that focuses on key thematic ideas such as; arts and ideas, belief

systems, economic systems, geography and environment, government and citizenship, migration

and diffusion, science and technology, and society. By focusing on such concepts as revolutions

in agriculture, early empire builders, feudal Europe, the Americas, the Columbian Exchange, the

scientific revolution and enlightenment, revolutions in America and Europe, WWI & WWII and

then finishing with our ever evolving world and its complexities, we cover major time periods in

history that make connections with the past, the present, and also projections into the future.

Students will gain an understanding of broad historical time periods by focusing on interactions

of cultures, and the social, political, religious, intellectual, technological, and economic ties that

bind us together.


United States History

Grade 11



US. History is a survey of the United States from the 1920s through its role as a global leader

today. Students will explore compelling questions that frame historical inquiry into the issues of

Great Depression, WWII, Civil Rights. Cold War and the Vietnam War. The intent of the course

is to encourage students to ask creative compelling questions and to equip them with tools to

answer them. Emphasis place on reading comprehension, primary source inquiry, document

analysis, critical thinking and evidence-based argumentation.

United States Government

Grade 12



Over one semester, this course will offer a comprehensive review of the fundamental principles

and functions of government. Learning about government will provide a foundation for you to

think critically about politics and make informed choices as citizens, regardless of your country

of origin. The curriculum covers topics such as rule of law, natural rights, citizen action,

constitutionalism, federalism, and much else. We will begin with a general overview of political

history, ideas, and systems. The latter part of the course will explore the real-life application of

these ideas using the United States as a case study, specifically the responsibilities and

interaction of the Legislative, Executive, and Judicial branches of government.

Economics Principles and Practices

Grade 12



This course will offer a comprehensive review of Economics. Students will master fundamental

economic concepts, applying the tools (graphs, statistics, equations) from other subject areas to

the understanding of operations and institutions of economic systems. Studied in a historic

context are the basic economic principles of micro- and macroeconomics, international

economics, comparative economic systems, measurement, and methods

AP Human Geography

Grade 11/12



AP Human Geography introduces students to the systematic study of patters and processes that

have shaped human understanding, as well as the 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. There are no prerequisites for this course;

however, students who have had experience with world geography, world history, or earth

science may more easily address the objectives of this course. The course is divided into seven

main units, which are; mapping, population and migration, cultural patterns and processes,


political organization of space, agriculture, industrialization and economic development, & cities

and urban land use. The basic concepts for all of these ideas are addressing and understanding

the fundamental questions of where and why. Where we live on the planet and why we live

there. Therefore, this course deals primarily with the human element of geography.

AP Psychology

Grade 11/12



The AP Psychology course introduces students to the systematic and scientific study of human

behavior and mental processes. While considering the psychologists and studies that have shaped

the field, students explore and apply psychological theories, key concepts, and phenomena

associated with such topics as the biological bases of behavior, sensation and perception,

learning and cognition, motivation, developmental psychology, testing and individual

differences, treatment of abnormal behavior, and social psychology. Throughout the course,

students employ psychological research methods, including ethical considerations, as they use

the scientific method, evaluate claims and evidence, and effectively communicate ideas.

Business Track Courses

Principles of Business, Marketing, and Finance

Grade 9



In Principles of Business, Marketing, and Finance, students gain knowledge and skills in

economies and private enterprise systems, the impact of global business, marketing of goods and

services, advertising, and product pricing. Students analyze the sales process and financial

management principles. This course allows students to reinforce, apply, and transfer academic

knowledge and skills to a variety of interesting and relevant activities, problems and settings in

business, marketing, and finance.

Global Business

Grade 10



Students implement personal and interpersonal skills to strengthen individual performance in the

workplace and in society and to make a successful transition to the workforce and postsecondary

education. Students apply technical skills to address global business applications of emerging

technologies. Students develop a foundation in the economical, financial, technological,

international, social, and ethical aspects of business to become competent consumers, employees,

and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning

skills and apply them to the business environment.


Business Management

Grade 11



Introduction. Students recognize, evaluate, and prepare for a rapidly evolving global business

environment that requires flexibility and adaptability. Students analyze the primary functions of

management and leadership, which are planning, organizing, staffing, directing or leading, and

controlling. Topics will incorporate social responsibility of business and industry. Students

develop a foundation in the economical, financial, technological, international, social, and ethical

aspects of business to become competent managers, employees, and entrepreneurs. Students

incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial,

ethical, and international dimensions of business to make appropriate management decisions.

Practicum in Business Management

Grade 12



Introduction. The Practicum is designed to give students supervised practical application of

previously studied knowledge and skills. Practicum experiences occur in a paid or unpaid

arrangement and a variety of locations appropriate to the nature and level of experience. Students

implement personal and interpersonal skills to strengthen individual performance in the

workplace and in society and to make a successful transition to the workforce or postsecondary

education. Students apply technical skills to address business applications of emerging

technologies. Students develop a foundation in the economical, financial, technological,

international, social, and ethical aspects of business to become competent consumers, employees,

and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning

skills and apply them to the business environment. Students incorporate a broad base of

knowledge that includes the legal, managerial, marketing, financial, ethical, and international

dimensions of business to make appropriate business decisions.

Social Studies Department Course Sequence


9 World Geography World Geography

10 World History World History

11 American History American History &

AP Human Geography or AP Psychology

12 American Government/

Economics

American Government/Economics &

AP Human Geography or AP Psychology


MATH DEPARTMENT COURSE DESCRIPTIONS

Math


Grade 5

The primary focal areas in Grade 5 are solving problems involving all four operations with

positive rational numbers, determining and generating formulas and solutions to expressions, and

extending measurement to area and volume. These focal areas are supported throughout the

mathematical strands of number and operations, algebraic reasoning, geometry and

measurement, and data analysis. In Grades 3-5, the number set is limited to positive rational

numbers. In number and operations, students will apply place value and identify part-to-whole

relationships and equivalence. In algebraic reasoning, students will represent and solve problems

with expressions and equations, build foundations of functions through patterning, identify prime

and composite numbers, and use the order of operations. In geometry and measurement, students

will classify two-dimensional figures, connect geometric attributes to the measures of three

dimensional figures, use units of measure, and represent location using a coordinate plane. In

data analysis, students will represent and interpret data.

Grade 6


The primary focal areas in Grade 6 are number and operations; proportionality; expressions,

equations, and relationships; and measurement and data. Students use concepts, algorithms, and

properties of rational numbers to explore mathematical relationships and to describe increasingly

complex situations. Students use concepts of proportionality to explore, develop, and

communicate mathematical relationships. Students use algebraic thinking to describe how a

change in one quantity in a relationship results in a change in the other. Students connect verbal,

numeric, graphic, and symbolic representations of relationships, including equations and

inequalities. Students use geometric properties and relationships, as well as spatial reasoning, to

model and analyze situations and solve problems. Students communicate information about

geometric figures or situations by quantifying attributes, generalize procedures from

measurement experiences, and use the procedures to solve problems. Students use appropriate

statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and

make recommendations. While the use of all types of technology is important, the emphasis on

algebra readiness skills necessitates the implementation of graphing technology.

Course Content:

Numbers and Operations: Integers, Decimals, and Fractions

Linear Equations, Inequalities and Functions

Ratios and Proportions

Geometry

Measurements: Two- and Three- Dimensional Figures

Probability & Statistics

Math

Grade 7



The primary focal areas in Grade 7 are number and operations, proportionality, expressions,

equations, and relationships; and measurement and data. Students use concepts, algorithms, and

properties of rational numbers to explore mathematical relationships and to describe increasingly

complex situations. Students use concepts of proportionality to explore, develop, and

communicate mathematical relationships, including number, geometry and measurement, and

statistics and probability. Students use algebraic thinking to describe how a change in one

quantity in a relationship results in a change in the other. Students connect verbal, numeric,

graphic, and symbolic representations of relationships, including equations and inequalities.

Students use geometric properties and relationships, as well as spatial reasoning, to model and

analyze situations and solve problems. Students communicate information about geometric

figures or situations by quantifying attributes, generalize procedures from measurement

experiences, and use the procedures to solve problems. Students use appropriate statistics,

representations of data, and reasoning to draw conclusions, evaluate arguments, and make

recommendations.

Course Content:

Numbers and Operations: Integers, Decimals, and Fractions

Linear Equations and Functions

Patterns, Relationships, and Algebraic Thinking

Ratios and Proportions

Geometry

Measurements: Two- and Three- Dimensional Figures

Probability and statistics

Math

Grade 8


The Pre-Algebra course is to serve as a bridge between elementary mathematics and

Algebra. This course will build a foundation of algebraic concepts through the use of

technology, manipulatives, problem solving, and cooperative learning. Concepts include

algebraic expressions, linear equations, polynomials, factoring, inequalities, geometry, statistics,

and graphing.

Students will learn to think flexibly about relationships among fractions, decimals, and percent;

recognize and generate equivalent expressions and solve single-variable equations and

inequalities. Students will investigate and explore mathematical ideas and develop multiple

strategies for analyzing complex situations.

Students will analyze situations verbally, numerically, graphically, and symbolically. Also

students will apply mathematical skills and make meaningful connections to their life

experiences.

Course Content:

Variables, Expressions, and Integers

Solving Equations

Multi-Step Equations and Inequalities


Factors, Fractions and Exponents

Rational Numbers and Equations

Ratio, Proportion, and Probability

Percent

Linear Functions

Data Analysis and probability

Polynomials and Nonlinear Functions

Angle Relationships and Transformations

Algebra 1

Grade 9



General requirements. Students shall be awarded one credit for successful completion of this

course. This course is recommended for students in Grade 8 or 9. Prerequisite: Mathematics,

Grade 8 or its equivalent.

In Algebra I, students will build on the knowledge and skills for mathematics in Grades 6-8,

which provide a foundation in linear relationships, number and operations, and proportionality.

Students will study linear, quadratic, and exponential functions and their related transformations,

equations, and associated solutions. Students will connect functions and their associated

solutions in both mathematical and real-world situations. Students will use technology to collect

and explore data and analyze statistical relationships. In addition, students will study

polynomials of degree one and two, radical expressions, sequences, and laws of exponents.

Students will generate and solve linear systems with two equations and two variables and will

create new functions through transformations.

Geometry

Grades 9-10


Course credit: 1credit

General requirements. Students shall be awarded one credit for successful completion of this

course. Prerequisite: Algebra I.

In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-

Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts.

Within the course, students will begin to focus on more precise terminology, symbolic

representations, and the development of proofs. Students will explore concepts covering

coordinate and transformational geometry; logical argument and constructions; proof and

congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and

probability. Students will connect previous knowledge from Algebra I to Geometry through the

coordinate and transformational geometry strand. In the logical arguments and constructions

strand, students are expected to create formal constructions using a straight edge and compass.

Though this course is primarily Euclidean geometry, students should complete the course with an

understanding that non-Euclidean geometries exist. In proof and congruence, students will use

deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout

the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or


two-column formats. Proportionality is the unifying component of the similarity, proof, and

trigonometry strand. Students will use their proportional reasoning skills to prove and apply

theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses

on the application of formulas in multi-step situations since students have developed background

knowledge in two- and three-dimensional figures. Using patterns to identify geometric

properties, students will apply theorems about circles to determine relationships between special

segments and angles in circles. Due to the emphasis of probability and statistics in the college

and career readiness standards, standards dealing with probability have been added to the

geometry curriculum to ensure students have proper exposure to these topics before pursuing

their post-secondary education.

Algebra 2

Grades 9-10



Algebra 2 class will allow students to explore mathematics and develop critical thinking skills.

Students will use previously acquired algebraic and geometric skills to solve systems of

equations and inequalities. Problem solving strategies will also be an important tool for learning

about matrices, quadratic functions, exponential, logarithmic, polynomial, rational, radical and

trigonometric functions. The classroom will be a place for mathematical discussion and

investigation. Students will complete several Model Instructional Units from their textbook and

using Laying the Foundation materials.

Pre-Calculus

Grades 11-12



Semester 1

Pre-Calculus Semester A is a course that combines reviews of algebra, geometry, and functions

into a preparatory course for calculus. The course focuses on the mastery of critical skills and

exposure to new skills necessary for success in subsequent math courses. The first semester

includes linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions;

systems of equations; and conic sections. In each unit, you will learn, practice, review, and

discuss what you are learning before testing your knowledge in each of these topics. You will

meet with your teacher in live class sessions designed to help you master more challenging

problems at various times throughout the semester.

Semester 2

Pre-Calculus is a course that combines reviews of algebra, geometry, and functions into a

preparatory course for calculus. The course focuses on the mastery of critical skills and exposure

to new skills necessary for success in subsequent math courses. The second semester covers

trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry,

including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of

complex numbers. Just as in the first semester, you will learn, practice, review, and discuss what

you are learning before testing your knowledge in each of these topics.


AP Calculus AB

Grades 12



This is a rigorous course designed to provide students with a learning experience equivalent to

that of a college course in single variable calculus. The course develops students understanding

of the concepts of calculus and provides 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, with the

connections among these representations highlighted.

Topics:

Advanced Functions

Several types of functions needed in this course will be reviewed along with their characteristics

including: differences in polynomials, absolute value functions, polynomial in equalities and

division, remainder theorem and factor theorem, and factoring polynomials.

Concepts of Calculus A variety of mathematical operations with functions will be investigated including:

rationalization, rates of change, the limit concept, indeterminate form, finding the slope of a

curve, tangent slope function, derivatives and graphs.

Derivatives In this unit students will see the power of the slope function and the applications of derivatives in

a variety of style problems

Derivative Applications A variety of types of problems will be presented in this unit and can generally be grouped into

the following categories: Pythagorean problems, volume problems, trough problems, shadow

problems, general rate problems. Each type will be examined separately

Derivatives of Exponents and Log Functions Exponential functions, logarithmic functions, curve sketching and logarithmic differentials are

all topics of this unit.

Trigonometry Differentials and Applications The unit begins with a review of the three basic trig functions (sine, cosine, tangent). Angles, the

CAST rule, sums and differences for sine/cosine form the second major topic. Finally solving

trigonometric equations are pursued with a focus on limits, derivatives and applications of

trigonometric functions.

Antiderivatives and Applications The topics covered in this unit include the concept of antiderivatives, acceleration, velocity,

differential equations, Riemann’s sums and areas, area function, definite integral and integration

and area between curves.


AP Statistics

Grades 11/12



AP Statistics is a year-long course. The purpose of the course is to familiarize students with their

current environment. Statistics is prevalent in day-to-day happenings and is becoming more

prominent in main stream media because of the Internet. AP Statistics will help students when

discerning data and allow them to analyze material in a more concise manner. Topics covered in

the course will transcend curriculum in a sense that students will find practical application in

every other class in which they are enrolled as well as everyday life.

The course emphasizes these four areas:

1. Experimental Design Students design appropriate experiments in order to draw conclusions

that can be generalized to the population of interest. Students will also interpret studies and

experiments to determine whether the conclusions from the studies warrant consideration.

2. Exploring Data Students collect and examine data and display the patterns that emerge. Data

from students in class as well as real world data sets are gathered and used to illustrate concepts.

3. Producing Models Using Probability and Simulation Students learn to anticipate patterns and

produce models for prediction. Students use simulations to model situations that are not practical

to replicate using other methods.

4. Statistical Inference Students learn what can be generalized about the population. Students

also consider how to investigate research questions, design a study, and interpret the results.

Math Department Course Sequence

Our scheduling committee has started student schedules for the 2017-18 academic school year.

Every student needs at least 4 full credits of Math to graduate from our high school; and the

sequence is Algebra 1, Geometry, Algebra 2 and Pre-Calculus. Students with excellent grades

can double their Math courses in a year 10 which will allow the possibility to take AP Statistics

and/or AP Calculus. The following table allows you to see the possible Math sequence options

for high school students.

Grade Level Option 1 Option 2 Option 3

9 Algebra 1 Algebra 1 Algebra 1

10 Geometry Geometry & Algebra 2 Geometry & Algebra 2

11 Algebra 2 Pre-Calculus Pre-Calculus & AP Statistics

12 Pre-Calculus AP Statistics and/or

AP Calculus AP Calculus


Entry to AP courses are strictly based on the AP selection procedure. Please note that if a student

completes Pre-Calculus in grade 11, but the student is not selected into an AP Math course in the

senior year, the student will be enrolled in the Regular Calculus course. All students must be

enrolled in a Math course each year.

STEAM Department

Business Computer Information Systems

Grades 9-12



Students implement personal and interpersonal skills to strengthen individual performance in the

workplace and in society and to make a successful transition to the workforce and/or

postsecondary education. Students apply technical skills to address business applications of

emerging technologies.

Fundamentals of Computer Science

Grades 9/10



Fundamentals of Computer Science is intended as a first course for those students just beginning

the study of computer science. Students will learn about the computing tools that are used every

day. Students will foster their creativity and innovation through opportunities to design,

implement, and present solutions to real-world problems. Students will collaborate and use

computer science concepts to access, analyze, and evaluate information needed to solve

problems. Students will learn the problem-solving and reasoning skills that are the foundation of

computer science. By using computer science knowledge and skills that support the work of

individuals and groups in solving problems, students will select the technology appropriate for

the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn

digital citizenship by researching current laws and regulations and by practicing integrity and

respect. Students will gain an understanding of the principles of computer science through the

study of technology operations and concepts.

Technology applications

Grade 8



Technology applications is a course designed to introduce students to the understanding and use

of technology advances that are occurring in the world. Students will learn how different

technology devices work and how to use different programs to solve problems through creativity

and collaboration.

Through the study of technology applications, students make informed decisions by

understanding current and emerging technologies, including technology systems, appropriate

digital tools, and personal learning networks. As competent researchers and responsible digital

citizens, students use creative and computational thinking to solve problems while developing

career and college readiness skills.


AP Computer Science Principles

Grades 11/12



Computing affects almost all aspects of modern life and all

students deserve a computing education

that prepares them to pursue the wide array of intellectual and career opportunities that computin

g hasmade possible.

This course is not a tour of current events and technologies. Rather, this course seeks to

provide students with a “future proof” foundation in computing principles so that they are adequa

tely

prepared with both the knowledge and skills to live and meaningfully participate in our increasin

gly digital society, economy, and culture.

The Internet and Innovation provide a narrative arc for the course, a thread connecting all of the

units.

The course starts with learning about what is involved in sending a single bit of information from

one

place to another and ends with students considering the implications of a computing innovation o

f their own design. Along the way students learn:

How the Internet works and its impacts on society.

How to program and rapidly prototype small JavaScript applications both to

solve problems and to satisfy personal curiosity.

How to collect, analyze and visualize data to gain insight and knowledge.

How to evaluate the beneficial and harmful effects to people and society brought on by

computing innovations.

Engineering Track Courses

Principles of Applied Engineering course I

Grade 9



The Principles of Applied Engineering I course invites students to explore the many fields of

engineering through scenarios and group projects that engage them in the problem-solving

process. Students discover different types of engineering, engineering-related disciplines,

history, career paths, positions, and typical skills and activities necessary for success in

engineering careers.

Learning Objectives/Outcomes

- Generate an interest in engineering careers to a wide variety of learners

- Introduction to the different types of engineering and engineering-related disciplines,

history, career paths, positions and typical skills and activities necessary for success


- Engage in collaborative problem solving and hands-on experiments designed specifically

for novice engineering students

Principles of Applied Engineering course II

Grade 10



The Principles of Applied Engineering II provides an overview of the various fields of science,

technology, engineering, and mathematics and their interrelationships.

Students will develop engineering communications skills, which include computer graphics,

modeling, and presentations, by using a variety of computer hardware and software applications

to complete assignments and projects. Upon completing this course, students will have an

understanding of the various fields of engineering and will be able to make informed career

decisions. Further, students will have worked on a design team to develop a product or system.

Students will use multiple software applications to prepare and present course assignments.

Engineering Design and Presentation

Grades 11



Students enrolled in this course will demonstrate knowledge and skills of the process of design

as it applies to engineering fields using multiple software applications and tools necessary to

produce and present working drawings, solid model renderings, and prototypes. Students will use

a variety of computer hardware and software applications to complete assignments and projects.

Through implementation of the design process, students will transfer advanced academic skills to

component designs. Additionally, students explore career opportunities in engineering,

technology, and drafting and what is required to gain and maintain employment in these areas.

Engineering Design and Problem solving

Grades 12



The Engineering Design and Problem-solving course is the creative process of solving problems

by identifying needs and then devising solutions. The solution may be a product, technique,

structure, or process depending on the problem. Science aims to understand the natural world,

while engineering seeks to shape this world to meet human needs and wants. Engineering design

takes into consideration limiting factors or “design and constraint.” Various engineering

disciplines address a broad spectrum of design problems using specific concepts from the

sciences and mathematicsto derive a solution. The design process and problem solving are

inherent to all engineering disciplines. This research-based course meets one of the distinguished

achievement program advanced measures. This course meets the requirements for the 4th science

credit.


Course Requirements:

This course is recommended for students in Grades 10-12. Recommended prerequisite: Concepts

of Engineering and Technology.

Course suggestion for the Engineering Track

Arabic / Islamic Studies Department

Islamic

Grade 5


تعتبر مادة التربية اإلسالمية مادة أساسية تدرس في المدرسة ، يراعى في تدريسها تطبيق معايير وزارة التعليم

والتعليم العالي معتمدا على مصدر التعلم التابع لها . وقد انتهج هذا المصدر في تنظيمه أسلوب األبواب ، حيث

مة على بابين تدرس في كل باب ستة مجاالت . يترجم كل باب إلى مجموعة من المعايير مقس

: الصف الخامس

Courses Level Prerequisite Number

of credits

1. PAE I; Principles of Applied

Engineering I Grade 9 No One

2. PAEII; Principles of Applied

Engineering II Grade 10 Algebra I & PAE I One

3. EDPI; Engineering Design and

Presentation I Grade 11

Algebra I and

Geometry and PAE

I&II

One

4. EDPS; Engineering Design and

Problem Solving Grade 12

Algebra I and

Geometry

PAE I&IIand EDPI

One

الفصل الدراسي األول الفصل الدراسي الثاني

0-1 مجال القرآن الكريم وعلومه.

يطبق أحكام التجويد تطبيقا صحيحا 1.1

فيما يتلو أو يسمع .

1.1.1 يتعرف حروف التفخيم والقلقة مع

التالوة .التطبيق الصحيح لها أثناء

1.1.2 ع سورتي التكوير واالنفطار يسم

تسميعا متقنا، مراعيا أحكام التجويد .

1.1.3 ( تالوة 70 – 45يتلو سورة يس )

صحيحة .

يفسر اآليات المقررة تفسيرا صحيحا . 1.2

لوالب ا

البا

مجال القرآن الكريم وعلومه: 1.0

يطبق أحكام التجويد تطبيقا صحيحا فيما يتلو 1.1

أو يسمع.

1.1.1 يتعرف حروف القلقلة مع التطبيق الصحيح

لها أثناء التالوة

1.1.2 مراعيا يسمع سورة عبس تسميعا متقنا

أحكام التجويد.

1.1.3 ( تالوة صحيحة.44-20) يتلو سورة يس

يفسر اآليات المقررة تفسيرا صحيحا. 1.2

1.2.1 ( تفسيرا 28-18يفسر سورة المطففين )

صحيحا.

لوألب ا

البا


1.2.1 ( ر اآليات ( من 11 -1يفس

سورة الليل تفسيرا صحيحا .

الحديث الشريف 2.0

يوضح األحاديث النبوية الشريفة المساعدة في 2.2

نماء روح الجماعة لدى المسلم.

يتعرف الرحمة والتراحم وآداب المعاملة 2.2.1

من حديث عبدهللا بن عمر"المسلم أخو المسلم. .." .

مجال العقيدة اإلسالمية . 0-3 -0

يؤمن برسل هللا تعالى وأنبيائه . 3.4

األنبياء عليهم السالم ومهمة الرسل يتعرف 3.4.1

) قصة نبي هللا صالح عليه السالم ومحمد(

مجال الفقه اإلسالمي وأصوله . 4.0 .4

يتعرف المقاصد الشرعية للصيام وأحكامه 4.4 7.1ا

ومستجداته المعاصرة ويؤديه بصفته الشرعية

الصحيحة.

اإلسالمية.مجال السيرة والبحوث 0-5 5

يتعرف بعض قصص األنبياء والقصص القرآني مستخلصا 5.2

منها الدروس والعبر ويعمل على ربطها بحياته وسلوكه

يستعرض قصة نبي هللا سليمان . 5.2.1. 8

مجال اآلداب واألخالق اإلسالمية. 0-6 6

يتحلى باألخالق اإلسالمية في عالقته مع العالم 6.3

اإلنسانية ( –البيئة –من حوله )المجتمع

يوضح معنى اإليثار وفضله ودرجاته. 6.3.1

مجال الحديث الشريف: 2.0

يبين األحاديث النبوية الشريفة المكونة 2.1

لشخصية المسلم.

2.1.2 التدخل فيما ال يبين فضل عدم

يعنيه من خالل حديث أبي هريرة : أن رسول هللا

صلى هللا عليه وسلم قال :"من حسن إسالم المرء

تركه ما ال يعنيه".

مجال العقيدة اإلسالمية: 3.0

يؤمن بالمالئكة وبتعرف أسماءهم وصفاتهم. 3.2

3.2.1 .يتعرف مهام المالئكة

مجال الفقه اإلسالمي وأصوله: 4.0

يتعرف مقاصد الشريعة في الطهارة 4.2

وأحكامها ومستجداتها ويؤديها بطريقة صحيحة.

4.2.2 .يشرح أحكام صالة الجمعة

مجال السيرة والبحوث اإلسالمية: 5.0

يتعرف بعض قصص األنبياء والقصص 5.2

القرآني مستخلصا منه الدروس والعبر ويعمل

على ربطه بحياته وسلوكه.

5.2.1 هللا داود. يستعرض قصة نبي

مجال اآلداب واألخالق اإلسالمية: 6.0

يتحلى باألخالق اإلسالمية في عالقته مع 6.2

نفسه وأسرته.

6.2.1 .يبين أهمية بذل النصح لآلخرين

6.2.2 .يستعرض أهمية صلة الرحم

0-1 مجال القرآن الكريم وعلومه.يطبق أحكام التجويد تطبيقا صحيحا 1.1

يتلو أو يسمع.فيما

يسمع سورة المطففين تسميعا متقنا مراعيا 1.1.2


( تالوة 83 – 71يتلو سورة يس ) 1.1.3

صحيحة


1.2.1 ( ر اآليات ( 21 -12يفس

من سورة الليل تفسيرا صحيحا .


يوضح األحاديث النبوية الشريفة 2.2

المساعدة في نماء روح الجماعة لدى المسلم .

من حق المسلم على أخيه المسلم يستعرض 2.2.2

خالل حديث أبي هريرة "حق المسلم على المسلم

خمس..."

مجال الفقه اإلسالمي وأصوله . 0-4

يتعرف المقاصد الشرعية للصيام وأحكامه 4.4


يب الثان

البا

1.0 مجال القرآن الكريم وعلومه.



1.1.1 يتعرف حروف التفخيم

والقلقة مع التطبيق الصحيح لها

أثناء التالوة .

1.1.2 ع سورتي التكوير يسم

واالنفطار تسميعا متقنا، مراعيا

أحكام التجويد .

1.1.3 70 – 45) يتلو سورة يس

( تالوة صحيحة .




مجال الحديث الشريف .2.0



يتعرف الرحمة والتراحم وأدب 2.2.1

رضي –المعاملة من حديث عبدهللا بن عمر

يب الثان

البا


INTRO TO Arabic:


This Arabic course is intended for students who are non-native speakers. It is based on

communicative topics with specific objectives and includes contextualized vocabulary, grammar,

reading, writing, Videos and a variety of communication activities.

This course is an introduction to basic Arabic to enhance the oral and writing skills of students in

this language. For an optimal understanding the class time will be conducted in Arabic and

English.

2019/ 2018الدروس المقررة خالل السنة الدراسية

السادسةالوحدة الوحدة األولى

\ي( : قراءة وكتابة واستماع –ج –الحروف : )ش -

تدريبات \وتحدث.

و ( قراءة وكتابة واستماع –م –ف –الحروف : )ب -

تدريبات. \وتحدث.

الوحدة الثانية الوحدة السابعة

خ( : قراءة وكتابة واستماع -غ –ق –الحروف : )ك -

تدريبات.

ظ ( قراءة وكتابة واستماع وتحدث. –ذ –الحروف : ) ث -

تدريبات. \

الوحدة الثالثة الوحدة الثامنة

الصحيحة .

4.4.2 يناقش أركان الصوم ومبطالته وأحكامه

ومستجداته وأحكام صيام التطوع.

مجال السيرة والبحوث اإلسالمية. 0-5 5

5.3 يتعرف بعض الصحابة رضوان هللا عليهم

.والدروس المستفادة من حياتهم

5.3.1 يتعرف مواقف من حياة أمير المؤمنين عثمان

.بن عفان رضي هللا عنه


يتحلى باألخالق اإلسالمية في عالقته مع .6.3

اإلنسانية ( –البيئة -العالم من حوله ) المجتمع

6.3.2. يبين فضل عيادة المريض.

هللا عنهما ، أن رسول هللا صلى هللا عليه

, وسلم قال : م أخو المسلم (( ........))المسل

مجال العقيدة اإلسالمية . 3.0

يؤمن برسل هللا تعالى وأنبيائه عليهم السالم 3.4

.

3.4.1 يتعرف مهمة الرسل واألنبياء عليهم السالم

ومحمد صلى هللا عليه وسلم(. –) صالح عليه السالم

مجال الفقه اإلسالمي وأصوله . 4.0



الصحيحة .

4.4.1 حكمة من يناقش مفهوم الصوم وحكمه وال

.مشروعيته

مجال السيرة والبحوث اإلسالمية. 5.0

يتعرف بعض قصص األنبياء عليهم السالم 5.2

والقصص القرآني، مستخلصا منها الدروس والعبر

، ويعمل على ربطها بحياته وسلوكه.

5.2.1 .يستعرض قصة نبي هللا سليمان عليه السالم

مجال اآلداب واألخالق اإلسالمية. 6.0


اإلنسانية (. -البيئة -من حوله ) المجتمع

6.3.1 .يوضح معنى اإليثار وفضله ودرجاته


أ ( قراءة وكتابة واستماع -هـ –ح –الحروف : )ع -

تدريبات. \وتحدث

ض( قراءة وكتابة واستماع –ط –د –الحروف : ) ت -


الوحدة الرابعة الوحدة التاسعة

الحوارات : )الكلمات الجديدة ( قراءة وكتابة و استماع.

في معهد فنار . -2 \التعارف مع الجار. -1

تدريبات \في غرفة الدرس . -3

ز( : قراءة وكتابة واستماع –ص –الحروف : )س -


الوحدة الخامسة

\ن( : قراءة وكتابة واستماع وتحدث. –ر –)ل الحروف : -

تدريبات.

AFL1:





This course is a complement for the entrance level provided last year, for enhancing their oral

and writing skills in Arabic. For an optimal understanding the class time will be conducted in

Arabic and English.

الدروس المقررة خالل السنة الدراسية 2016 / 2017

الوحدة األولى الوحدة الثالثة

في البيت في المدينة

في المقصف في جزيرة الكنز

في الفصل في بيت الجدة

تعالوا نلعب تعالوا لنتسلى

على شاطئ البحر في المطعم

الوحدة الثانية الوحدة الرابعة

إلى المدرسة كيف نعبر الشارع

في الغابة األسد الهارب

تعالوا نمثل اليوم الرياضي

تعالوا نتسابق حول الخليج

في الحديقة أحب فصل الربيع


عالء الدين والمصباح السحري القرد والغيلم

الراعي والئب افتح يا سمسم

العمالق واألوالد

AFL 2






This course is a complement for AFL 1 level provided last year, for enhancing their oral and

writing skills in Arabic. For an optimal understanding the class time will be conducted in Arabic

and English.

الوحدة األولى الوحدة الثالثة

القرية وفأر المدينةفأر النملة والجرادة

هل تحب العصافير ؟ الزهرية المكسورة

الحمامة والنحلة القط والجرس

األعمال والمهن الطيران

الرجل واالشجار أربع لعب لغوية


األسد والفأر الوعد

تفاحة ألربعة اإلنسان والبيئة

القاضي الذكي السندباد البحري

السيارة الهوايات

حمار جحا العصفور واإلنسان

AFL 3




This course is a complement for AFL 2 level provided last year, for enhancing their oral and

writing skills in Arabic. For an optimal understanding the class time will be conducted in Arabic

and English

الدروس المقررة خالل السنة الدراسية 2016 / 2017

الثالثةالوحدة الوحدة األولى

امتحان الكرماء حذيفة والهدهد

مكالمة هاتفية جار جديد

عودة حمار جحا مباراة في الذكاء

عطلة سعيدة الرياضة

األصدقاء األربعة وادي القناعة


الفئران تأكل الحديد فانوس رمضان

هدية مناسبة النار

طاعة الوالدين الطبيب الذكي

عادات صحية مفيدة مع العلماء

أميرة البحار السبعة حكاية األقمار الصناعية


ISL English- G 9


Learning and practicing Aqeedah, Ibadat, Sirah, Fiqh, Hadeeth, Akhlaaq, and best of all learning

and memorizing the Holly Qura’n, is our number 1 aim. Therefore, we found that learning Islam,

the Islamic studies curriculum taught in the United States of America, is best suiting our goals.

Muslims non-Arabic speaker-students learning needs. The curriculum consists of six units, three

of them are covered in each semester, as follows:

First Term Second Term

Un

it A

Aqee

dah

, (f

aith

), I

bad

at,

Sto

ries

of

the

Qura

n,

and

Taj

wee

d

Allah:

- controls the world

- Gives and deprives

wealth and health

- Gives lives and death

How to be patient, and

why:

- Prophet of Patience

and Thankfulness

- Thankfulness to

Allah

Learn and memorize

verses of sourat Al-

Qiyamah

Learn the four most

common types of Madd:

- Al Lazim

- Al Muttasil

- Al Munfasil

- Al Tabee’ Un

it D

an

d E

Sir

ah, S

unnah

, m

emori

zati

on o

f th

e Q

ura

’n,

and H

adee

th

Ghazawat Al Rasool:

- Ghazwat Tabook

- The three who

missed Tabook

Sourat Al Munafiqoon:

- Memorize and learn

the meanings

- Honesty that saved

the three who missed

Tabook

Prophet Mohammad

passes to Jannah

As Sunnah:

- The Prophet’s way

- The basic Uloom of

the Hadeeth

- The major books of

the Hadeeth


التربية اإلسالمية

خامس :الصف ال



تدرس في كل باب ستة مجاالت . مة على بابين يترجم كل باب إلى مجموعة من المعايير مقس

First Term Second Term U

nit

B a

nd

C

Aqee

dah

, (f

aith

), S

tori

es o

f th

e Q

ura

’n, Ib

adat

, an

d

Fiq

h

Stories of:

- Prophet Zakariyya

- Prophet Yahya

- Maryam

The miracle of the

miracles:

- Story of Prophet Isa

Ramadan:

- The month of

blessings

- The rules of Fasting

- Siam nullifiers

- Hajjat Al Wadaa’

Un

it F

Sir

ah, S

unnah

, m

emori

zati

on o

f th

e Q

ura

’n,

and

Had

eeth

Sourat Al Hujuraat:

- Learn and

memorize Verses

from 1-18

The Mothers of the

Evils:

- The Alcohol

Pork and other Haram

meats

Gambling and Lottery

Mental drugs





1.1.1 يتعرف حروف التفخيم والقلقة مع

التطبيق الصحيح لها أثناء التالوة .

1.1.2 ع سورتي التكوير واالنفطار يسم

تسميعا متقنا، مراعيا أحكام التجويد .

1.1.3 ( تالوة 70 – 45يتلو سورة يس )

صحيحة .




لوالب ا

البا


تالوة وتجويد. 44-1يس سورة -

االستعاذة والبسملة. -

سورة عبس حفظ -

تفسير. –التذكير بآيات هللا -


التراحم بين المسلمين. -

العقيدة اإلسالمية:مجال 3.0

لوألب ا

البا



األحاديث النبوية الشريفة المساعدة في يوضح 2.2


يتعرف الرحمة والتراحم وآداب المعاملة 2.2.1

من حديث عبدهللا بن عمر"المسلم أخو المسلم. .." .


يؤمن برسل هللا تعالى وأنبيائه . 3.4

األنبياء عليهم السالم ومهمة الرسل يتعرف 3.4.1

) قصة نبي هللا صالح عليه السالم ومحمد(


يتعرف المقاصد الشرعية للصيام وأحكامه 4.4 7.1ا


الصحيحة.


يتعرف بعض قصص األنبياء والقصص القرآني مستخلصا 5.2

منها الدروس والعبر ويعمل على ربطها بحياته وسلوكه

يستعرض قصة نبي هللا سليمان . 5.2.1. 8




يوضح معنى اإليثار وفضله ودرجاته. 6.3.1

هللا تعالى.توحيد -


أحكام االستنجاء واالستجمار. -


تأسيس الدولة اإلسالمية في المدينة -

المنورة


فضل تالوة القرآن ومحبته وآداب -

تالوته.

0-1 مجال القرآن الكريم وعلومه.يطبق أحكام التجويد تطبيقا صحيحا 1.2

فيما يتلو أو يسمع.

يسمع سورة المطففين تسميعا متقنا مراعيا 1.1.2


( تالوة 83 – 71يتلو سورة يس ) 1.1.3

صحيحة


1.2.1 ر ( 21 -12اآليات ) يفس

من سورة الليل تفسيرا صحيحا .




من حق المسلم على أخيه المسلم يستعرض 2.2.2

خالل حديث أبي هريرة "حق المسلم على المسلم

خمس..."

مجال الفقه اإلسالمي وأصوله . 0-4



الصحيحة .

4.4.2 يناقش أركان الصوم ومبطالته وأحكامه

يب الثان

البا

1.0 مجال القرآن الكريم وعلومه. تالوة وتجويد. 83-45 يسسورة -

الوقف -

الرسم العثماني -

حفظ. التكويرسورة -

تفسير. – عاقبة المطففين -

المكي والمدني في القرآن الكريم -

الحديث الشريف .مجال 2.0

فضل الحياء. -


نبي هللا موسى عليه السالم -


أحكام الصالة. -


مكانة الطفولة في السيرة النبوية. -


ب البا

يالثان


: الصف السادس



مجموعة من المعايير مقسمة على بابين تدرس في كل باب ستة مجاالت . يترجم كل باب إلى

ومستجداته وأحكام صيام التطوع.


5.3 يتعرف بعض الصحابة رضوان هللا عليهم

.والدروس المستفادة من حياتهم

5.3.1 يتعرف مواقف من حياة أمير المؤمنين عثمان

.بن عفان رضي هللا عنه


يتحلى باألخالق اإلسالمية في عالقته مع .6.3

اإلنسانية ( –البيئة -العالم من حوله ) المجتمع

6.3.2. يبين فضل عيادة المريض.

اإليثار -



المجال األول: القرآن الكريم وعلومه سورة األحزاب. -

سورة اإلنسان. -

هول الموقف يوم القيامة. -

الحديث الشريف: المجال الثاني

أثر الظلم ومضاره. -

اإلسالمية المجال الثالث: العقيدة اإليمان بالقدر. -

المجال الرابع: الفقه اإلسالمي وأصوله

الصلوات المكتوبة وأحكامها. -

والبحوث اإلسالمية المجال الخامس:السيرة غزوة أحد. -

غزوة بني النضير. -

السادس:اآلداب واألخالق اإلسالميةالمجال الحلم وكظم الغيظ. -

قيمة الوقت. -

الباب

األول



أو يسمع.

1.1.1 يبين أحكام النون الساكنة والتنوين مع

التطبيق الصحيح لها .

1.1.2 يتعرف السورة الكريمة ) اإلنسان

( ، ويسمعها ، مراعيا أحكام التجويد ،

ويظهر فهما لمعانيها

1.1.3 ( يتعرف السورة الكريمة

األحزاب( ويتلوها تالوة صحيحة .


1.2.1 يتعرف اآليات الكريمة

11 – 8: سورة لقمان من

ويفسرها تفسيرا صحيحا .




2.1.1 . يبين فضل القوة من خالل حديث أبي

هريرة رضي هللا عنه .


يؤمن باليوم اآلخر وما فيه من أحداث . 3. 5

يتعرف بعض مشاهد يوم القيامة في 3.5.1

ضوء القرآن والسنة

مجال الفقه اإلسالمي وأصوله:

أحكام الطهارة والعبادات ويؤديها يتعرف 4 .1

بصفتها وطريقتها الصحيحة

1.1. 4 يتعرف أحكام النجاسات والتطهر

منها


معالم سيرة النبي صلى هللا عليه يتعرف 5 . 1

وسلم ومنهج تعامله مع الحياة معبرا عن إيمانه به

.ومحبته له

1 .1 .5 يستعرض احداث غزوة بدر الكبرى


يتحلى باألخالق اإلسالمية في عالقته مع 6. 1

هللا تعالى ومع نبيه

1 .1 .6 يبين فضل الدعاء وآدابه

الباب

األول


المجال األول: القرآن الكريم وعلومه

سورة األحزاب. -

سورة المرسالت. -

هم.من صفات المؤمنين وجزائ -

الحديث الشريف: المجال الثاني

ية وأثرها.فضل الهد -

اإلسالمية المجال الثالث: العقيدة لصبرعلى أقدارهللا تعالى.ا -

المجال الرابع: الفقه اإلسالمي وأصوله

سجودالسهو. -

والبحوث اإلسالمية المجال الخامس:السيرة ضي هللا عنهر-ميرالمؤمنين علي بن أبي طالبأ -

المجال السادس:اآلداب واألخالق اإلسالمية الحلم وكظم الغيظ. -

قيمة الوقت. -

الباب

الثاني

1.0 مجال القرآن الكريم وعلومه.

يطبق أحكام التجويد تطبيقا صحيحا 1. 1.4


1.1.1 يبين أحكام النون الساكنة

والتنوين مع التطبيق الصحيح لها

.


المرسالت ( ، ويسمعها ، مراعيا أحكام

التجويد ، ويظهر فهما لمعانيها


األحزاب( ويتلوها تالوة صحيحة .

اآليات المقررة تفسيرا السورويفسر 1.2

صحيحا.

1.2.1 : يتعرف اآليات الكريمة

ويفسرها 19 – 12سورة لقمان من

تفسيرا صحيحا .

مجال الحديث الشريف . 2.2



أثر الظلم من خالل حديث يتعرف 2.2.1

عبدهللا بن عمر رضي هللا عنهماأ ن النبي

امة قال : " اتقوا الظلم فإنه ظلمات يوم القي

" ويحفظه ن ويظهر فهما لمعانيه .


الم يؤمن برسل هللا تعالى وأنبيائه عليهم الس 3.4

.

3.4.1 م عليه السالالنبي شعيب يتعرف


أحكام الطهارة والعبادات ويؤديها يتعرف 4 .1

بصفتها وطريقتها الصحيحة

يتعرف أحكام التيمم 4. 1. 2


يتعرف نماذج من سير بعض الصحابة الكرام 5. 3

رضوان هللا عليهم وسير بعض من السلف الصالح ، والدروس

المستفادة من حياتهم .

1 .5 .3 يتعرف مواقف من حياة أمير المؤمنين علي بن

أبي طالب رضي هللا عنه .



إلنسانية (.ا -لبيئة ا -من حوله ) المجتمع

يتعرف معنى الحلم والفرق بينه وبين كظم 6.3.1

الغيظ

الباب

الثاني

: الصف الســـــابع


ي تعتبر مادة التربية اإلسالمية مادة أساسية تدرس في المدرسة ، ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العال

معتمدا على مصدر التعلم التابع لها . وقد انتهج هذا المصدر في تنظيمه أسلوب األبواب ، حيث يترجم كل مجموعة من المعايير

بابين تدرس في كل باب ستة مجاالت . مقسمة على


:المجال األول:القرآن الكريم وعلومه

-أحكام الميم الساكنة .

- سورةالسجدة )14-1( .

- سورة نوح .

-األمر بعبادة هللا وبر الوالدين .

.المجال الثاني: الحديث الشريف حق الجوار . -

حقوق األخوة . -

:المجال الثالث: العقيدة

-الحياة البرزخية.

:المجال الرابع : الفقه

صالة المسافر. -

السيرة والبحوث اإلسالمية : :المجال الخامس

صلح الحديبية. -

عزيرعليه السالم. -

: المجال السادس : اآلداب واألخالق

آداب حسن الجوار. -

الباب

األول

مجال القرآن الكريم وعلومه: -

( تالوة وتجويد .19-1سورة لقمان ) -

أحكام الميم الساكنة . -

سورة الجن ) حفظ( -

–وجوب األدب مع النبي صلى هللا عليه وسلم -

(. تفسير 5-1سورة الحجرات )

جال الحديث الشريف:م -

صالة الجماعة ) فضلها وفوائدها ) شرح -

واستظهار (

فضل صلة الرحم وأهميتها. ) شرح واستظهار ( -

مجال العقيدة اإلسالمية: -

أقسام التوحيد . -

مجال الفقه اإلسالمي وأصوله: -

أحكام الغسل ) موجباته وسننه ( -

مجال السيرة والبحوث اإلسالمية: -

- . غزوة األحزاب ) الخندق ( هـ

مجال اآلداب واألخالق اإلسالمية: -

- )التواضع ) فضله وأنواعه

الباب

األول


ـ أحكام الميم والنون المشددتين.

- سورة السجدة )30-15( .

- سورةالمعارج .

- وصايا للنجاة في الدنيا واآلخرة .

الحديث الشريف:: المجال الثاني

- الدين النصيحة

المجال الثالث: الفقه:

الصيام. -

المخدرات. -

السيرة والبحوث اإلسالمية: :المجال الخامس

بالل بن رباح. -


الثقة في النفس. -

القناعة. -

الباب

الثاني

- مجال القرآن الكريم وعلومه. -

( تالوة وتجويد .34-20سورة لقمان ) -


سورة المزمل ) حفظ( -

–التثبت من األخبار واإلصالح بين المؤمنين -

تفسير -سورة الحجرات

2.2 مجال الحديث الشريف .

حق الجوار ) شرح واستظهار ( -


- ) نبيا هللا ) داود ، وسليمان عليهما السالم

.مجال الفقه اإلسالمي وأصوله 4.0

أحكام المسافر . -


سلمان الفارسي . -


الثقة بالنفس . -

الباب

الثاني

: الصف الثــــامن



بابين تدرس في كل باب ستة مجاالت: مقسمة على




- أحكام الراء والالم.

- سورةالكهف78-45.

- سورة القلم.

- أخالق يبغضها هللا عز وجل.

.المجال الثاني: الحديث الشريف

حفظ وشرح آداب االستئذان. -

حفظ وشرح قيمة العمل. -


- أشراط الساعة الصغرى.


صالة الكسوف والخسوف. -

أحكام الجنائز . -

:المجال الخامس:السيرة السيرة والبحوث اإلسالمية

فتح مكة. -

مصعب بن عمير. -


اإلخالص. -

الباب

األول



أو يسمع.

1.1.1 مع التطبيق الصحيح الالم وترقيقهايتعرف


1.1.2 تسميعا متقنا مراعيا أحكام القلميسمع سورة

التجويد.

1.1.3 ( تالوة صحيحة.24--1)الكهفيتلو سورة


1.2.1 ( تفسيرا صحيحا.9-1)صفيفسر سورة ال




2.1.2 خصال اإليمان يبين

يبين حق المسلم على أخيه


.بالكتب السماوية يؤمن 3.2

3.3.1 القرآن الكريم ويؤمن بهيتعرف.

مجال الفقه اإلسالمي وأصوله: .14

الشريعة في الطهارة وأحكامها يتعرف مقاصد 4.2

ومستجداتها ويؤديها بطريقة صحيحة.

4.1.1 يتعرف أحكام المسح على الخفين

.والجبيرة


معالم سير النبي صلى هللا عليه وسلم يتعرف 5.2

5.1.2 هـ7يتعرف أحداث غزوة خيبر.

5.1.2 هـ8يتعرف أحداث غزوة مؤته



نفسه وأسرته.

6.1.1 يتعرف اإلخالص في القول والعمل.

الباب

األول



أحكام الالم. -

(. 110- 79سورةالكهف ) -

سورةاالحاقة. -

اإليمان واإلسالم. -

الحديث الشريف:: المجال الثاني

-حفظ وشرح من خصال اإليمان.

:المجال الثالث : العقيدة

أشراط الساعة الكبرى -

المجال الرابع: الفقه:

. الحج والعمرة -

أركان الحج والعمرة وواجباتهما -

السيرةالسيرة والبحوث اإلسالمية::المجال الخامس

خالد بن الوليد. -

الباب

الثاني




1.1.1 أحكام الراء من حيث يتعرف

مع التطبيق الصحيح لها التفخيم والترقيق

أثناء التالوة .

1.1.2 ع سور ة الحاقة يسم ، تسميعا متقنا

مراعيا أحكام التجويد .

1.1.3 تالوة صحيحة .الكهف يتلو سورة


1.2.1 ( ر اآليات ( من 14 -10يفس

تفسيرا صحيحا . الصفسورة


ي يوضح األحاديث النبوية الشريفة المساعدة ف 2.1


يتعرف يتعرف حق الطريق من حديث 2.1.3

أبي سعيد الخدري "إباكم والجلوس على الطرقات

. "..


يتعرف حقيقة الموت والبرزخ والنفخ في 3.5.1

الصور .


يتعرف بعض سنن الفطرة 4.1.2 7.1ا


يتعرف نماذج من سير بعض الصحابة الكرام 5.3

يتعرف أهم معالم شخصية الصحابي مصعب بن عمير 5.3.1. 8

مجال اآلداب واألخالق اإلسالمية 0-6 6



يتعرف المسؤلية األخالقية في استخدام وسائل التواصل 6.32

االجتماعي .

الباب

الثاني

: الصف التاســــع



تدرس في كل باب ستة مجاالت بابين مقسمة على



:المجال األول:القرآن الكريم وعلومه همزة الوصل وهمزة القطع. -

( .74-51سورة مريم ) -

سورة المنافقون. -

. التحذيرمن فتنة الشيطان -

.المجال الثاني: الحديث الشريف مسؤلية الفردتجاه المجتمع. -


اإليمان بالقدر. -


عقد الزواج. -

المحرمات في الزواج. -

آثارعقد الزواج. -


لقمان الحكيم ووصيته البنه. -

عبد هللا بن عباس رضي هللا عنه. -


خلق الحياء.

الباب

األول



أو يسمع.

1.1.1 مع التطبيق الصحيح يتعرف أنواع المدود


1.1.2 تسميعا متقنا مراعيا التغابن يسمع سورة


1.1.3 ( تالوة صحيحة.مريم )يتلو سورة


1.2.1 ( تفسيرا 29-21) الفرقانيفسر سورة

صحيحا.




2.1.1 يتعرف البر واإلثم من خالل

حديث النواس بن سمعان.

2.1.3 يتعرف فضل حسن الخلق من

خالل حديث أبي أمامة رضي هللا عنه.

العقيدة اإلسالمية:مجال 3.0

يؤمن بالمالئكة وبتعرف أسماءهم وصفاتهم. 3.2

3.2.1 .يتعرف مهام المالئكة


يتعرف مقاصد الشريعة في الطهارة وأحكامها 4.1

ومستجداتها ويؤديها بطريقة صحيحة.

4.1.1 يتعرف مفهوم الزكاة ) مشروعيته

.، مصارفها ، وأحكامها(األموال التي تجب فيها


معالم سيرة النبي صلى هللا عليه وسلم يتعرف 5.2

.

5.1.1 ( 8يتعرف أحداث غزوة حنين)هـ.

5.1.2 هـ(9يتعرف أحداث غزوة تبوك(



فسه وأسرته.ن

6.1.1 يتعرف معنى الصبر وأهميته

الباب

األول



- الالم الشمسية والالم القمرية.

- سورة مريم )98-75( .

- سورة الجمعة.

- الطيبات للمؤمنين.

الشريف.المجال الثاني: الحديث سؤلية الفرد المجتمع .م -

المجال الثالث: العقيدة:صور. النفخ في ال -

-البعث والنشور.

:المجال الرابع : الفقه أحكام الربا. -

أحكام الزواج. -


عالم من شخصية الرسول صلى هللا عليه وسلم.م -

بي هللا يونس عليه السالم.ن-


نة.اللباس والزي-

الباب

الثاني




1.1.1 مع التطبيق أنواع المدود يتعرف

الصحيح لها أثناء التالوة .

1.1.2 ع سور ة الطالق يسم ، تسميعا متقنا

مراعيا أحكام التجويد .

1.1.3 تالوة صحيحة . مريم يتلو سورة


1.2.1 ( ر اآليات ( من 71 -63يفس

تفسيرا صحيحا . الفرقانسورة


ي يوضح األحاديث النبوية الشريفة المساعدة ف 2.2


يتعرف أسباب حفظ هللا وتأييده ونصره من 2.2.1

خالل الحديث عبد هللا بن عباس .." .

مجال العقيدة اإلسالمية . 0-3

. يؤمن برسل هللا تعالى وأنبيائه 3.4

يتعرف نبي هللا ) هود( عليه السالم 3.4.2


العقيقة( –األضحية –يتعرف أحكام األطعمة 4.3.1 7.1ا


نماذج من سير الصحابة الكراميتعرف 5.3

يتعرف أهم معالم شخصية الصحابي الجليل 5.3.1. 8

خالد بن الوليد .


يتحلى باألخالق اإلسالمية في عالقته معا هلل ومع رسول هللا 6.3

يتعرف حقيقة التفاؤل. .26.1

الباب

الثاني

: الصف العـــاشر

ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي تعتبر مادة التربية اإلسالمية مادة أساسية تدرس في المدرسة ،


مقسمة على بابين تدرس في كل باب ستة مجاالت.



:المجال األول:القرآن الكريم وعلومه أحكام الوقف . -

سورة األنفال "تالوة" -

سورة الحشر "حفظ" . -

الحث على تزويج األيامى "تفسير" . -

الحديث: :المجال الثاني

من صور الجهاد في اإلسالم . -

المجال الثالث: العقيدة :

الغلو في حق النبي. -


أحكام الطالق. -

السيرة والبحوث اإلسالمية: المجال الخامس :

الجهاد في اإلسالم . -

:المجال السادس : اآلداب واألخالق

الغيرة المحمودة.

الباب

األول


النور تالوة وتجويد.سورة

أحكام التفخيم. -

سورة الجمعة حفظ -

تفسير. –من سنن هللا في الكون -


التكافل في أسمى صوره.

المسؤولية األخالقية. -


اإليمان باهلل تعالى. -


أحكام الزواج. -


أم المؤمنين عائشة بنت أبي بكر -

الصديق.


تعظيم حرمات هللا تعالى. -

الباب

األول


أحكام االبتداء . -

سورة األنفال "تالوة" -

سورة المجادلة "حفظ" . -

االستئذان داخل البيوت "تفسير" . -


وسائل القرب من هللا . -


الشفاعة. -


الحكم الشرعي وأقسامه. -


قارون وطغيان المال . -

الباب

الثاني

1.0 مجال القرآن الكريم وعلومه. تالوة وتجويد. 64-30سورة النور -

حفظ. 11-6سورة الجمعة -

تفسير. –توحيد هللا وبرالوالدين -

مجال الحديث الشريف .2.0

رقي اإلسالم في التعامل مع الخادم -

واألجير.

العقيدة اإلسالمية .مجال 3.0

الكفر ) معناه وأنواعه وصوره ( -


المحرمات في الزواج -


أساليب الحوار في السيرة النبوية. -


االعتزاز باإلسالم -

الباب

الثاني

: الحـــادي عشرالصف


ايير معتمدا على مصدر التعلم التابع لها . وقد انتهج هذا المصدر في تنظيمه أسلوب األبواب ، حيث يترجم كل مجموعة من المع

مقسمة على بابين تدرس في كل باب ستة مجاالت .


الفصل الدراسي الثاني الفصل الدراسي األول

لوألب ا

البا


أحكام النون الساكنة والتنوين . -

سورة آل عمران "تالوة" -

سورة الواقعة "حفظ" . -

النهي عن مواالة الكافرين "تفسير" . -


قيمة اإلخالص وأهميته . -


الشرك باهلل تعالى أسبابه ومظاهره. -


حد الزنا. -

حد القذف. -


قصة نبي هللا موسى والخضر . -


التوكل والتواكل. -

ولألب ا

البا


أحكام المدود . -


سورة النجم "حفظ" . -

حقوق النساء واليتامى "تفسير" . -


ثمار األعمال الصالحة . -


خصائص الرسالة اإلسالمية. -


أحكام األطعمة. -

أحكام اللباس والزينة -


مكانة فلسطين الدينية . -


الحرية في اإلسالم. -

يب الثان

البا



سورة الرحمن "حفظ" . -

البر والعدل مع أهل الذمة "تفسير" . -


الحسد المحمود. -


اليهودية والنصرانية. -


حد الشرب. -

حد السرقة. -


االستشراق . -


فضل اإلنفاق على األقارب. -

يب الثان

البا

األول:القرآن الكريم وعلومه:المجال



سورة الطور "حفظ" . -

توحيد هللا واألمر باإلحسان "تفسير" . -


عدل هللا ورحمته بعباده . -


الحساب والجزاء. -


أحكام اليمين. -

أحكام النذر -


اإلمام أحمد بن حنبل . -

الصف الثاني عشر

لتعليم والتعليم العالي تعتبر مادة التربية اإلسالمية مادة أساسية تدرس في المدرسة ، ويراعى في تدريسها تطبيق معايير وزارة


مقسمة على بابين تدرس في كل باب ستة مجاالت:


الفصل الدراسي الثاني الفصل الدراسي األول

لوألب ا

البا

األول:القرآن الكريم وعلومه:المجال


سورة البقرة "تالوة" -

سورة الذاريات "حفظ" . -

رد شبهات اليهود "تفسير" . -

وجوب االعتصام بحبل هللا "تفسير" -


اتقاء الشبهات . -

قيمة العطاء. -

الثالث: العقيدة المجال :

الميزان. -

الحوض والصراط. -


أحكام النسب والرضاع. -

حق األوالد في الحضانة. -


أم المؤمنين عائشة . -


إصالح ذات البين. -

ب البا

ولألا




سورة الحجرات "حفظ" . -

خيرية األمة "تفسير" . -


المسؤولية التضامنية . -


محبة النبي وآله وأصحابه. -


أحكام الجهاد. -


التغريب . -

مواقف من حياة اإلمام ابن تيمية -

يب الثان

البا



سورة ق "حفظ" . -

جمع –أسباب النزول –نزول القرآن –اإلعجاز القرآني -

القرآن وتدوينه .


من طرق الخير. -


الجنة والنار. -

النفاق حقيقته وأخطاره -


حق األوالد في النفقة. -


سيدنا عبدهللا بن عمر . -

يب الثان

البا




سورة الفتح "حفظ" . -

علوم القرآن . -


أعمال الصدقات ومجاالتها . -


اإليمان بالقدر. -


مصادر التشريع األصلية. -


تحرير المرأة . -

اللغة العربية

: خامسالصف ال

العربية مادة أساسية تدرس في المدرسة ،ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي تعتبر مادة اللغة

معتمدا على مصدر التعلم التابع لها ، وقد انتهج هذا المصدر في تنظيمه أسلوب الوحدات ، حيث تترجم كل وحدة مجموعة من

. مجموعة من الوحداتل فصل دراسي ك المعايير مقسمة على فصلين تدرس في


الصف الســادس


- نشاط القراءة : - الحمامة والثعلب ومالك

من حفر حفرة ألخيه وقع فيها . -الحزين - النشاط اللغوي : كان وأخواتها - حروف

التوكيد .

- نشاط الكتابة: اإلمالء : التنوين .الخط : خط النسخ وخط الرقعة .

.التعبير الكتابي : إعادة سرد قصة - نشاط االستماع : تواضع األمير

- نشاط التحدث : حوار تمثيلي .

ىول

ألحدة ا

و ال

(

صية ص

سردية القص ال

وص

الن )

الوحدة الثانيةالقراءة : قصيدة أغنية

البحر.الكلمة والجملة : األفعال

الناسخة االستماع: التلوث التحدث : قصيدة السفينة

الوحدة األولى القراءة : المستقبل.الكلمة والجملة : الجملة

االسمية.الكتابة: التعبير الكتابي: سوء

العاقبة.

اإلمالء : الالم المزدوجة.الخط : خط النسخ – ) ج-ح-

خ(

-نشاط القراءة : وطن النجوم - مونديال قطر

2022.

- النشاط اللغوي : الحال - األسماء الخمسة

- نشاط الكتابة : اإلمالء : الالم الشمسية الخط : خط النسخ وخط الرقعة .

التعبير الكتابي : وطني قطر . نشاط االستماع : الكريم

- نشاط التحدث : إلى الشباب .

حدة الثانيةو ال

(ة وماتي

ص المعلوص

الن)

الوحدة الرابعة

القراءة : قصيدة

العصفورة.الكلمة والجملة : الحروف

الناسخة.االستماع: قصة السيدة

الخياطة.

التحدث : ذكاء طائر.

حدة الثالثةالو القراءة : قصة التقويم الهجري.

الكتابة: التعبير الكتابي:التقويم القطري.

اإلمالء : التنوين.

الخط : خط النسخ حرف ) ع-

غ(

- نشاط القراءة : أهمية الحاسب اآللي - خطبة أبي بكر الصديق ) رضي هللا عنه (. - النشاط اللغوي : اسم الفاعل - المصدر.

- نشاط الكتابة : اإلمالء : الهمزة المتوسطة ف .والهمزة المتطرفة على األل

الخط : خط النسخ وخط الرقعة - التعبير الكتابي : أهمية تعلم لغات أجنبية .

- نشاط االستماع : استفد من أخطائك .

- نشاط التحدث : القراءة متعة وفائدة.

حدة الثالثةو ال

شية (

ص النقاوص

) الن

الوحدة السادسة القراءة : قصيدة نحن الشباب.الكلمة والجملة :جمع المذكر

وجمع المؤنث السالم. –السالم االستماع: التغيير من الداخل. التحدث :التعليم سبيل التقدم.

الوحدة الخامسة القراءة : تلوين االزهار.

الكتابة: التعبير الكتابي لماذا نرى السماء زرقاء.

اإلمالء : الهمزة على ياء غير منقوطة. الخط : خط النسخ حرف ) م (

- نشاط القراءة : كيف وصل اإلنسان إلى القمر؟ ظاهرة التأخر الدراسي.

- النشاط اللغوي : األعداد من ) 29-21 ( تعزيز ( . 21-29األعداد من )

- نشاط الكتابة : اإلمالء : مراجعة كتابة الهمزة على الواو

الخط : خط النسخ . - التعبير الكتابي : انتشار المجمعات التجارية الضخمة

نشاط االستماع : حوادث المرور .

- نشاط التحدث : ظاهرة ال تعجبني .

ص وص

حدة الرابعة ) النوال

ة ( سيري التف

الوحدة الثامنة القراءة : فصاحة غالم الكلمة والجملة :الجملة الفعليةالكتابة : كتابة إعادة سرد قصة اإلمالء : الهمزة على األلف.الخط: خط النسخ حرف ) وـ ي(

لوحدة السابعةا القراءة :سوق واقف .

الكتابة: التعبير الكتابي الحدائق العامة في قطر.

اإلمالء : الهمزة المتوسطة على ياء.

الخط : خط النسخ حرف ) هـ (


اللغة العربية مادة أساسية تدرس في المدرسة ،ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي تعتبر مادة


. مجموعة من الوحداتكل فصل دراسي س فيالمعايير مقسمة على فصلين تدر


- نشاط القراءة : - رعاية كبار السن-معا نحو

جيل قرآني

- النشاط اللغوي : إعراب الفعل المضارع

- نشاط الكتابة:اإلمالء -الهمزة الممدودة) آ(

االهتمام بذوي االحتياجات الخاصة

- نشاط االستماع : االدخار

- نشاط التحدث : أهمية المكتبات

ىول

ألحدة ا

و ال

عية (

إلقناص ا

وص

) الن

الوحدة الثانية

القراءة : قصيدة القدس

عربية.

الكلمة والجملة : إعراب

الفعل المضارع

االستماع: مدينة القيروان

التحدث : دولة الكويت

الوحدة األولى

القراءة : الهواية حياة متجددة.

الكلمة والجملة : الفعل الالزم

والفعل المتعدي.

الكتابة: التعبير الكتابي: أهمية

ممارسة الرياضة.

اإلمالء : الهمزة المتطرفة.

الخط : خط النسخ – خط

ش(-الرقعة ) س

-نشاط القراءة : هي األخالق تنبت كالنبات – في

يوم بدر

- النشاط اللغوي : أسلوب النداء

- نشاط الكتابة : اإلمالء - حذف النون لإلضافة-

األم صانعة الرجال

نشاط االستماع : طفل ضرير

- نشاط التحدث : من حكم اإلمام الشافعي


شعرية(ص ال

وص

)الن

لوحدة الرابعةا

القراءة : أبو الرحالة.

الكلمة والجملة : األسماء

الخمسة.

الكتابة: التعبير الكتابي:

.أعالم من التاريخ العربي

اإلمالء : التنوين.


ظ(-الرقعة ) ط

الوحدة الثالثة

القراءة : قصة الثلج.

الكتابة: التعبير الكتابي:قصة

عن فعل الخير.

اإلمالء : الهمزة المتوسطة.

الخط : خط الرقعة حرف )

ض(-ص

- نشاط القراءة : الكتاب اإللكتروني أم الكتاب

حوار بين العلم والمال -المقروء

- النشاط اللغوي : حروف التوكيد –المفعول

المطلق.

- نشاط الكتابة : اإلمالء - الالم الشمسية-اإلجازة

الصيفية في البالد أم خارجها

- نشاط االستماع : استخدام األطفال الهاتف

المحمول.

- نشاط التحدث : برامج حوارية


شية (

ص النقاوص

) الن

ةلوحدة السادسا

: يوميات مسافر القراءة

في الصين.

الكلمة والجملة : كان

وأخواتها.

الكتابة: التعبير الكتابي:

صفحة من مذكراتي

اليومية.

اإلمالء :مراجعة ماسبق.


خ(-ح-الرقعة ) ج

الوحدة الخامسةالقراءة : رسالة إلى سائق

متهور.

الكلمة والجملة :فعل األمر.

االستماع: جابر عثرات الكرام.

التحدث : سرد قصة زرقاء

.اليمامة

- نشاط القراءة : تقرير إخباري-تقرير رياضي

- النشاط اللغوي : االستثناء )إال – ماعدا(

والمبني للمجهول.المبني للمعلوم

- نشاط الكتابة :اإلمالء- مراجعة التنوين-

تقرير عن نشاط مدرسي

نشاط االستماع : بطولة كأس العالم

- نشاط التحدث : حادث مروري

حدة الرابعةو ال

ألدبية )التقارير(

غير اسردية

ال

الوحدة الثامنة

القراءة : تقرير صحفي

سكك الحديد

القطرية)الريل( رؤية

تتحقق

الكتابة : كتابة تقرير

رياضي

الوحدة السابعة

القراءة : قصيدة التسامح.

الكلمة والجملة : إن وأخواتها

االستماع: حكمة أمير

التحدث : مكارم األخالق.


: الصف الســــابع

معايير وزارة لتعليم والتعليم العالي تعتبر مادة اللغة العربية مادة أساسية تدرس في المدرسة ،ويراعى في تدريسها تطبيق


. مجموعة من الوحداتكل فصل دراسي المعايير مقسمة على فصلين تدرس في

الدراس األولالفصل الفصل الدراسي الثاني

- نشاط القراءة : أهمية العمل الجماعي – وصية

أبي بكر الصديق .

- النشاط اللغوي : إن وأخواتها ومعانيها .

- نشاط الكتابة : تصميم إعالن – خير الناس .

- نشاط االستماع :توقير الكبيروالرحمة بالصغير

- نشاط التحدث : الرحالت المدرسية .

ىول

ألحدة ا

و ال

عية (

إلقناص ا

وص

) الن


القراءة : أحسن إلى الناس

ألبي الفتح البستي.

الكلمة والجملة :أنواع

الفعل الصحيح وأنواع

الفعل المعتل.

االستماع: العمل الجماعي


القراءة : من رواد التعليم في

قطر.

الكلمة والجملة : األفعال

واألفعال المعتلة.الصحيحة

الكتابة: كتابة سيرة ذاتية.

اإلمالء : األلف اللينة في آخر

األسماء واألفعال الثالثية.

-نشاط القراءة : إدارة الحياة واتخاذ القرارات –

إتقان أكثر من لغة ....

- النشاط اللغوي:الفعل المبني للمجهول والمعلوم.

- نشاط الكتابة : الرياضة .

نشاط االستماع : الوجبات السريعة .

- نشاط التحدث : التحدث في موضوع نقاشي .


)الن

شية (ص النقا

وص

الوحدة الرابعة

القراءة : عز األمانة.

الكلمة والجملة : تعزيز

الجملة األسمية.

الكتابة:كتابة قصة.

التحدث : سرد حكاية

الثالثة الوحدة القراءة : مكتبة قطر.

الكتابة: التعبير

الكتابي:الطباعة.

اإلمالء : كتابة األلف اللينة في

األسماء واألفعال غير الثالثية.

الكلمة والجملة :عالمات

إعراب األسماء األصلية

والفرعية

- نشاط القراءة : قصيدة "المسيرة" – إرادة الحياة

- النشاط اللغوي : الفعل الصحيح والمعتل .

- نشاط الكتابة : تحليل نقدي لقصيدة .

- نشاط االستماع : نسمات من ربيع الوطن .

- نشاط التحدث : التعليق على أبيات شعرية .

حدة الثالثة و ال

شعرية (ص ال

وص

) الن

الوحدة السادسة

القراءة : الشباب للشاعر

اهيم ناجي.رإب

الكلمة والجملة : كان

وأخواتها.

التعبير الكتابي: : الكتابة

العمل التطوعي

التحدث: دور المشروعات

الوطنية


القراءة : االعتماد على الذات .

الكلمة والجملة :اإلمالء الهمزة

المتوسطة.

الكتابة: التعبير الكتابي تصميم

إعالن

االستماع : الحدائق العامة.

- نشاط القراءة : اإلسعافات األولية للحروق –

إرشادات لكتابة بحث علمي .

- النشاط اللغوي:العدد من )1 – 10( ) 11- 19(

- نشاط الكتابة : كتابة نص إرشادي .

نشاط االستماع :إرشادات استخدام مكتبة المدرسة

- نشاط التحدث : قوانين صفية .

حدة الرابعة و ال

شادية (

إلرص ا

وص

)الن


القراءة : لوحة للدوحة

لمعروف رفيق

الكلمة والجملة : إن

واخواتها

الكتابة : كتابة رسالة

رسمية


القراءة : ثمرات الرياضة.

الكلمة والجملة : اإلمالء

الهمزة المتطرفة

االستماع: إدارة الوقت


الصف الثامن

في المدرسة ،ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي تعتبر مادة اللغة العربية مادة أساسية تدرس


. الوحداتمجموعة من كل فصل دراسي المعايير مقسمة على فصلين تدرس في

الفصل الدراس األول الفصل الدراسي الثاني

- نشاط القراءة : أهمية العمل التطوعي – حكم وعظات .

- النشاط اللغوي : األفعال الخمسة – المفعول ألجله .

- نشاط الكتابة : تصميم وكتابة إعالن .

- نشاط االستماع : التلميذ وأستاذه .

- نشاط التحدث : التحدث في موضوع إقناعي

ىول

ألحدة ا

و ال

عية (

إلقناص ا

وص

) الن


القراءة : ابتسم للشاعر إيليا أبو

ماضي.

الكلمة والجملة :حاالت إعراب

الفعل المضارع

االستماع: الطموح

التحدث : أهمية النظام في

.توفير الوقت


القراءة : إلى ولدي ألحمد

أمين.

الكلمة والجملة : الصرف

األفعال المتصرفة واألفعال

الجامدة.

الكتابة: الشباب طموح وأمل.

اإلمالء : الهمزة المتوسطة

-نشاط القراءة: برامج األطفال بين الفوائد واألضرار –

التداوي باألعشاب .

- النشاط اللغوي:المثنى وجمع المذكر وجمع المؤنث –

والمشتقة .األفعال الجامدة

- نشاط الكتابة : الحضارة الغربية بين القبول والرفض .

نشاط االستماع : مناظرة بين األغنياء والفقراء.

- نشاط التحدث : التحدث في موضوع نقاشي .

حدة الثانية و ال


وص

و )الن

لوحدة الرابعةا

القراءة : من أوراق البحر.

الكلمة والجملة :الفعال الخمسة.

الكتابة: التعبير الكتابي:كتابة

قصة.

التحدث : سرد حكاية.

الوحدة الثالثة

القراءة : جسم ةاالنسان..

القلعة المحاصرة .

الكتابة: استاد خليفة الدولي.

اإلمالء : الهمزة المتطرفة

الكلمة والجملة :الميزان

الصرفي

- نشاط القراءة : قصيدة اإلنسان الخليجي – من تجارب

الحياة .

- النشاط اللغوي : ظرفا الزمان والمكان - المموع من

الصرف.

- نشاط الكتابة : كتابة نقد أدبي لقصيدة .

- نشاط االستماع : مرثية حلم .

- نشاط التحدث : إلقاء أبيات شعرية .


شعرية (ص ال

وص

) الن

السادسةلوحدة ا

القراءة : فلسطين لعلي محمود

طه

الكلمة والجملة : المبني من

األفعال ماضي ومضارع وأمر.

االستماع : المسجد األقصى

لوحدة الخامسةا

القراءة : التعليم فوق الجميع .

الكلمة والجملة :اإلمالء كتابة

همزة ابن وابنة.

الكتابة: التعبير الكتابي تصميم

إعالن

المنظمة العالمية االستماع :

.للنهوض باللغة العربية

- نشاط القراءة : الطواف حول الكعبة – دعوة إلى النجاح .

- النشاط اللغوي:األعداد من 11 – 19 –األسماء المبنية

حروف الجر . –والمعربة

- نشاط الكتابة : كيف تقضي العطلة الصيفية .

نشاط االستماع : الرحالت المدرسية .

- نشاط التحدث : التحدث في موضوع إرشادي.


شادية (

إلرص ا

وص

)الن


القراءة :الحياة ألبي تمام

الكلمة والجملة : األسماء

الخمسة

الكتابة : كتابة رسالة رسمية


القراءة : الرازي.

الكلمة والجملة : زيادة وحذف

الكلماتبعض الحروف من

الكتابة:كتابة سيرة غيرية

: الصف التاسع

تعتبر مادة اللغة العربية مادة أساسية تدرس في المدرسة ،ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي

حيث تترجم كل وحدة مجموعة من معتمدا على مصدر التعلم التابع لها ، وقد انتهج هذا المصدر في تنظيمه أسلوب الوحدات ،

. مجموعة من الوحداتكل فصل دراسي المعايير مقسمة على فصلين تدرس في


الفصل الدراس األول الفصل الدراسي الثاني

- نشاط القراءة : اإليجابية – آيات قدرة هللا.

- النشاط اللغوي : التعجب – أسلوبا المدح والذم.

- نشاط الكتابة : تصميم إعالن.

- نشاط االستماع :وصية.

- نشاط التحدث : المجالس الطالبية.

ىألول

حدة او ال

عية (

إلقناص ا

صو) الن

لوحدة الثانيةا

- القراءة : بطل الصحراء

- الكلمة والجملة : التوكيد

اللفظي والتوكيد المعنوي

- اإلمالء : األلف اللينة في

األفعال

- الكتابة : نثر أبيات شعرية

- االستماع : البطل األسير

: شخصية تاريخية التحدث

لوحدة األولىا

- القراءة : وصية إلى ولدي

- الكلمة والجملة : النعت

وأنواعه

- الكتابة : الوقت هو الحياة

-نشاط القراءة : األدب ومواقع التواصل االجتماعي –

المكمالت الغذائية سالح ذو حدين.

- النشاط اللغوي:أدوات الشرط الجازمة وغيرالجازمة .

- نشاط الكتابة : الصداقة .

نشاط االستماع : التواصل مع أفراد المجتمع.

- نشاط التحدث:حدائق الحيوان بين مؤيدومعارض

حدة الثانية

و ال

)الن


صو

الوحدة الرابعة - القراءة : يوم العيد

- الكلمة والجملة : العطف

- اإلمالء : األلف اللينة في

األسماء

الوحدة الثالثة - القراءة : دارنا الدمشقية

- الكلمة والجملة : إسناد الفعل

الصحيح إلى ضمائر الرفع

- الكتابة : وصف موقف

- نشاط القراءة : رئيس القوم للمقنع الكندي – قصيدة غرناطة

لعلي بن سعود.

- النشاط اللغوي : أسلوب النداء.

- نشاط الكتابة : مقارنة بين قصيدتين.

- نشاط االستماع:قصيدة فلسطين لعلي محمود طه

- نشاط التحدث : إلقاء الشعر.


شعرية (

ص الصو

) الن

لوحدة السادسةا

- القراءة : الساذجة

- الكلمة والجملة : البدل

- اإلمالء : الهمزة المتوسطة

- الكتابة : كتابة قصة

الوحدة الخامسة - القراءة : من أجل الطفولة

- الكلمة والجملة : إسناد الفعل

الماضي المعتل

- الكتابة : التعليق على خبر

- االستماع : فصاحة غالم

- التحدث : لقاء

- نشاط القراءة : كيف تحمي جهازك من الفيروسات؟ -

صناعة األواني الفخارية.

- النشاط اللغوي:حروف العطف – التوكيد.

- نشاط الكتابة : طريقك نحوتحقيق أهدافك.

نشاط االستماع : كيف تكسب ثقة الناس؟

- نشاط التحدث : إجراءات إطفاء الحريق.


شادية (

إلرص ا

صو)الن

الوحدة الثامنة- القراءة : مسافر على أمواج

الخليج

- الكلمة والجملة : االستثناء

- اإلمالء : الهمزة المتطرفة

لوحدة السابعةا

- القراءة : اللغة العربية

والعلوم الحديثة

البالغة : المؤثرات الصوتية

والمعنوية

- الكلمة والجملة : مصادر

األفعال الثالثية وغير الثالثية

- الكتابة : مواقع التواصل

االجتماعي

الصف العاشر

العربية مادة أساسية تدرس في المدرسة ،ويراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي تعتبر مادة اللغة


. مجموعة من الوحداتل فصل دراسي ك المعايير مقسمة على فصلين تدرس في



الرجوع -كلمة سمو االميرالشيخ حمد -: نشاط القراءة -

للحق فضيلة. -: أسلوب القسم النشاط اللغوي - : االعتماد على الذاتنشاط الكتابة - :الفراغنشاط االستماع - التعصب :نشاط التحدث -

ىألول

حدة االو

عية (إلقنا

ص اصو

) الن الوحدة الثانية

: قطر : دوحتا القراءة - الماء واألرض

: وظائف الكلمة والجملة - التصغير

: االستعارة لبالغة ا - المكنية

: معالم قطرالتحدث -

الوحدة األولى : هديل لحمام مكة القراءة -

: التصغير الكلمة والجملة - : التشبيه المفردالبالغة - : وصف حدث الكتابة -

العمالة الوافدة في دول الخليج: نشاط القراءة- : كم االستفهامية وكم الخبرية النشاط اللغوي - : العادات والتقاليد بين المحافظة والتطورنشاط الكتابة -

: النجاح في الحياة العملية نشاط االستماع : بين القلم واللسان نشاط التحدث -

حدة الثانيةالو

شية (

ص النقاصو

)الن

الوحدة الرابعة : النار سر الطاقة القراءة - : النعت الكلمة والجملة -أهمية الطاقة الكتابة : -

البشرية في قطر

الوحدة الثالثة: النمور في اليوم القراءة -

العاشر: ال النافية الكلمة والجملة -

للجنس : بطاقة دعوة الكتابة -: الديك وصاحب االستماع -

البستانجابر عثرات -أم سعد -حسنا فعلوا -: نشاط القراءة -

الكرام: األفعال المتعدية لمفعولين أصلهما النشاط اللغوي -

المبتدأ والخبر : كتابة قصة قصيرة نشاط الكتابة - : األم األرملة نشاط االستماع - : مشهد تمثيلينشاط التحدث -

حدة الثالثةالو

سردية

ص الصو

() الن

الوحدة السادسة : أيتها األرض القراءة -: أسلوب الكلمة والجملة -

القسم : الرسالة الرسمية الكتابة - : حكاية األرض االستماع -

الوحدة الخامسة : كرم وإباءالقراءة -

: التوكيد الكلمة والجملة - : االستعارة التصريحيةالبالغة

: مقال نقديالكتابة -

المساء –للجاجظ –القاضي والذباب -: نشاط القراءة - لخليل مطران

: تعزيز التمييزالنشاط اللغوي - : وصف شخصية نشاط الكتابة -

: وصف إندونيسيا ألنيس منصورنشاط االستماع والمعاصرة: الدوحة بين التراث نشاط التحدث -

حدة الرابعةالو

صفية (

ص الوصو

)الن

الوحدة الثامنة –: الغبطة فكرة القراءة -

الشخصية السعيدة : العطف الكلمة والجملة - مناظرة التحدث : -

الوحدة السابعة : األذان القراءة -: كم الكلمة والجملة -

االستفهامية وكم الخبرية: الصداقة في زمن الكتابة -

.العولمة

: الصف الحادي عشر

تعتبر مادة اللغة العربية مادة أساسية تدرس في المدرسة ، و يراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي


على فصلين تدرس في كل فصل دراسي أربع وحدات . المعايير مقسمة


- نشاط القراءة : - الصناعة الوطنية.

صفة األمام العادل -

- النشاط اللغوي : تعريف العدد- تعزيز

- نشاط الكتابة : العمل المهني

حدة وال

ى ألول

ا

(

ص وص

الن

عية إلقنا

ا

- نشاط القراءة : العالج بالمغناطيس نقلة في الرعاية (

الصيد بالصقور –الصحية

- النشاط اللغوي : األنماط الصرفية الرئيسة ومعانيها

- نشاط الكتابة : استخدام األنترنت في العالم

حدة وال

ى ألول

ا

(

ص وص

الن

وماتيةالمعل

)


:الصف الثاني عشر

تعتبر مادة اللغة العربية مادة أساسية تدرس في المدرسة ، و يراعى في تدريسها تطبيق معايير وزارة لتعليم والتعليم العالي


على فصلين تدرس في كل فصل دراسي أربع وحدات . المعايير مقسمة

- نشاط االستماع : إلى ولدي

- نشاط التحدث : أخالق العمل

- نشاط االستماع : عالم النمل

- نشاط التحدث : صناعة الورق

-نشاط القراءة : العمالة الوافدة في دول الخليج

- النشاط اللغوي : كم االستفهامية وكم الخبرية

- نشاط الكتابة : العادات والتقاليد بين المحافظة والتطور

- نشاط االستماع : النجاح في الحياة العملية

- نشاط التحدث : بين القلم واللسان



وص

)الن

- نشاط القراءة : - معوقات التقدم العلمي- االحتباس

الحراري

- النشاط اللغوي : جموع القلة

- نشاط الكتابة : التصحر

نشاط االستماع : ادمان األنترنت

-نشاط التحدث:المرافق العامة


سيرية(ص التف

وص

) الن

- نشاط القراءة : - حسنا فعلوا- أم سعد- جابر عثرات

الكرام

- النشاط اللغوي : األفعال المتعدية لمفعولين أصلهما

المبتدأ والخبر

- نشاط الكتابة : كتابة قصة قصيرة

- نشاط االستماع : األم األرملة

- نشاط التحدث : مشهد تمثيلي


سردية ص ال

وص

) الن

)

- نشاط القراءة : - تعب كلها الحياة – ذكرى أيام

–الوصال

- النشاط اللغوي : تعزير الدروس السابقة

- نشاط الكتابة : نقد وتحليل

- نشاط االستماع : حياة مشقات

- نشاط التحدث : إلقاء قصيدة


شعرية ص ال

وص

) الن

)

- نشاط القراءة : - القاضي والذباب –للجاجظ – المساء

لخليل مطران

- النشاط اللغوي : تعزيز التمييز

- نشاط الكتابة : وصف شخصية

نشاط االستماع : وصف إندونيسيا ألنيس منصور

- نشاط التحدث : الدوحة بين التراث والمعاصرة


صفية (وص ال

وص

)الن- نشاط القراءة : كيف تصنع عطرك؟ - اعرف

صديقك .

- النشاط اللغوي : قواعد العدد وتذكير العدد وتأنيثه

- نشاط الكتابة : السفر- تركيب جهاز الحاسوب

- نشاط االستماع : الطريق إلى فهم النص الشعري

- نشاط التحدث : إجراء مقابلة مع معلم


شادية (إلر

واجرائية

إلص ا

وص

)الن


- نشاط القراءة : - الصناعة الوطنية.

صفة األمام العادل -

- النشاط اللغوي : تعريف العدد- تعزيز

- نشاط الكتابة : العمل المهني

- نشاط االستماع : إلى ولدي

- نشاط التحدث : أخالق العمل

ىول

ألحدة ا

و ال

عية (إلقنا

ص اوص

) الن

- نشاط القراءة : العالج بالمغناطيس نقلة في الرعاية

الصيد بالصقور –الصحية

- النشاط اللغوي : األنماط الصرفية الرئيسة ومعانيها

.

- نشاط الكتابة : استخدام األنترنت في العالم

- نشاط االستماع : عالم النمل

- نشاط التحدث : صناعة الورق

ىول

ألحدة ا

و ال

وماتية(ص المعل

وص

) الن


Electives Department

Physical Education:

In Physical Education, students acquire the knowledge and skills for movement that provide the

foundation for enjoyment, continued social development through physical activity, and access to

a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands

the relationship between physical activity and health throughout the life span.

PE Grade 5:


Fifth grade students demonstrate competence such as improved accuracy in manipulative skills

in dynamic situations. Basic skills such as jumping rope and catching and throwing should have

been mastered in previous years and can now be used in game-like situations. Students continue

to assume responsibility for their own safety and the safety of others. Students can match

different types of physical activities to health-related fitness components and explain ways to

-نشاط القراءة : العمالة الوافدة في دول الخليج

- النشاط اللغوي : كم االستفهامية وكم الخبرية

- نشاط الكتابة : العادات والتقاليد بين المحافظة والتطور

نشاط االستماع : النجاح في الحياة العملية

- نشاط التحدث : بين القلم واللسان



وص

)الن

- نشاط القراءة : - معوقات التقدم العلمي- االحتباس

الحراري

- النشاط اللغوي : جموع القلة

- نشاط الكتابة : التصحر

نشاط االستماع : ادمان األنترنت

-نشاط التحدث:المرافق العامة


سيرية(ص التف

وص

) الن

- نشاط القراءة : - حسنا فعلوا- أم سعد- جابر عثرات

الكرام

- النشاط اللغوي : األفعال المتعدية لمفعولين أصلهما

المبتدأ والخبر

- نشاط الكتابة : كتابة قصة قصيرة

- نشاط االستماع : األم األرملة

- نشاط التحدث : مشهد تمثيلي


سردية (ص ال

وص

) الن

- نشاط القراءة : - تعب كلها الحياة – ذكرى أيام

–الوصال

- النشاط اللغوي : تعزير الدروس السابقة

- نشاط الكتابة : نقد وتحليل

- نشاط االستماع : حياة مشقات

- نشاط التحدث : إلقاء قصيدة


ص وص

) النشعرية (

ال

- نشاط القراءة : - القاضي والذباب –للجاجظ – المساء

لخليل مطران

- النشاط اللغوي : تعزيز التمييز

- نشاط الكتابة : وصف شخصية

نشاط االستماع : وصف إندونيسيا ألنيس منصور

- نشاط التحدث : الدوحة بين التراث والمعاصرة


صفية (وص ال

وص

)الن- نشاط القراءة : كيف تصنع عطرك؟ - اعرف

صديقك .

- النشاط اللغوي : قواعد العدد وتذكير العدد وتأنيثه

- نشاط الكتابة : السفر- تركيب جهاز الحاسوب

- نشاط االستماع : الطريق إلى فهم النص الشعري

- نشاط التحدث : إجراء مقابلة مع معلم


شادية

إلروا

جرائية إلص ا

وص

الن)

)


improve fitness based on the principle of frequency, intensity, and time. Students continue to

learn the etiquette of participation and can resolve conflicts during games and sports.

PE Grade 6:


Sixth grade students apply similar concepts from one sport or movement setting to another.

Students can observe another individual's performance and notice key elements for success. At

this grade level, students participate in physical activity while maintaining a healthy level of

fitness as their bodies grow and change. Their knowledge of safety and the ability to manage

their own behavior is reinforced. Instruction is directed toward encouraging the incorporation of

physical activity into a daily routine and toward fundamental skill development.

PE Grade 7:


Seventh grade students apply similar concepts from one sport or movement setting to another.

Students can observe another individual's performance and notice key elements for success. At

this grade level, students participate in physical activity while maintaining a healthy level of

fitness as their bodies grow and change. Their knowledge of safety and the ability to manage

their own behavior is reinforced. Instruction is directed toward encouraging the incorporation of

physical activity into a daily routine and toward fundamental skill development.

PE Grade 8:


In Grade 8, although the acquisition of physical fitness and skill development is important,

emphasis is placed more on participation for enjoyment and challenge. Understanding the need

to remain physically active throughout life by participating in enjoyable lifetime activities is the

basis for eighth grade instruction.

PE Grade9-10-11-12

Course length: 2 years


Foundations of Personal Fitness represents a new approach in physical education and the concept

of personal fitness. The basic purpose is to motivate students to strive for lifetime personal

fitness with an emphasis on the health-related components of physical fitness. The knowledge

and skills taught include teaching students about the process of becoming fit as well as achieving

some degree of fitness within the class.


Team and Individual Sports represents a wide range of sports that reinforce the concept of

incorporating physical activity into a lifestyle beyond high school, appreciation for teamwork,

and fair play.

Arabic as a Foreign Language I

Length & Credit: 1 year / 1.0 credit

Prerequisite: No prior knowledge of Arabic

This course is designed for students with no prior knowledge of the Arabic Language. The aim

of this course is to develop students’ ability to use the language in simple authentic situations.

Students are engaged in motivating activities that introduce them to basic language structures. By

the end of this course, students will be able to write and read simple paragraphs and engage in a

variety of simple, daily conversations.

Arabic as a Foreign Language II

Length & Credit: 1 year / 1.0 credit

Prerequisite: Completion of AFL I and teacher recommendation

This course is designed for students who completed AFL 1 or who have adequate background in

Arabic. The aim of the course is to further develop communication skills and authentic use of the

language. By the end of this course, students are expected to compose paragraphs on familiar

topics in a variety of culturally authentic formats.

Visual Arts

Grade 6


Art, as a universal language, incorporates the study of visual arts to offer unparalleled

experiences and empower students to explore realities, relationships, and ideas. Art engages and

motivates all students through active learning, critical thinking, and innovative problem solving.

This discipline develops cognitive functioning and increases student academic achievement,

higher order thinking skills, communication, and collaboration. Students develop relevant

aesthetic and cultural awareness through exploration leading to creative expression. Creativity is

essential and the study of the Fine Arts nurtures and develops the whole child.

Four basic strands provide broad, unifying structures for organizing the knowledge and skills

students are expected to acquire:

• Perception

• Creative expression

• Historical/cultural heritage

• Response/Evaluation


Visual Arts

Grade 7











Foundations: observation, perception and application of The Elements of Art and

Principles of Design.

Creative expression

Historical and cultural relevance

Critical evaluation and response

Visual Arts

Grade 9-10-11-12 (HS)












• Foundations: Observation, perception and application of The Elements of Art and

Principles of Design.

• Creative expression: Wide range of techniques like: shading, action painting, linocut

printing, technical drawing, Photoshop, etc.

• Historical and cultural relevance: Students will learn about selected Modern Art

movements. Art from other cultures will be explored in Cycle 2, when they will have the

opportunity to investigate the artistic expressions of their native country.


• Critical evaluation and response: Students will use the Feldman method of critique to write

about different artworks. It deploys four steps: Description, Analysis, Interpretation and

Evaluation.

AP Studio Art

2D Design Portfolio

Grade: 11 & 12



Prerequisites: Recommendation from Art teacher. Please note: When meeting with Art Teacher,

you will need to show 4 recent portfolio samples (2 concentration and 2 breadth). One full year

of High School Art is recommended.

The AP Studio Art Portfolio is for art students who are motivated learners and who are serious

about developing their ability to communicate their ideas, thoughts, and feelings in visual form.

This course is not based on a written exam; instead, students submit a portfolio at the end of the

academic year to attempt to earn college credit. Students are required to produce a minimum 24

works of art that reflect issues related to 2D design. Media such as Drawing, Painting,

Printmaking, Mixed Media, and Collage are utilized. This course enables students to develop

quality artworks that demonstrates strong visual idea development, significant knowledge of the

elements and principles of design, and the artistic skill and ability necessary to apply them.

Performing Arts Course Description

Music

Middle School


Middle School Music course aims to provide general view and knowledge about standard music

notation, meter, rhythm, scales, key signatures and chords. Other music elements such as

melody, harmony, dynamics, texture, timbre are also included in the learning. These topics are to

be discussed thoroughly for the students to understand deeply and easily as they move to the

higher level of music course.

The subject also provides basic skills in playing the piano and guitar, and coaching proper

singing techniques to enhance their talents and skills and increase students’ confidence in their

performances inside and outside the classroom.

Music

High School



High School Music course is designed for advance music lessons. Musical elements like melody,

harmony, rhythm, dynamics, timbre and form and style will be learned thoroughly containing

performances through singing and playing keyboard, guitar and drums to apply the knowledge

and skills gained individually.


Introduction to the critical study of Western music history including representative composers,

works, and genres, as well as significant concepts and issues are to be discussed for the student

to develop an insight as an approach in diverse cultures and music periods. And, simple music

composition will be given for the students to come up with the highest level of learning through

creating their own music.

Robotics

High School



This course is designed to foster student’s creativity and innovation by presenting opportunities

to design, implement and present meaningful robotic programs through a variety of media.

Through this course, students will understand the principles of robotics through the study of

physics, robotics, automation and engineering design concepts.

STEAM

Grade: 5 & 6


STEAM (Science, Technology, Engineering, Arts and Mathematics) is an interdisciplinary

course designed to engage students with science concepts in a creative way.

Facilitated by a partnership between teachers from different disciplines, students will examine

science concepts based through real world learning experiences designed to develop their critical

thinking, collaboration and problem-solving skills.

The final objective is to encourage students to discover, design and create solutions to problems

from a multidisciplinary approach.

Learning Programs DeBakey High School’s Student Learning Suport center provides support for students who have

various learning needs, including talented students, gifted students and students with learning

difficulties. The procedure to address and cater for each student is outlined below.

Talented

DeBakey caters for three categories of talented students:

Physical Education

Art

Music


Gifted

Students are distinguished through a rigorous selection for the Advanced Placement courses in:

Science

Math

English

Social Studies

Learning Difficulties

Students with learning difficulties are offered support in the following areas:

English: English as a Second Language courses

Math: Math Support

Science

Social Studies

Talented Students in Physical Education

In DeBakey High School, the PE department has always been enthusiastic to identify talented

students on multiple aspects. We are committed to providing a learning environment that

encourages all students to maximise their potential, thereby offering them an opportunity to

display abilities. We aim to ensure that all students have had the opportunity to learn and succeed

in physical education. This makes the identification process fair.

Our curriculum challenges the students to show their abilities in different sports such as

basketball, volleyball, handball, football, track and field, as well as sports-related fitness as

coordination, balance, speed, agility, flexibility, power and reaction time. Additionally, the PE

department conduct annual try-outs to acknowledge upcoming talents and improve it year to

year.

The PE department emphasizes on encouraging talent by providing training sessions after school

and participating in many in-house competitions. The department has implemented a rigorous

sports training program for students that include inter-school competitions, as well as, local

competitions in Qatar to emphasize on encouraging talent and improving the students’ potentials

and talents.

The victories of last year are just a highlight to what our school has achieved over the past years.

We secured many wins in friendly matches as well as achieving great success in the Qatar

Schools’ Olympic Program.

- The High School Basketball Teams (Girls and Boys) reached the final; the girls’ team

took the gold medal and the boys’ team achieved the 2nd place.

- Gymnastics team got the 3rd place level 3(all around routine) and earned the bronze

medal.


Basketball Try out Assessment

In Shooting:

Students are able to achieve two or more from the criteria below:

1- Uses BEEF method.

2- Student bends knees and uses lower body during shot

3- Student’s hands are on correct spot on the basketball

4- Student’s vision is at the basket while shooting

In Passing:


1- Student receives the ball in a triple threat position.

2- Push off back foot and take a step with your front foot.

3- Extend their arms in a quick motion to pass the ball.

In Dribbling:


1- Students eyes are scanning and not focused on the ball

2- -Students dribbles the ball at the waist

3- - Student pushes the ball down with their fingertips

4- -Student can use both hands equally while dribbling

5- -Students dribble is under control.

Game situation:

Movement, Team play.

Football Try out assessment:

In Dribbling:


1- Can dribble fast with ‘inside’ and ‘outside’ of each foot

2- Can dribble through 5 cones set 5 feet apart, up and back without losing the ball.

3- Can dribble with mirror, inside and outside of the foot across the court fast with good

control and not the losing the ball.

In Passing:


1- Can pass with instep of the foot to a partner standing 20 feet away, using each foot,

2- Can pass with accuracy and consistency.

3- Can pass using the instep of the foot, to a partner moving up and down the field, without

losing control with consistency.

In Shooting:


1- Shooting foot is extended at the ankle and planting foot is parallel to soccer ball.


2- Student keeps the shooting knee over the ball and head down and strikes the ball with the

laces and follows through.

3- Students does not keep the shooting knee over the ball and does not strike the ball with the

laces and does not follow through.

Game situation:

Movement, Team play.

Gymnastics Try out assessment:

1- Jumps and turns: 1 combination of 2 or more jumps

2- Tumbling and balance: Skills show good form

3- Execution difficulty: able to execute 2 or more of the following: (hand stand, forward

roll, backward roll, shoulder stand, cartwheel, round off.

4- Flexibility: show potentials in splitting bridge, etc.

Music Talent Show Brief Description

The talent show is an event to be shown at DeBakey High School every semester. It is a program

for talented students who are given the opportunity to perform and showcase varied talents. The

participants perform talents of singing, dancing, acrobatics, gymnastics, acting, drumming, beat

box, martial arts, playing of instruments, or other activities to showcase skills.

RULES AND GUIDELINES

1. This talent show is open to all talented students of Michael Debakey High School who

are currently enrolled for S.Y. 2016-2017.

2. Each participant will undergo audition to the screening committee for qualification.

3. All acts must adhere to three-four-minute time limit.

4. Song

-Live accompanists for songs are encouraged but karaoke music is still accepted.

-Lyrics must be educational and inspirational. Love songs are discouraged and

vulgar/unpleasant song lyrics will not be permitted

-Strictly NO lip synching.

5. Back-up Music for Magic, Gymnastic, Drama, and Beat Box must be plainly

instrumental.

6. Dance number can be cultural, hip hop, jazz, ballet, and tap dance. Ballroom dancing

with boy and girl partnership is not allowed

7. Student may perform ONE solo act and be part of ONE group performance for no more

than a total of two acts.


8. Each student should be responsible of his/own rehearsal and it should take place at home.

The school will just provide a venue to closely monitor the students’ progress of their

practices

9. Musical instruments and other equipment will be provided by the school while props and

other materials to be used in the act will be the responsibility of the students to prepare.

10. Full Dress rehearsal is mandatory, and students should be prepared at the time of the final

rehearsal. Nobody is allowed to change the attire/costume during the actual show.

11. Once students are not prepared during the Final Rehearsal, the committee has the right to

decide for the student to be dropped in the program and not allowed to perform on the

actual show.

CRITERIA/RUBRICS for Music

A. Singing

Song Mastery: 20 %

Musicality: 35 %

Voice Quality: 35 %

Stage Presence: 10%

Total 100%

B. Music Instrumental Performance

Musicality: 35 %

Mastery: 35 %

Timing: 20 %

Stage Presence: 10%

Total 100%

C. Beat Box/Drumming

Sound Variation: 35 %

Timing: 20 %

Mastery: 35 %

Stage Presence: 10%

Total 100%

Gifted Students AP Selection Rubric for AP Committee

Students who choose an Advanced Placement course must be highly motivated, willing to do

outside reading, research and writing and able to undertake supplemental work on their own

initiative. Some courses also require summer reading and/or writing assignments. Since the


culminating assessment for an AP course is the AP examination, all students are required to sit

for the examination. Instructors will move very intensively through a tremendous amount of

material to prepare students appropriately. Therefore, it is imperative that students attend class

every day. If a student must be absent, it is the responsibility of the student to find out what work

was missed and to complete the assignments in the designated time frame.

An AP course is considered a college-level class that may result in a student earning a college

credit, students must be certain they are ready to meet the challenges of a college curriculum.

They must be organized and self-disciplined, with above average reading and writing skills.

Learning is only successful when students are actively engaged in the process; therefore, what

they achieve will depend on their personal commitment and involvement.

The following rubric is designed to help the AP committee assist students in deciding whether an

AP class is an appropriate choice for their current educational needs.

Course Prerequisites

AP Biology Biology

Chemistry

AP Chemistry

Chemistry

Algebra II

Algebra I

AP Physics I

Physics

Algebra II

Geometry

Algebra I

AP Calculus

Pre-Cal

Algebra II

Algebra I

AP Statistics Algebra II

Algebra I

AP English Literature and

Composition ELAR III

AP Language and Composition ELAR II OR ELAR III

AP Psychology ELAR II OR ELAR III


AP Human Geography

World History OR World

Geography

ELAR II

AP Computer Science Fundamentals of Computer

Science

Student Name: __________________ Grade:

______________________

AP course applying for: ___________________

I. Conduct grade less than S in any course during 2016-2017 year

Yes No

*This disqualifies the student from applying to an AP course.

II. Completed prerequisite course(s)

Yes No

*This disqualifies the student from applying to an AP course.

III. Achievement Data

NA 2 1 Disqualified

NWEA 81-100 61-80 60 AND

BELOW

NWEA

LANGUAGE

USAGE

NWEA

READING

NWEA MATH

STANFORD 10 Post HS

At/Above grade

Below grade

Science


*BOTH MATH and SCIENCE scores are to be considered if a student is applying for either a

MATH or SCIENCE AP course. READING AND LANGUAGE USAGE scores are to be

considered if a student is applying for either an English course or Social Studies course.

Total: _______/4

IV. Academic Ability

3 2 1

Grade in relevant course Sem 1

Course name: ____________

Grade:_________

90 or Above 85-89 80-84

Total score: ____/3

*Below 80 in one or both semesters disqualify the student from applying.

*If the student receives a minimum of 80-84 in one semester, the student MUST receive a 90 or

above in cycle four or vice versa.

V. Recommendation letters

3 2 1

Teacher 1 Strongly

recommended

Recommended Not recommended

Teacher 2 Strongly

recommended

Recommended Not recommended

Total score: ______/6

Total score in II. III. and IV: ________ Score ≥11 is required for acceptance into an AP course

Acceptance Decision:

Yes No

x__________________________ x____________________________

Signature of Curriculum Director Mrs. Nessrein Sbaitah

Learning Difficulties Students who are recognized with learning difficulty go through a screening process which

reviews the following items to be enrolled in the English as a Second Language course:

Grades

MAP scores


Teachers’ recommendation

Placement test

Students who are recognized with learning difficulties in math, sience, and social studies, the

screening process includes a review of the following:

Grades

MAP scores

Teachers recommendation

Differentiated Instruction, Support for Students with Special Learning Needs/Care for Different

Categories of Students

DeBakey recognizes that within any large group of learners, it is enviable that there will be

categories of students ‘at either end of the continuum. These include students with special

learning needs as well as gifted and talented students and both groups of students ‘requirements

must be recognized. A support program through the Student Learning Support Center is

implemented, which tracks student progress and is evaluated. Additionally, teachers must be

provided with appropriate professional development to address the needs of these groups.

School personnel systematically and continuously use learning data such as MAP testing,

entrance exams, and cycle grades to identify unique learning needs for students of all levels of

proficiency. Teachers have been trained to use MAP results to analyze student success and

potential areas of development. They have also been trained to differentiate based on specific

areas of needs.

DeBakey provides clubs and courses for outstanding students who are identified according to the

area they are excelling in which can include; academic achievement, behavior, confidence and

self-awareness. Students are honored through reward assemblies and their work is celebrated and

shared with other students, as well as being displayed.

Opportunities are also provided to harness students ‘non-academic talent through clubs and

activities such as the robotics, MUN and debating club etc. Also, the school has been

participating in various academic and non-academic competitions, such as the MOE Scientific

Project, Skills Competition at College of theNorth Atlantic and Robotics.

DeBakey ensures that learners from categories such as, special needs and gifted and talented, are

appropriately rewarded for their efforts and achievements. This includes achievement

assemblies, achievement days, gifts, certificates, and school trips. It is evident that rewarding

students motivates them to develop and improve further, as well as serve to consolidate their

relationship with their teachers and other staff members.

Students accomplishments are recognized through assemblies and in various areas where their

success is showcased. Academically high achieving students are always encouraged to join the

Advanced Placement courses. Furthermore, students who have a recognized talent take part in

the talent shows held during the school year and can also join the various sports clubs offered

through the school.

Students in grades Seven and Eight are monitored and supported according to their ESL needs

upon their entrance into DeBakey and will continue to be monitored and supported until they


have passed a language proficiency test. Furthermore, each cycle, teachers look at the unique

needs of students who are struggling in their classes and provide an Individualized Academic

Improvement Plan for them that takes into account their learning styles and other extenuating

circumstances such as frequent absences or behavioral difficulties. Teachers are provided with

appropriate support to complete the necessary plans for each student. Policies are in place for

such support:

DeBakey’s Individualized Academic Improvement Plan is to ensure students who are failing or

at risk of failing (below 75) are provided the necessary support during school and at home. It

requires differentiated instruction and close attention from the subject teacher, HOD and parents

to enable the student to improve in the subject. The plan is also a tool that ensures accountability

for students’ success from all stakeholders. Students at risk of failing (below 75) or failing

(below 70) will be placed on this plan for an entire cycle after having met with the subject

teacher, HOD and parents. At the end of the cycle, the plans are to be reviewed by the teacher,

HOD and parents to measure growth/lack of growth. In the case the student did not improve, the

plan will be adjusted for another cycle.

Michael E DeBakey High School officially will launch the World-Class Instructional Design and

Assessment (WIDA) English Language Development (ELD) standards in August 2018. The

WIDA ELD standards support language development within all content areas and English

Learner (EL) classrooms so that English learners can meet the same challenging in DeBakey

academic standards as all children, as required by No Child Left Behind of 2001.

The WIDA English Language Development (ELD) Standards Implementation Guide provides a

comprehensive summary of the WIDA ELD standards framework to promote academic language

development among English learners. This guide will support curriculum directors, EAL

program specialists, principals, content area teachers, to achieve the DeBakey’s vision of

providing a justifiable, high quality, and student-centered education for all students.

The guidance includes a general overview of the WIDA ELD standards framework, expectations

for local implementation, and further guidance and support that will be forthcoming. EAL

program specialist will utilize this guidance by developing curriculum to ensure that the WIDA

ELD standards are integrated with the DeBakey Academic Standards. English learner and

content area teachers will utilize the guidance to design meaningful instruction to support

English learners at all proficiency levels while ensuring meaningful access to the Texas Essential

Knowledge and Skills (TEKS) Academic Standards.

Background:

What is WIDA?

WIDA’s mission, to support academic language development and academic achievement for

linguistically diverse students through high quality standards, assessments, research, and

professional development, is exemplified in its Can Do Philosophy. The ten Guiding Principles

of Language Development provide the theoretical and research bases for extensive standards

work.

The WIDA ELD standards promote academic language development for ELs in five areas: social

and instructional language, language of language arts, language of mathematics, language of

science, and the language of social studies

Why WIDA?


WIDA’s can do philosophy believe that English learners provide a valuable asset to any

classroom. When educators focus on what English learners can do rather than what they cannot,

learning is built upon the assets a child brings. The native language of a student is a powerful

tool for further learning. The varied cultural backgrounds of DeBakey’s English learners enrich

the classroom experience for all students. A large achievement gap exists between native English

speakers and English learners at DeBakey; WIDA emphasizes that all educators are language

teachers, and therefore provides a common goal to promote language proficiency in all

classrooms. WIDA’s ten Guiding Principles of Language Development include:

1) Students’ languages and cultures are valuable resources to be tapped and incorporated into

schooling.

2) Students’ home, school, and community experiences influence their language development.

3) Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop

proficiency in additional languages.

4) Students’ academic language development in their native language facilitates their academic

language development in English. Conversely, students’ academic language development in

English informs their academic language development in their native language.

5) Students learn language and culture through meaningful use and interaction.

6) Students use language in functional and communicative ways that vary according to context.

7) Students develop language proficiency in listening, speaking, reading, and writing

interdependently, but at different rates and in different ways.

8) Students’ development of academic language and academic content knowledge are inter-

related processes.

9) Students’ development of social, instructional, and academic language, a complex and long-

term process, is the foundation for their success in school.

10) Students’ access to instructional tasks requiring complex thinking is enhanced when

linguistic complexity and instructional support match their levels of language proficiency.

Process:

Effectively implementing the WIDA ELD standards into content area and EL’s classrooms will

be a multi-year process. The transition requires strategic planning from EAL program specialist,

comprehensive training about the WIDA framework, and collaboration between content area and

EL teachers. DeBakey High School recognizes that full implementation of the WIDA Standards

Framework will be an ongoing process.

During the 2017-2018 school year, DeBakey became a member of WIDA International School

Consortium. In the coming 2018-2019 school year will be required to submit a plan for

implementing the WIDA ELD standards. This plan may include, but is not limited to,

information about WIDA training opportunities for DeBakey staff, especially core content area

and their supervising staff.

1. A process and approach for reviewing or developing EAL curricula that integrates key

components of the WIDA standards framework;


2. A process and approach for reviewing content area curricula so that it incorporates key

components of the WIDA standards framework; and

3. Implementation timelines and action steps, along with specific district and/or school staff

responsible for each action step.

EAL program specialists have flexibility to develop a plan and approach for WIDA integration

that reflects their local context and initiatives. WIDA implementation plans should also be

regularly updated to reflect accomplishments and evaluation of initial efforts.

How will DeBakey support this important work?

One WIDA training has been held since the launch of the standards in July 2018, for the EAL

program specialist. DeBakey plans to offer more trainings in the future to expand the depth of

the implementation of the WIDA standards at the local level. However, the administrators and

EAL program specialist at the local level maintain the responsibility of ensuring that the teachers

of English learners, including content areas and EL staff, are equipped to implement the WIDA

standards, which will include training led at the local level. The EAL program specialist will

schedule times to meet with teachers to provide preliminary training and Webinars

• 1-day WIDA Standards Framework Overviews focused on the principles, organization

and key components of the WIDA framework – (May be broken-down into two days)

• 3-day WIDA Training of Trainers focused on the principles, organization and key

components of the WIDA framework and how to provide in-house basic WIDA professional

development; (Will schedule meeting times)

• Invite other Doha schools as guest speakers about WIDA and its implementation.

Consultations and workshops about the WIDA standards framework

Additionally, the DeBakey recognizes that schools, educators, and parents will need continued

support and we are committed to this work. Further guidance will be provided on an ongoing

basis, including technical assistance consultations, resource documents, in-person trainings, web-

based materials, and webinars.

Step-by-Step process:

1. ELL Identification: Placement test used for the 2018-2019 school year First, newcomers, will

receive a Home Language Survey. This survey is to help identify students who may qualify for

EAL services. EAL provides the support needed to develop the English language skills necessary

for success in the classroom. ELL’s will be placed in the English as Additional Language

(EAL) program for the 2018-2019 school year. Within 30 calendar days of the beginning of the

school year, or within 2 weeks of enrollment if the child enrolls later in the school year.

2. ELL Placement: Assessments that are offered by WIDA Screener and or WIDA ACCESS.

WIDA offers a comprehensive assessment system that consists of the four domains reading,

writing, listening, and speaking. Which is given annually to monitor students’ progress in

acquiring academic language. If a student scores below a 5.0 on the WIDA Screener, the student

is considered an English learner.

3. The EAL Services: The program specialist will work side by side with content area teachers

to equip them with the available resources. WIDA provides lesson that address English

Language Development and content area standard: include language targets or objectives,


differentiate instruction according to students' English language proficiency levels, offer support

for ELLs to access content learning and engage in cognitive challenges. The EAL specialist will

meet with subject teachers, curriculum director to discuss the best instructional support for our

English learners (EL’s). Whether it be a pullout program or a pull in.

4. ELL Progress: test scores support decisions about the improvement made by a student in

her/his language proficiency over the year. Domain scale scores (listening, reading, speaking,

and writing) may be used as an indication of progress or growth (improvement) in a particular

language domain over the course of a year.

5. Exit Criteria for WIDA ACCESS.

For grades 5-12, an overall composite proficiency level score of 5.0 or higher on ACCESS for

ELLs is the requirement for reclassification as Fluent English Proficient (FEP). FEP students are

exited from EL services and enter a two-year formal monitoring period following their

reclassification. In addition, Map scores will be reviewed and teacher’s observation of students’

progress will be noted and taken into consideration.

Focus area: English as an Additional Language (EAL)

Goal: Together with the classroom teacher, the EAL program specialist develops language

acquisition and cognitive academic language skills through the use of different instructional

techniques. The EAL program provides the English Language Learner (ELL) the opportunity to

grasp the academic, social, and cultural aspects of the English language through the teaching of

reading, writing, listening, and speaking.

The goal of the EAL program is to help students develop language skills necessary to be

successful students academically and socially. This can be done most effectively by meeting the

following objectives:

Objective Strategies/ Activities

• To develop proficiency in the English language.

• Provide EAL support: pull-out, or inclusive.

• Front-loading

• Collaboration between teachers and ESL teacher

• To reach a level of proficiency in reading, writing, speaking, and listening. •

https://www.wida.us/standards/CAN_DOs/

• https://www.wida.us/standards/eld.aspx

• First step is to identify student English language proficiency level using the WIDA

assessment as an EAL placement test. The WIDA assess students in the four domain hat

measures reading, writing, speaking, and listening.

• Once students are identified and data is examined, a specific program can be

implemented for students accepted into the program.

• A Language Proficiency Assessment Committees (LPACs) needs to be created for

entering and exiting students to the EAL program.


• To reach a level of proficiency in all content areas. Improve writing, reading, math, and

science performance as measured using standards from the Texas Essential Knowledge and

Skills (TEKS).

• Develop and implement a plan for integrating supplemental activities into classroom

instruction based on MAP results.

• Provide targeted assistance to students based on needs identified through MAP and

WIDA in the classroom and through supplemental services.

• Establish intervention protocol and provide targeted assistance to students based on needs

identified.

• Support teachers with individual professional development and site visits.

• Implement EAL strategies

• Provide more technical support to teachers so they can skilfully interpret and use data to

effectively provide services to ELLs.

• Provide and schedule more professional development opportunities to staff and classroom

teachers on effective instructional strategies for ELLs.

• Dictionary on every table

• To increase parental involvement with the ESL program by creating more opportunities

for parents to participate meaningfully in school activities.

• Create more opportunities for parents to learn English and acclimate in new settings.

Offer EAL classes to parents.

• Parents need to get on board with technology, emails, and apps for better teacher parent

communication ex Remind 101, Seesaw, QR codes.

• Should be a requirement that parents attend school meetings twice a year for example.

• Provide alternative and creative academic support and enrichment opportunities.

• Offer enrichment activities at different times from core classes, as electives, or as after

school programs. Recruit school staff, parents and/or community members to provide tutoring.

Establish partnerships with community organizations and/or postsecondary institutions to offer

additional enrichment programs to students geared to EAL students.

Curriculum Policies Dropping AP Courses Policy

If a student drops an AP course at any given time, the transcript will reflect: ‘course dropped

with a passing grade’ or ‘course dropped with a failing grade.’ This policy also applies to

students who are enrolled in an AP course on probation and online.

Late Work Policy

Students can make-up minor assessments/major assessments ONLY if the absence has been

considered excused (medical certificate/documentation of family emergency). Missed


minor/major assessment due to an unexcused absence will result in a zero. Students are

responsible for making-up the tests within the time designated by the curriculum department and

the teacher.

Late homework/classwork will have a 20% deduction and it is to be submitted the following

lesson. Late work will not be accepted after the second lesson. Students will not be permitted to

leave the classroom to collect their homework/classwork. If the homework/classwork is not

presented during class, it will be considered late.

Testing

The school year has two semesters; semester one has three cycles (C1-C2-C3) and a semester

exam; semester two has three cycles (C4, C5, C6) and a semester exam. Each cycle has 6 weeks

during which the student will have two major assessments including the cycle test.

Students will be notified a week in advance of their test day and will take no more than two tests

per day.

Promotion Standards

In order for DeBakey students to move to the next grade level, they must show that they have

reached DeBakey’s Promotion Standards.


Grade

Level Promotion Standards

5, 6, 7

All students in grade 5, 6, and 7 must meet the DeBakey requirement of

sufficient attendance* and a 70 percent yearly average in the core courses*. A

student must pass both English and Mathematics and either Science or Social

Studies to be promoted to grade 8.

-If a student fails English AND Mathematics with another core course, he/she

will not be promoted to the next grade and will have to repeat the three core

courses he/she did not pass; however, they can take the electives of the next

grade and any core course the student passed.

-If a student fails Science, Social Studies, and Mathematics, the student will be

promoted to the next grade and will be required to take Remedial Mathematics.

-If a student fails Science, Social Studies, and English, the student will be

promoted to the next grade and will be required to take grade EAL English.

If a student fails Science or Social Studies ONLY, he/she will not have to repeat

the course.

8

All students in grade 8 must meet the DeBakey requirement of sufficient

attendance* and a 70 percent yearly average in the core courses*. A student

must pass both English and Mathematics and either Science or Social Studies

to be promoted to grade 9.

-If a student fails English AND Mathematics with another core course, he/she

will not be promoted to grade 9 and will have to repeat the three core courses

he/she did not pass; however, they can take the electives of grade 9.

-If a student fails Science, Social Studies, and Mathematics, the student will be

promoted to grade 9 and will be required to take grade 8 Remedial

Mathematics.

-If a student fails Science, Social Studies, and English, the student will be

promoted to grade 9 and will be required to take ESOL I along with English I.

If a student fails Science or Social Studies ONLY, he/she will not have to repeat

the course.

9 – 12

Individual course credit is earned through a passing grade of 70% or above

and sufficient attendance*

All students must earn a minimum of 26 credits to graduate from high school.

If students fail 3 out of 5 core-classes*, they will remain in the same grade level

for the following year; however, they can continue to take courses from the

proceeding grade level.

Students must pass semester one of the course to proceed semester two.

Students must pass all courses to graduate.


*Sufficient attendance: A student’s total number of unexcused absences cannot exceed 10% of

class meetings (Middle school calculation is based on a full academic year. High school

calculations are based on a semester).

*Middle school core courses: English, Mathematics, Science and Social Studies.

*High School core courses: English, Mathematics, Science, Health

DeBakey High School AP Prerequisites (Adopted from College Board) 2017-2018

The following are the required prerequisites and criteria adopted from the College Board.

Students must have successfully completed the prerequisite(s) courses prior to applying for an

AP course and have met the selection criteria:

Conduct grade

o No less than ‘S’

High achievement data

o ‘High’ NWEA scores and Post High School Stanford 10 results

High academic ability in relevant course(s)

o 90% and above

Strong recommendations from relevant course teachers

michael e. debakey high school – qatar - educational plan …debakeyatqatar.org › wp-content ›...

Documents