High School Program Planning Guide 2018-19
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High School Program Planning Guide 2018–19
Using Your Program Planning Guide
Singapore American School is committed to assisting students in developing a program of study that
meets their academic and college goals, offers instruction that will lead to a healthy life–style, and
affords ample opportunity for participation in meaningful activities. This guide provides information
about the courses typically offered along with information on how to select and complete the online
registration process. We believe that every student is unique. With access to over 180 college–
preparatory, support, and college–level courses, SAS students have the opportunity to pursue pathways
that meet their unique needs and interests.
This guide also contains information about the minimum SAS graduation requirements, the credits
recommended by colleges, and the wide range of academic opportunities available at our school. As
students begin choosing courses for next year and beyond, keep in mind that students will perform
best when a program is selected that includes courses that are personally interesting and at an
appropriate level of challenge.
Current SAS students are asked to choose courses each spring for both semesters of the following school
year. Students new to SAS will meet with a counselor to select courses prior to enrollment. All students
are responsible for taking the time to fully understand what a course will cover, the prerequisites, and
whether or not there are any expectations beyond what might be considered “normal” for a course,
such as additional labs, rehearsals, research, or readings. Not all courses are available to all grades.
All members of the SAS faculty are available to assist students and parents as courses are selected for
the next academic year. Feel free to contact us.
Administration Departmental Contacts for spring 2018
Darin Fahrney, Principal English Visual Arts
Email: dfahrney@sas.edu.sg Brenda Baisley Barbara Harvey
Email: bbaisley@sas.edu.sg Email: bharvey@sas.edu.sg
Stephen Ly, Deputy
Social Studies Physical/Health Education
Email: sly@sas.edu.sg Charles Shriner
Cassandra Summerton
Email: csummerton@sas.edu.sg Email: cshriner@sas.edu.sg
Amy Zuber Meehan, Deputy
Email: azubermeehan@sas.edu.sg Mathematics Educational Technology
Lance Murgatroyd Patrick Green
Email: lmurgatroyd@sas.edu.sg Email: pgreen@sas.edu.sg
Science Learning Support
Kevin Piers Laura Mohl
Email: kpiers@sas.edu.sg Email: lmohl@sas.edu.sg
World Languages College Counseling
French, Spanish, and Chinese Tina Forbush, Director of College
Jean Rueckert Counseling
Email: jrueckert@sas.edu.sg Email: tforbush@sas.edu.sg
TEC/Innovation Personal Academic Counseling
Jason Adkison Sue Nesbitt, Dean of Student Life
Email: jadkison@sas.edu.sg Email: snesbitt@sas.edu.sg
Performing Arts
Stephen Bonnette
Email: sbonnette@sas.edu.sg
Table of Contents
Noteworthy in 2018–19 . . . . . . . . . . . . . . . . . . . . 1
General Information. . . . . . . . . . . . . . . . . . . . . . 4
English . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Social Studies. . . . . . . . . . . . . . . . . . . . . . . . 15
Mathematics. . . . . . . . . . . . . . . . . . . . . . . . 21
Science. . . . . . . . . . . . . . . . . . . . . . . . . . 26
World Languages. . . . . . . . . . . . . . . . . . . . . . 33
Technology, Electives, and Capstone . . . . . . . . . . . . . . . 37
Computer Science and Emerging Tech . . . . . . . . . . 37
Engineering and Robotics . . . . . . . . . . . . . . . 39
AP Capstone, Online, Independent, and Catalyst . . . . . 41
Visual and Performing Arts . . . . . . . . . . . . . . . . . . . 46
Physical Education . . . . . . . . . . . . . . . . . . . . . . 54
Health/Wellness . . . . . . . . . . . . . . . . . . . . . . . 58
Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Advanced Studies. . . . . . . . . . . . . . . . . . . . . . 63
Other Courses. . . . . . . . . . . . . . . . . . . . . . . . 69
Learning Support. . . . . . . . . . . . . . . . . . 69
Supervised Study Program . . . . . . . . . . . . . . 70
Interim Semester. . . . . . . . . . . . . . . . . . 70
Flexible Learning Options. . . . . . . . . . . . . . . . . . . 71
Summer Semester . . . . . . . . . . . . . . . . . . 71
School Year Abroad . . . . . . . . . . . . . . . . . 71
College Preparation . . . . . . . . . . . . . . . . . . . . . 72
Appendix I: Course Selection Instructions . . . . . . . . . . . . . 75
Appendix II: Course List . . . . . . . . . . . . . . . . . . . . 76
Appendix III: Overview of Advanced Studies Offerings . . . . . . . . 77
Appendix IV: Four–Year Planning Chart . . . . . . . . . . . . . . 80
Singapore American School
Noteworthy in 2018–19 class of 2021, students may earn up to seven
year–long–equivalent AP credits during their SAS
careers. This limit was first announced during the
2014–15 school year.
The 2018–19 school year will bring several
changes to Singapore American School. We For students and families who would like to learn
are excited to offer new courses, new programs, more about the advanced studies program and
and additional learning options to students. the Advanced Placement credit limit, we offer
While details regarding many of these changes the answers to frequently asked questions on our
are included in other sections of this guide, the school portal (http://www.sas.edu.sg/hs–ap–and–
following are some of the highlights. at–faqs). We also encourage you to bring your
questions to your high school counselors. They
will gladly help clarify and are eager to support
ADVANCED STUDIES families and students to plan a course of study.
Advanced Topic (AT) courses and Advanced
Placement (AP) courses together form our Co-Crediting with SUPA
advanced studies offerings at SAS. These are
college level courses that have been vetted and We are pleased to announce a newly established
approved by the College Board or through a co–crediting partnership with Syracuse University
rigorous process at SAS to ensure rigor, quality, through their Project Advance program that may
and relevance to our desired student learning be applied to select Advanced Topic courses.
outcomes (DSLOs). We now proudly offer over The Syracuse University Project Advance (SUPA)
40 of these courses. These exceptional learning program is a concurrent enrollment program
opportunities are detailed in the new Advanced linking the university with secondary schools.
Studies section of this guide. Through this partnership, we are able to offer
qualified students the opportunity to concurrently
The 2016–17 Program Planning Guide introduced enroll in Syracuse University courses for university
five new Advanced Topic courses for students, credit. During the 2018–19 school year, AT
and in 2017–18, five more AT courses were Computational Physics and AT Economics:
introduced. For 2018–19, we are pleased Globalization are eligible for concurrent
to introduce two additional AT courses: AT enrollment in SUPA courses. Please see the
Multivariable Calculus and Linear Algebra, and course descriptions for these two AT offerings for
AT Economics: Globalization. As a complement more detail.
to our Advanced Topic offerings, we continue
to offer students access to a selection of over For more information regarding the SUPA program,
20 Advanced Placement courses and 25 AP please see the Advanced Studies section of this
examinations. guide. To determine whether participation in this
program is a fit for your long–term goals, please
speak with your counselor.
Maximum Number of AP Credits
Additional Self-Paced Courses Offered
Singapore American School’s vision is to be a
world leader in education, cultivating exceptional
thinkers who are prepared for the future. Our AT Sections of AP Economics have been operating
courses are directly aligned to this vision and in a self–paced format for three years at SAS. In
foster the skills students need to develop into these sections, students may move faster than the
exceptional thinkers. These courses are designed usual pace of the class. While this format will not
to (1) prepare students for the demands of the 21st– be a fit for every student, one of its benefits is
century and (2) provide students with additional giving students additional flexibility to manage
opportunities to differentiate themselves in the their own time. As we continue to personalize
college application process. learning in meaningful ways at SAS, we are
pleased to announce that we are expanding
To ensure students have a balanced selection of self–paced options. Beginning in 2018–19, some
courses, the school has capped the total number sections of Geometry and AP Chemistry will be
of Advanced Placement credits that a student designated as self–paced. Regular sections of
may earn at SAS. Starting with the graduating Geometry and AP Chemistry will continue to be
offered.
12018 Program Planning Guide
RECOGNITION OPPORTUNITIES AT GRADUATION Please see the Quest section of this guide for
more information.
As a school committed to standards–based
grading, we believe that learning every student
can reach high levels of learning. Our systems for
Seal of Biliteracy will be offered
recognizing students’ hard work and achievement
We are proud to announce that students in the
must reflect that belief.
SAS graduating classes of 2019 and beyond will
be eligible to earn the Seal of Biliteracy. The Seal
We have transitioned to a cum laude system based
of Biliteracy serves to formally certify attainment
on the model utilized by many universities. The
of biliteracy for students and is recognized
new system recognizes outstanding achievement
on high school diplomas. It is a statement of
in three categories based on students’ grade
accomplishment that helps to signal a student’s
point averages. Only letter grades earned at SAS
linguistic and cultural readiness not only for
through the end of the fall semester of senior year
career and college, but also for engagement as
will be taken into consideration.
a global citizen. The Seal of Biliteracy is already
awarded by schools located in the 31 US states
This system will award three levels of distinction:
that had approved Seal of Biliteracy legislation as
of February 1, 2018.
• Summa Cum Laude
(highest distinction, 4.4 GPA or higher)
In order to earn a Seal of Biliteracy at SAS, students
must demonstrate via school–designated external
• Magna Cum Laude
assessments that they have attained a minimum
(higher distinction; 4.2 to 4.399 GPA)
of Intermediate High proficiency in all four skills
(i.e., reading, writing, listening, and speaking).
• Cum Laude (distinction; 4.0 to 4.199 GPA)
For more information, please see the World
Languages section in this guide.
QUEST PROGRAM NOW OPEN TO JUNIORS
new courses for 2018–19
We are thrilled that the Quest program will be
graduating its second cohort of students as part • AT Multivariable Calculus and Linear Algebra
of the Class of 2018!
• AT Economics: Globalization
Previously, Quest was only available to students
during their senior years at SAS. Beginning in • Geometry Math Lab
2018–19, students may apply to participate in
Quest during either their junior or senior years. • Engineering and Space Technology
Students enrolled in the innovative year–long • Theater: Sketch Comedy
program can expect to:
• embrace unique experiences and challenges
not available in existing course offerings;
changed courses for 2018–19
• accelerate learning through interdisciplinary • Several of our current courses will be offered
and real world applications; under new titles. Molecular Biology will now
be offered as Accelerated Biology. Functions,
• deep dive into a particular area of interest or Statistics, and Trigonometry will now be
passion; offered as Introduction to Statistics and Pre–
Calculus. Printmaking and Mixed Media will
• learn essential skills to prepare them for their now be offered as Mixed Media and Digital
future; and Processes. Advanced Composition will now
be offered as Creative Writing. AT Writing
• distinguish themselves when applying to Seminar will now be offered as AT Writing
college. Workshop and Publication. For more details
regarding these courses, please refer to their
full entries in this guide.
2Singapore American School
• During the 2017–18 school year, we
introduced Algebra 1 Math Lab to students
who required intensive support with Algebra
1. Due to the success of Algebra 1 Math Lab
in providing benefits to our students, we will
offer Geometry Math Lab during the 2018–19
school year. These two Math Lab courses are
designed to be taken concurrently with the
associated college–preparatory math class
and are available by teacher recommendation
only. The purpose of these courses is to assist
identified students with the development
of mathematical skills, knowledge, and
confidence.
• Functions, Statistics, and Trigonometry (FST)
has undergone a curriculum review this year
and is the last course in our math sequence
to be brought into full alignment with the
Common Core State Standards. In 2018–
19, FST has been renamed Introduction to
Statistics and Pre–Calculus. The curriculum
adjustments that have been made allow
students who do well in the course to elect
to take AP Calculus AB. Access to the course
remains the same as it has in years past, and
we are proud to provide more of our students
with a pathway to calculus.
• The current AP Calculus BC/Multivariable
Calculus course will be offered for the last time
in 2018–19. (The stand–alone AP Calculus
BC course will continue to be offered.) We
are developing semester–long AP Calculus
BC, AT Multivariable Calculus and AT Linear
Algebra courses that will be available for the
first time in 2019–20.
• As announced last year, several Advanced
Placement (AP) courses will be offered for the
final time in 2018–19. These courses include
AP Literature, AP Human Geography, AP
Psychology, and AP World History. Advanced
Topic (AT) courses in these subject areas
are currently being developed to provide
learning options that are more relevant, better
support students to acquire 21st–century
skills, and provide students with additional
opportunities to differentiate themselves in
the college application process.
32018 Program Planning Guide
General Information Schedule Changes
Please select courses carefully! Since returning
High School Daily Schedule students have opportunities in the spring to
select and adjust their course requests, in August
students must remain in their assigned courses
Time Class/Activity for the first two days of the school year. This
allows counselors to focus on assisting students
8:00 – 8:30 a.m. See table below
who are new to SAS. Following this two–day
8:35 – 9:55 a.m. Block 1 moratorium, students who have a schedule
problem are allowed to meet with a counselor
9:55 – 10:15 a.m. Break
and request changes. The add/drop period ends
10:15 – 11:35 a.m. Block 2 after the eighth school day. All requests must be
for educationally sound reasons and approved
11:35 AM – 12:10 p.m. Lunch
by a counselor. Requests for changes must move
12:10 – 1:30 p.m. Block 3 a student from a larger section of a course to a
smaller one. Students are also required to speak
1:30 – 1:40 p.m. Break
with their parents about proposed changes. At
1:40 – 3:00 p.m. Block 4 the beginning of the second semester, except
for newly arriving students, no schedule changes
can be made on the first day back in January. The
What happens from 8:00 to 8:30 add/drop period for second semester courses
concludes on the fifth day of the semester.
Day Teachers Students
Mon Advisory Plans Flex: Clubs, Tutoring, etc. Seniors must list their courses for the entire
senior year when they apply to colleges. Should
Tues Advisory Meets Advisory a change in a second semester course be made,
Wed PLC Flex and Assemblies colleges must be notified of the change. Should
it appear that a student is choosing an easier load
Thur Advisory Meets Advisory
in the final semester, it can reduce the chances
Fri PLC Flex: Clubs, Tutoring, etc. of admission. Seniors are advised to select their
courses carefully for the entire school year and
plan to remain in them. The Student Handbook
GRADUATION Requirements has a full explanation of SAS drop/add policies.
Required Courses in Minimum Recommended
Specific Academic Areas Credits for College
English 4.0 4
Mathematics* 2.0 4
Science 2.0 3–4
Social Studies** 2.0 3–4
Language (level requirement)*** Intermediate** 3–4
Visual/Performing Arts 1.0 1
Physical Education 1.5
Health Education 0.5
Catalyst Project (Begins with Class of 2018) 0.5
Minimum Total Credits**** 24.0
Clarifying Details
*Math: All students must earn two Math credits, one of which must be at the level of Geometry or higher.
**Social Studies: US citizens (not dual citizens) are required to earn one credit in US History.
***Language: Two years of study of the same foreign language (e.g., Chinese, French, or Spanish at the Novice,
Intermediate level) or an equivalent proficiency in another language is required.
****Minimum credits: The minimum credits listed above are the absolute minimum number required to earn an
SAS diploma. Completing the minimum credits may not be sufficient for admission to university. Focus should be
on the “Recommended for College” column.
Interim: Students must participate in an Interim Semester course each year they are at SAS—one of which must be
a service course.
One Interim service course (0.25 credit) is required.
4Singapore American School
Advisory and House system courses at SAS. Catalyst is deliberately designed
for students of all abilities and interests, and it
is customized for all students to experience a
Our advisory program was established in 2015, successful project process. Further, grading is
and in 2016, we rolled out our three advisory based on process and not product, so what they
houses: Andor, Aquila, and Ethon. choose for their project is less important than how
they conduct their work. Beginning with the Class
Advisory and house seek to ensure that every of 2018, the successful completion of the Catalyst
student is known, cared for and guided; make Project is a graduation requirement. It ensures
our big school feel small; support students with that every SAS graduate will leave our school
solving real–world problems; strengthen students’ having immersed themselves in a personalized,
sense of identity and belonging; and recognize experiential, educational experience that is
students’ individual learning experiences and essential for the their future.
talents.
Each advisory is composed of 10 to 12 students
frequently asked questions
in the same grade who are assigned to a faculty
advisor during their first year at SAS. In most What is the AP Capstone Diploma?
cases, students will stay with the same advisor
until they leave SAS. Advisory groups meet every To receive the AP Capstone Diploma, students
Tuesday and Thursday morning from 8:00 a.m. must successfully complete both AT Seminar
to 8:30 a.m. Each advisory is also assigned to a and AT Research and Catalyst. In addition, they
house that includes approximately ten advisories must earn a score of 3 or higher on both the AP
per grade level. Houses are student–led and Seminar and AP Research exam, and earn a score
house representatives from each grade level form of 3 or higher on four additional AP exams of their
the student government. These students serve as choosing. Students typically take AT Seminar in
an important voice of the student body, and their their sophomore or junior year, followed by AT
duties include but are not limited to organizing Research and Catalyst.
house assemblies, all–school pep rallies, spirit
activities, and student forums with faculty and Where can I find an overview of which AP
administration. courses are being phased out and which AT
courses are being added to the program
Advisory and house focus on improving students’ offerings?
interpersonal and intrapersonal skills, their
cultural competence and their character. These Please see the Appendix of this guide for an
meetings are structured around the content and overview of our projected AP and AT course
behaviors needed to: 1) best ensure the social/ offerings through 2021.
emotional health of all students; 2) improve
academic success; and 3) prepare students for the Where can I learn more about the rationale
inevitability of change in their lives, including the behind the Advanced Studies program?
transitions to high school, college, and adulthood.
We offer on our school portal our frequently asked
The advisory program strives to create an questions (http://www.sas.edu.sg/hs–ap–and–at–
atmosphere of trust where students feel safe to faqs) to help guide you through any questions you
discuss a wide range of academic and personal may have about our advanced studies offerings.
matters in a setting that helps to balance We also encourage students to bring questions to
the rigorous academic demands of the SAS their high school counselors. They will gladly help
experience. provide clarity and are eager to help any family as
they plan a course of study with their child.
The SAS Catalyst Project To whom does the Advanced Placement credit
limit apply?
Catalyst is a culminating experience where
students apply their academic knowledge to Starting with the Class of 2021 (this year’s ninth
real situations that are personally applicable grade students), there is a limit on the number
to them. This entails using different skills than of AP course credits a student may earn at SAS.
are sometimes required in regular academic These students may earn up to seven year–long–
equivalent AP credits during their SAS careers.
52018 Program Planning Guide
How many AP courses will my child be able to How can I fulfill my Catalyst Project graduation
take? What does the AP credit limit mean for requirement?
access to AP exams?
There are three ways that students can fulfill their
The Class of 2021 will be able to take a maximum Catalyst graduation requirement. These paths are
of seven total year–long–equivalent credits in AP described below and summarized in the table
courses (14 total semesters of AP). This credit limit that follows. Regardless of the path chosen in
will allow our students to choose from nearly 40 completing their requirement, students will:
of our Advanced Studies offerings. We currently
offer and will continue to offer 20+ AP courses, an • receive explicit instruction and feedback
additional 19 Advanced Topic courses, plus our on our desired student learning outcomes
Catalyst course, independent study, and other (DSLOs);
personalized options.
• explore, innovate, encounter real–life
Up to 7 year–long–equivalent AP credits may be challenges, learn from occasional failures or
earned by students in the graduating classes of setback, devise solutions, and reflect deeply
2021 and beyond. However, students will still be on who they are as learners;
able to access up to 14 AP examinations during
their SAS career. • learn valuable skills on how to build
professional networks and collaborate with
There are currently four AT courses after which mentors;
students may elect to sit the related AP exam.
There is close alignment of the content covered • manage time to see a project through from
in these courses and our DSLOs: start to finish;
• AT Environmental Science and Fieldwork (AP • feel better prepared to be successful in
Environmental Science exam) college, career, and civic life.
• AT Computational Physics (AP Physics 1 exam) AP Capstone, Quest and the SAS Catalyst
program. How are these different?
• AT Seminar (AP Seminar exam)
Although all three fulfill the Catalyst graduation
• AT Research and Catalyst (AP Research exam) requirement, there are some significant
differences.
An additional AT course in this category will be
offered beginning in the 2019–20 school year. The SAS Catalyst Project
Though the AT Literature course is not aligned to
AP English Literature curriculum, the skill–based The Catalyst Project is a personalized
nature of the exam does not require much (if course where students work with teachers
any) content knowledge, and students may draw who act as guides as students design,
from a wide body of literary works in answering plan, and complete interest–based
questions on the exam. projects. Students focus on producing a
meaningful outcome and are encouraged
• AT Literature (AP English Literature exam) to dive deep into relevant content and
knowledge. This course is for everyone –
Furthermore, there are currently four half– the program is built to inspire and assist
credit AP courses. Often, students will take two students whether they already have a
semesters of AP Government and Politics or two project idea or not. Optionally, the Catalyst
semesters of AP Economics. These students may Project can be extended into a second
sit two exams: semester, or become a “hyper–Catalyst,”
because the student’s project requires
• AP Macroeconomics greater resources and time.
• AP Microeconomics
• AP Government and Politics: Comparative
• AP Government and Politics: US
6Singapore American School
AT Seminar and AT Research and Catalyst
(AP Capstone)
AT Seminar and AT Research and Catalyst
are both required to complete the AP
Capstone. AT Seminar is a year–long,
inquiry–driven course that engages
students in cross–curricular conversations
that explore real–world topics and
issues from multiple perspectives. After
successfully completing AT Seminar, most
of our students enroll in the year–long AT
Research and Catalyst. AT Research and
Catalyst asks students to deeply explore
an academic topic, problem, or issue of
individual interest with the expectation of
producing both a university level research
paper and a meaningful Catalyst Project.
As these courses have fully adopted the
AP Capstone curriculum, students will be
eligible to take the AP Seminar and AP
Research exams. (Note: Students who
do not wish to enroll in AT Research and
Catalyst after AT Seminar would enroll in
the SAS Catalyst Project semester–length
course to fulfill their Catalyst graduation
requirement. In these instances, students
would not be eligible for the AP Capstone
Diploma.)
Quest
Quest is a full–year, all–day, immersive
program that supports students in pursuing
their curiosity and passion. Instead of
taking traditional courses, students
earn six credits through interdisciplinary
projects that are personalized to their
interests. The year culminates with a junior
or senior project thesis paper, thesis talk,
and thesis defense; successful completion
of which fulfills the Catalyst graduation
requirement.
72018 Program Planning Guide
three ways to fulfill the catalyst graduation requirement
SAS Catalyst Project AT Research and Catalyst Quest
• Students earn • Students earn their • Students earn their
their graduation Catalyst graduation Catalyst graduation
requirement through requirement through requirement
this personalized this year–long AT through their fully
course (one semester course. personalized,
is the minimum all–day, year–long
requirement). participation in the
• Prerequisite:
Quest program.
Students need
• Prerequisite: to successfully
None. This course complete AT Seminar • Prerequisite:
is accessible to to complete their Enrollment to the
everyone in their Catalyst requirement Quest program via
junior or senior year. through AT Research application.
and Catalyst.
• Note: Optionally, • Note: Quest is an
students may • Note: In addition immersive program;
extend their Catalyst to fulfilling their students earn
experience by taking Catalyst requirement, credits by pursuing
the course for a students who interdisciplinary
second semester successfully complete projects that are
or by enrolling in AT Seminar and personalized to their
a hyper–Catalyst AT Research and interests.
(hyper–Catalyst is by Catalyst are eligible
application). to earn the AP
Capstone Diploma .
8Singapore American School
English will prove beneficial when students are asked
to choose and develop an interdisciplinary SAS
Catalyst Project. Similarly, both choices will
adequately prepare students for higher level
The English curriculum focuses on reading, social studies and English courses (AP and AT).
writing, speaking and listening, research, and
language. Each area will be assessed in every World Studies (English 9/World History)
English course in various ways, and skills will
ID: 41005 Grade: 9 Length: Year
be revisited and refined over the course of the
Credit: English/Soc Studies (2)
four–year program. Students must enroll in
Note: Double block/credit in English and History.
an English class every semester they attend
SAS. All freshmen must take English 9 or World This course is a thematic study of the human
Studies, while sophomores must take English 10 experience through the lenses of history,
or American Studies. Upperclassmen may opt for sociology, economics, civics, and literature, with a
any of the following courses during the junior and focus on skills development. Students will explore
senior years: AP English Language, AP English critical issues, ideologies, individuals, texts
Literature, AT Writing Workshop and Publication and turning points in the histories of the world,
(all year long), or a combination of the semester– considering how these developed and shaped
length junior/senior option courses. both past and contemporary issues. Students
will be challenged to think critically and to make
While all of the courses can be used to fulfill the thoughtful connections as they draw on a variety
four-credit SAS English graduation requirement, of resources to understand the human experience.
please note that there are some that do not meet Students will be challenged to demonstrate the
the English requirements set by some outside development of their skills and understandings
organizations. The US National Collegiate Athletic in final culminating projects. This interdisciplinary
Association (NCAA) reviews all core courses course will meet every day, and students will earn
at all high schools and makes an independent both an English and a Social Studies credit for
assessment on whether they are considered completing the course.
substantially comparable to a traditional core
course. If you are a talented athlete who could Reading and Viewing—Students will critically
potentially play a sport in a US college, be aware read a variety of nonfiction (e.g. textbooks,
of the non–traditional SAS English courses that academic articles, primary source documents),
are not certified by the NCAA. fiction (e.g. novels, short stories), drama, and
poetry reflecting the human experience. They
FAQ: Should a ninth grader choose English 9 will be challenged to read closely and critically, to
and World History or the combined double understand literary structure and technique, and
block World Studies course? to read like a historian. They will be encouraged
to read widely outside of class in order make
English 9, World History, and World Studies connections. Core texts include a memoir, The
each challenge students to dive more deeply Ramayana, The Merchant of Venice, and Lord of
into content knowledge covered, and empower the Flies.
students to make meaningful connections across
disciplines through an inquiry lens. For the World Writing—Students will develop their writing in a
Studies course, which meets every day with the variety of genres (e.g. argumentative, informative,
same teacher, school transcripts will not reflect narrative, reflective/blog), responding to both
independent grades for English 9 and World literature and social studies concepts. Language
History, but instead will note one grade for usage and mechanics instruction will focus on
World Studies. Whether choosing the combined the problems evident in the students’ writing.
double block option or the discrete courses, to Students will also develop their vocabulary using
be successful, a student will need to thoughtfully the individually levelled program, Membean.
understand the content introduced and master
the skills of speaking persuasively, writing Speaking and Listening—Students are expected
effectively, and reading analytically. Students will to participate fully in class discussions (shared
be expected to consistently research and share inquiry, fishbowl, Socratic seminars etc.), work
their perspectives in collaborative environments. in small groups, and make formal presentations,
The skills, methods, and thinking emphasized with a focus on persuasive speaking skills.
in English 9, World History and World Studies
92018 Program Planning Guide
English 9 experience. This interdisciplinary course will meet
ID: 41012 Grade: 9 Length: Year every day, and students will earn both an English
Credit: English 10 and a US History and Government credit for
completing the course.
English 9 focuses on writing, reading, speaking/
listening, and language skills in addition to a year– Reading and Viewing—Students will critically
long vocabulary study of Greek and Latin prefixes, read a variety of nonfiction (e.g. academic
roots, and suffixes. The course is organized into articles, primary source documents), fiction
four quarter–long thematic studies which are (e.g. novels, short stories), drama and poetry
linked to the student’s World History course. Each reflecting the American Experience; the history
quarter concludes with inquiry–based projects. text will be The Americans. Students will continue
to develop skills in visual literacy by critically
Reading and Viewing—Students will focus on viewing documentaries and films. Students will
the skill of inferring meaning from text. Students be encouraged to read widely outside of class in
will read within the genres of narrative, nonfiction, order make connections.
novel, poetry, drama, and short story. Additionally,
a common expectation in English 9 is for students Writing—Students will develop their writing in
to read at least two personal books each month, a variety of genres (e.g. persuasion, narration,
contributing to a goal of 20 personal books per analysis, synthesis), responding insightfully to
student per year. both literature and history and they will pursue
class–related areas of interest for their research
Writing—Students will learn how to manage and projects. Language usage and mechanics
organize primary and secondary source material, instruction will focus on the problems evident in
using each in increasingly sophisticated writing the students’ writing.
tasks. Students will learn to produce writing
in analytical, informative, reflective, narrative, Speaking and Listening—Students are expected
and creative forms. Students will refine their to participate fully in class discussions, work in
knowledge and application of syntactical patterns. small groups, and conduct oral presentations,
with a focus on persuasive speaking skills.
Speaking and Listening—Students will learn how
to participate in shared inquiry discussions by English 10: American Literature
supporting their thinking with textual evidence
from their readings. Students will also prepare for ID: 41013 Grade: 10 Length: Year
and present their quarterly projects. Credit: English
English 10 is a survey of American Literature.
American Studies (English 10/US History Throughout the course, students are asked to
and Government) think critically and reflect on two key questions:
Who or what is an American? Is the American
ID: 41014 Grade: 10 Length: Year
Dream a myth or reality?
Credit: English/US History (2)
Note: Double block/credit in English and US History
Reading and Viewing—Students will read a
and Government.
variety of fiction, nonfiction, and poetry reflecting
This course is a thematic study of the American the various literary periods in American Literature.
experience through the lenses of history and Students will study classic texts chosen from titles
literature, with a focus on skills development. such as The Catcher in the Rye, The Adventures of
Through the thematic units “American Values,” Huckleberry Finn, The Great Gatsby, Outliers, The
“All Men are Created Equal?,” “The American Crucible, and A Raisin in the Sun. Students may
Dream,” and “Conflicts and Resolutions,” also participate in literature circles using texts that
students will explore critical issues, individuals, examine current issues in America. Additionally,
and turning points in the history of the United students will continue to develop skills in critical
States of America. Students will analyze the observation and creative representation by
extent to which ideologies, people, literature, and viewing videos of films and short subjects.
events developed and shaped both American
history and its contemporary issues. Students Writing—The form and structure of the short essay
will be challenged to think critically and to are stressed, and the quality of writing is enhanced
make thoughtful connections as they draw on a through the application of the writing process.
variety of resources to understand the American
10Singapore American School
Students will write in a variety of modes and styles Semester I Options
(e.g. argumentative, narrative, informational,
synthesis), with a focus on persuasive writing
and research. Language usage and mechanics
Creative Writing
instruction focuses on the problems evident in ID: 41042 Grade: 11–12 Length: Semester I
the students’ writing and in their application of Credit: English
previously acquired skills. Note: This course was previously named Advanced
Composition. If a credit was earned in that course, you
Speaking and Listening—The course emphasizes cannot retake it under this new name.
the discussion of literary selections and oral Offered in 2018–19; may be offered in 2019–20. English
reports to emphasize the skill of persuasive courses are undergoing a curriculum review and this
speaking. may mean a change in junior and senior courses for
2019–20 or beyond.
Junior/Senior Semester Options This semester course is designed for students
who wish to explore creative writing, to develop
an individual writing voice, and to learn first–hand
The junior and senior options continue the how creative writers work. Using a workshop
development of skills and intensive study of format, both in class and online, students will
literature of a college preparatory English hone their collaboration skills as they survey
sequence. These semester–long courses cover specific forms of creative writing, develop a peer
diverse bodies of literature from various periods community of writers to critique and support
and cultures. All of the courses develop writing, each other, and create an individual portfolio of
reading, viewing, speaking, listening and creative work. Students will have opportunities
technology skills. Please note that some options to submit their works to outside publications
are offered on a two–year, rotating basis; see and select and perform their own works for a
course descriptions for details. student–developed public reading at the end of
the semester. While this course is not required
Writing—Students will compose a variety of for AT Writing Workshop and Publication, it does
writing assignments, such as personal essays, serve as an excellent foundation and introduction
literary analysis, compare and contrast essays, to the creative writing process.
reviews, journal entries, and character sketches.
They will be encouraged to develop an authentic
voice and sense of audience. Students will revise
British Literature: The World of
pieces of writing, concentrating on content and Shakespeare
organization, and edit to improve diction and ID: 41006 Grade: 11–12 Length: Semester I
mechanics. Students will participate in peer Credit: English
critiquing and editing. Note: Offered in 2018–19; predicted to not be offered
in 2019–20. English courses are undergoing a curriculum
Speaking and Listening—Students will speak review and this may mean a change in junior and senior
in a variety of contexts: speeches and oral courses for 2019–20 or beyond.
presentations, large and small group discussions,
dramatic readings, and/or readers’ theater In this course, students will study Shakespeare’s
activities. works in depth, critically reading at least one play
from each of his four genres (history, comedy,
Reading and Viewing—Students will read a tragedy, and romance), along with sonnets and
significant body of literature appropriate to the other poetry. Supplementary readings will include
focus of the course. recent articles and scholarship about Shakespeare
and Elizabethan England and the development of
Shakespeare’s language; in addition, students will
critically view films and performances (if possible)
of the plays. In response to the readings, students
will write in a variety of genres (e.g. persuasion,
narration, critical responses) and participate in
shared inquiry discussions and presentations.
112018 Program Planning Guide
Literature and the Imagination (Science Semester II Options
Fiction)
ID: 41011 Grade: 11–12 Length: Semester I Contemporary American Literature
Credit: English
ID: 41008 Grade: 11–12 Length: Semester II
Note: Offered in 2018–19; may be offered in 2019–20.
Credit: English
English courses are undergoing a curriculum review and
Note: Offered in 2018–19; may be offered in 2019–20.
this may mean a change in junior and senior courses for
English courses are undergoing a curriculum review and
2019–2020 or beyond.
this may mean a change in junior and senior courses for
Students in this course will study the three 2019–20 or beyond.
stages of Science Fiction: Gothic/classic science
Contemporary American Literature focuses
fiction period (1818-1926); the modern period
on reading text from multiple genres (e.g.,
(1926-1960s); and the contemporary period
nonfiction, poetry, imaginative literature, film,
(1960s-present). Through the study of the
etc.) to explore the values, voices and attitudes
literature of these three periods students will
in present–day American society. These myriad
examine the philosophical (ethical), scientific,
texts will be applied to wider contexts including
and political ideas developed in science fiction
gender, cultural, historical, psychological and
literature. Key ideas include: the ethics of
political issues. For instance, what impact has
science and the responsibility of the scientist,
the social construction of gender had on our
the conflict between man and technology, man’s
contemporary understanding of masculinity and
relationship to nature, the individual against
femininity or how is language used in political and
society, mankind meeting alien species, social
social discourse to convey meaning? Students
problems highlighted in science fiction literature
will analyze such issues through writing, speaking,
and film, and how science fiction questions what
and collaborative tasks that require them to
it means to be human. Students will also explore
consider the multiple perspectives involved.
the relationship of science fiction literature to
They will also practice their research skills by
the novel and film. Consequently students will
developing guiding questions and identifying
analyze both written text and film. The variety of
academic sources to support their thinking.
science fiction writers includes Ray Bradbury, P.D.
James, Mary Shelley, and H.G. Wells.
Genres of 21st Century Literature (Film as
Reading, Writing and Publishing in a Literature)
Digital World ID: 41010 Grade: 11–12 Length: Semester II
Credit: English
ID: 41024 Grade: 11–12 Length: Semester I
Note: This course does not meet the NCAA Division I
Credit: English
core course requirement for English. See counselor for
Note: Offered in 2018–19; may be offered in 2019–20.
details. Offered in 2018–19; predicted to not be offered
English courses are undergoing a curriculum review and
in 2019–20. English courses are undergoing a curriculum
this may mean a change in junior and senior courses for
review and this may mean a change in junior and senior
2019–20 or beyond.
courses for 2019–20 or beyond.
This project–based course examines the textual
Film is a dominant storytelling medium in the 21st
relationship between literary style and content,
century. The best films can be “read” like books
examining how it has evolved over time. We
or poems as they contain rich characters, deep
examine how the tools of expression—the spoken
symbolism, and complex themes just like the best
word, the pen, the printing press, the radio, the
literature. This course will examine films as texts,
television and the internet—have changed
and teach students how to interpret what they see
the ways we describe, explain, persuade, and
on the screen, how to use the technical vocabulary
narrate in the world. By reading and writing many
of films and images, and how to write about film in
different forms, students will better understand
a critical way. Students will annotate informational
how to interpret the written world and publish
text, analyze differences and similarities between
work with a greater awareness of the effects
film and literature, read literature, participate in
on different audiences. This course is designed
collaborative discussions, write analytical essays,
to help students think critically about and
and practice their independent research skills.
responsibly within the digital age. Students will
Films included in this course may include The
plan, write, revise, produce, record, film, publish,
Godfather, Citizen Kane, Rear Window, The Seven
and evaluate their own work, creating a body
Samurai and other important works. Students will
of writing to take with them in their personal
also have the opportunity to choose their own
portfolio.
films for independent study.
12Singapore American School
Studies in Satire Junior/Senior full–year Options
ID: 41022 Grade: 11–12 Length: Semester II
Credit: English AP English Language and Composition
Note: Offered in 2018–19; may be offered in 2019–20.
English courses are undergoing a curriculum review and ID: 41028 Grade: 11–12 Length: Year
this may mean a change in junior and senior courses for Credit: English
2019–20 or beyond. Prerequisite: No prerequisite for students to select
this course in twelfth grade. Semester I grade of B+ or
This course will provide students with a broad higher in English 10/American Studies is required to
sense of satire in terms of how it has been defined select this course in eleventh grade. Students with a
and practiced. Thus, students will begin by briefly Semester I grade of B in English 10/American Studies or
discussing several approaches to explaining a Semester I grade of A+ in English 9/World Studies may
the basic concepts of satire. These efforts seek select this course if they also obtain a current teacher
to explain satire’s long and successful run as a recommendation.
literary genre and to clarify just how satire works.
After establishing a critical lens through which to The AP Language and Composition course is
view satire, students will study classical examples primarily a course in both effective writing and
of satire primarily from the eighteenth through critical reading. This course engages students
the twentieth centuries using texts such as Being in becoming skilled readers of prose written in
There, Brave New World, The Handmaid’s Tale, a variety of periods, disciplines, and rhetorical
The Malcontents, and Cat’s Cradle. All the while, contexts and in becoming skilled writers who
each week students will also be keeping tabs on compose for a variety of purposes. Readings
twenty–first century satire. Overall, the course will draw from a variety of topics, depending on
seeks to enhance students’ critical thinking skills relevance and student interests. These topics may
by closely analyzing the criticisms inherent in include politics, technology, gender, education,
works of satire. the environment, or community. Students
planning to take AP Language and Composition
as a junior are cautioned: successful completion
World Literature: Myths and Monsters
of the course requires a much greater effort and
ID: 41017 Grade: 11–12 Length: Semester II is significantly more demanding than English
Credit: English 10. Students will be prepared for and strongly
Note: Offered in 2018–19; may be offered in 2019–20. encouraged to sit for the AP exam in May.
English courses are undergoing a curriculum review and
this may mean a change in junior and senior courses for AP English Literature and Composition
2019–20 or beyond.
ID: 41029 Grade: 11–12 Length: Year
The monster is a figure as old as literature itself. Credit: English
From the myths of the Greeks to the Biblical Prerequisite: Any English AP/AT course; or Semester I
Leviathan, monsters of various kinds have roamed grade of B or higher in an eleventh grade English course;
the landscapes of our imaginations. This course or current teacher recommendation.
asks, what is a monster? Why do people seem Note: This course will be offered for the final time in
fascinated with the grotesque, the outcast, and 2018–19. Beginning in 2019–20, the course will be
the evil? How are monsters portrayed in literature replaced with an Advanced Topic offering in literature.
and other art forms? We will examine novels and
stories that feature classic and contemporary This course is designed for upperclassmen who
visions of vampires, demons, ogres and perhaps have demonstrated a commitment to the critical
the most frightening monster of all: mankind. study of literature and the study and practice of
writing. Through speaking, listening, and reading,
but chiefly through the experience of their own
writing, students will become more aware of the
resources of language and more adept at formal
analysis of literature in terms of both form and
content. The focus of this course is the in–depth
analysis of literature in a variety of modes: Greek
drama, Shakespearean drama, the novel, satire,
the essay, and poetry. The AP curriculum is not
specifically prescribed and may vary in content
and emphasis from year to year. Works selected
132018 Program Planning Guide
for study will represent a variety of modes and practices. This course was collaboratively
periods and are generally recognized as literary developed and endorsed by a professor at Yale–
classics. Students will be prepared for and strongly NUS. The Advanced Topic designation indicates a
encouraged to sit for the AP exam in May. course is at university level, putting it at or above
the level of a traditional Advanced Placement (AP)
AT English: Writing Workshop and course. This course has a grade point weighting
Publication of 0.5.
ID: 41046 Grade: 11–12 Length: Year
Credit: English
Prerequisite: Semester I grade of B or higher in an AP
English course; or Semester I grade of B+ or higher in
English 10/American Studies or in an eleventh grade
English offering. Students with a Semester I grade of B
in English 10/American Studies or in an eleventh grade
English offering may select this course if they also obtain
a current teacher recommendation. Students who
have signed up will be required to submit a portfolio
of creative writing pieces prior to the fall semester in
order to remain in the course. See your English teacher
for details.
Note: This course was previously named AT English:
Writing Seminar. If a credit was earned in that course,
you cannot retake it under this new title.
This course offers an intensive, year–long
inquiry into the creative writing and publication
process. The course will operate in a small
writers’ community to be structured on the
Iowa Writers’ Workshop model used in creative
writing departments across the world, but
scaled for a high school student. The course is
designed for students who already have a regular
writing process in any creative genre and can
demonstrate a passion for creative writing with a
portfolio of work. The course will feature a variety
of units to develop insight and skills centered
on creativity and producing a collaborative
professional publication. These units include:
idea generation through journaling and writing
exercises, designing and refining sentences and
forms, producing and iterating drafts of fiction,
nonfiction, and poetry, demonstrating courage
to explore different approaches through radical
revision, creating with others through writing
workshop, and reflecting on the creative process
in a journal and portfolio. The course will feature
regular workshops to improve drafting and
editing skills, study and analysis of works and
writers (based on student voice and choice)
that examines process and audience as well as
key ideas and craft, structured encounters with
visiting local and international authors, a writer’s
retreat to encourage growth of relationships and
community, and production of a publication of
student work (print, digital, and/or performance)
based on inquiry into contemporary publishing
14Singapore American School
Social Studies World Studies (English 9/World History)
ID: 41005 Grade: 9 Length: Year
Credit: English/Social Studies (2)
Note: World Studies is a combined double–block
Social Studies offerings are consistent with the English 9 and World History course. The course meets
school’s DSLOs, and are designed to allow daily with the same teacher. Students can choose the
students to develop and demonstrate character, double–block World Studies or separate English 9 and
collaboration, communication, creativity, critical World History.
thinking, cultural competence, and content
knowledge. Toward this end, courses are built Please refer to the full course description in the
around the College, Career, and Civic Life English section.
(C3) framework, a set of standards from the US
National Council for the Social Studies (NCSS). World History
Students will develop questions, apply disciplinary ID: 42022 Grade: 9 Length: Year
tools, evaluate evidence, and communicate Credit: Social Studies
conclusions. Ninth grade students will take one
of the two world history courses outlined below. World History will provide students with the
Tenth through twelfth grade students have a wide opportunity to explore critical issues, individuals
variety of choices in the disciplines of history, and turning points in the histories of the world.
government, economics, business, geography, Students will analyze the extent to which
and psychology, as well as the opportunity to take ideologies, societies, and events developed and
AT and AP courses in those disciplines. shaped both our history and contemporary issues.
Using an inquiry framework, students will develop
questions, read and think like a historian, evaluate
Required ninth Grade World History Options sources, and communicate ideas. Through the
thematic lenses of power, belief, conflict, and
All SAS ninth grade students must be enrolled in change, students will be challenged to think
either World History or World Studies, which is critically and to make thoughtful connections
the combined English 9/World History course. as they draw on a variety of resources to
understand the human experience. By the end
English 9, World History, and World Studies of the course, students should be able to discuss
each challenge students to dive more deeply their understanding of these themes, supported
into content knowledge covered, and empower by historical evidence. The course themes are
students to make meaningful connections across linked to the English 9 course and students will
disciplines through an inquiry lens. For the World be encouraged throughout the year to make
Studies course, which meets every day with the connections between these courses. All ninth
same teacher, school transcripts will not reflect graders must enroll in either this course or World
independent grades for English 9 and World Studies.
History, but instead will note one grade for
World Studies. Whether choosing the combined US History Options
double block option or the discrete courses, to
be successful, a student will need to thoughtfully
understand the content introduced and master US citizens (not dual citizens) are required to earn
the skills of speaking persuasively, writing a credit in US History and Government, American
effectively and reading analytically. Students will Studies, or AP US History. Since some US public
be expected to consistently research and share universities (e.g., University of California) require
their perspectives in collaborative environments. US History as an admission requirement, students
The skills, methods and thinking emphasized who might be applying to a US public university
in English 9, World History and World Studies should complete a year of US History and
will prove beneficial when students are asked Government, American Studies, or AP US History.
to choose and develop an interdisciplinary SAS
Catalyst Project. Similarly, both choices will
adequately prepare students for higher level
social studies and English courses (AP and AT).
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