All high school students attending RAS are expected to fulfill our graduation requirements within four years. At the conclusion of the four-year period, a student graduating RAS will have earned a minimum of 25 credits. During their progression through high school, we strongly advise students to regularly meet with the high school counselor to review and plan the courses taken over the four years. Choices made in grades 9, 10, and 11 can impact their later course options. To be eligible to earn a high school diploma from RAS, a student must attend the entire Grade 12 year. If a student transfers into RAS after the start of his/her Grade 12 year, the previous school will be responsible for awarding graduation status and a high school diploma for that student. New 12th graders with no previous high school language credit will be required to complete only one credit of a foreign language. To earn the high school diploma from RAS, students must earn at least the cumulative total of 25 credits, distributed as follows:

RAS Grade and GPA Value

The purpose of this guide is to provide students and parents with important information to make appropriate course selections that best prepare them for their post-secondary plans. This guide is most useful when students thoroughly read each section and discuss their plan with their family and their counselor.

You may want to have your individual graduation plan to refer to when selecting courses. Have your plans changed? Have any circumstances changed? What decisions can you make about your course selection that best fit you and your needs?

It is recommended that you read the full course description before selecting a course. While the name of the course will give you a good idea of what the course will be about, you may make assumptions about the content. You can speak with the teacher of that course to get a better idea of what will be covered, the material’s pace, and to ask questions.

Review each department and the flow-chart of courses to help you decide which courses best suit you. Remember, your counselor is available to discuss any questions you may have and is happy to help you as you make these decisions.

For 2022-23, please note the following:

● For grades 9-10, there will be 2 classes per grade. Classes will be split in consultation with current grade-level teachers. Schedules will vary depending on the class a student is in.

● Grade 9 students will only have 2 selection choices: Electives and World Language. For electives, students will choose one from semester 1 and 1 from semester 2 if they have not chosen HS Band. This will be done using a google form which will be shared with students.

● Grade 10 students will have a few more choices to make but they will start by selecting their math stream based on the current math course they are taking.

○ If students are wishing to take Calculus or AP Calculus in grade 12 and are currently taking Algebra I in 9th grade, they can elect to take both Algebra II and Geometry in grade 10. To do this they would not be able to take an elective course in grade 10. They would need to make up elective requirements in grades 11 & 12. The schedule for students wanting this track toward AP Calculus would be :

■ Block A – R&C 2 (English)

■ Block B – Alg 2

■ Block C – Biology or Chemistry

■ Block D – World Geography

■ Block E – Geometry

■ Block F – Tech/PE

■ Block G – World Language

○ All grade 10 students will choose between Biology and Chemistry. Please refer to the science section before making your choice.

○ Students not taking the 2 math courses will make an Elective choice. For electives students will choose one from semester 1 and 1 from semester 2 if they have not chosen HS Band.

○ Students will choose their World Language.

● Grades 11-12 will meet with the counselor to make their course selections.

● Please note that any changes that need to be made to schedules will be done once we return to school in August.

1. UNDERSTAND THE GRADUATION REQUIREMENTS: It is the student’s responsibility to understand the RAS High School Graduation Requirements and to speak with your counselor about your yearly progress. Remember that if you earn below a D-(60%), then you will not receive credit for the class and will be required to make up the missed credit.

2. BE REALISTIC: It is important to reflect on your strengths and areas of growth. It is also important to balance your comfort level with challenges. If science is a difficult subject for you but you thrive in Social Studies, you may want to consider taking two social studies courses rather than two science courses. Be realistic about what you can handle.

3. MANAGING YOUR 4-YEAR PLAN: Create a “4-Year Plan” with your counselor and revisit it often.

4. WHAT IS YOUR PLAN AFTER HIGH SCHOOL? Discuss your post-secondary plans with your family AS EARLY AS POSSIBLE. Each country has different guidelines and requirements for college/university admissions. The selections you make can impact your options later on when you apply for college.

5. BALANCE YOUR COURSE LOAD: We limit students to taking three AP courses per year. This policy is in place to help students manage their course load and to encourage students to focus on specific subjects and interests.

6. CHOOSE WISELY: Take your course selection seriously; changes to your course selection are not guaranteed once it has been submitted. The school creates a schedule for courses based on what you choose!

7. HAVE A BACK-UP PLAN: Understand that when you request your courses, it is a REQUEST. It is possible that you may not be scheduled into a course that you have requested for multiple reasons. Sometimes, a student must choose between two courses that are both offered during the same time. Have a few ideas of second choice courses.

Any student who receives an F or two Ds in a course content area that requires a minimum of 3 credits to graduate (i.e. math) will be placed on Academic Probation. A student who fails to meet the requirements of the Academic Probation contract may be asked to repeat the grade to withdraw from RAS (Please see Academic Probation section in the Student and Parent Handbook for further information).

Twenty five credits are required for graduation. Students transferring to RAS may be credited with up to seven graduation credits per academic year. Credits for courses at other schools are awarded at the discretion of the counselors.

To receive credit for a course, a student must not miss more than 10% of class periods. This equals 18 classes over the course of the year. For students who exceed the maximum number of allowed absences, the High School Principal and the Counselor will review each case on an individual basis (Please see the High School Handbook for further information on Attendance policy).

Ordinarily, students will not be permitted to add or drop courses after the start of the semester in which the course begins. Due to this, students must be conscientious in their decision-making regarding course selection and registration. Teachers, students, parents and counselors are all involved in the process. Once a program of study has been initiated, changes can only be made during the 10-day drop/add period at the start of the academic year. A student has the right to request to drop or add a course during this 10-day period and will be required to obtain written permission from parents, teacher(s), and the counselor. Students who drop a course after the drop/add period without approval for extenuating circumstances will receive a failing grade for the course. In addition, seniors wishing to drop a course after transcripts have been sent to colleges and universities must notify each institution of the modification to their academic program.

RAS offers a broad selection of external examinations. These examinations are primarily Advanced Placement (AP) for the courses taught and hosted by RAS, and the mandatory PSAT for all Grade 10 students. Our students also take the SAT at RAS. If required they will take TOEFL and IELTS exams. TOEFL is now hosted by the school and students who need to take these exams must make arrangements with Ms Belony. The high school counselor can assist students with registration for any of these examinations.
In 2023 RAS will be hosting the IB exams for the first time.

The high school counselor provides counseling and expertise throughout a student’s tenure in high school. The student’s success in the college application process is a culmination of the choices and achievements the student makes over the four years of their high school career. Colleges and universities look at a student’s entire high school transcript, including both the grades and the difficulty of the courses. In addition, colleges and universities want to know what the student does outside of class – community service, summer programs, sports, and music.

RAS students are supported in the process of selecting and applying to colleges and universities by the high school counselor. The counselor works with students in groups and individually to chart the required testing (SAT, TOEFL, IELTS and AP), to take them through the application process and to recommend colleges and universities appropriate to the student’s talents. However, the process of college application begins in grade 9 with the choices the student makes academically and the student’s participation in extracurricular activities. Students should aim to build on each successive year in high school in a positive and productive manner.

RAS offers Advanced Placement Courses to students who demonstrate the ability and desire to work at a level comparable to the first year of college in a given subject. For students to receive AP credit, they must take the AP Exam given in May of each year. By taking the AP exam and receiving a score of 3 to 5, students may receive credit at the university or college they attend after high school graduation. Please note that AP course offerings may vary from year to year according to student requirements and scheduling constraints. It is recommended that students in grades 11 & 12 take no more than 3 AP courses in an academic year due to the high workload required; in some cases 1-2 hours a night. Acceptance to an AP course is not automatic. Students must meet prerequisite requirements as outlined in this handbook; they must also consult with the counselor and get a teacher recommendation.

Advanced Placement courses and exams are offered at RAS in the following subjects:

RAS will offer the International Baccalaureate Diploma starting August 2021-22. In order to receive the IB Diploma, students need to complete 6 courses over grades 11 and 12. Credits earned while completing the IB Diploma will also count towards the American High School Diploma which will be awarded upon graduation. Students not enrolled in the IB Diploma program can elect to take individual IB courses. Credits earned will count towards their High School Diploma.

We hope that this Course Selection Guide helps you make the best choices available. Please remember, it is a tool to support your choices. Always remember that asking advice of teachers, counselors and administration, as well as using the guide, allows you to make better choices.

For 2022-23 AP English Language and Composition and English Literature and Composition will both be offered

Credit: 1

This course focuses on the four main standards of the English language, which include Reading: Literature, Reading: Informational Text, Writing, Speaking and Listening, and Language. Students will complete several types of written assessments including literary analysis, several reflections, an argumentative essay, a research project, creative writing/poetry, and several reflections on current media studies. The reading unit will consist of selected texts that challenge students on all reading levels. Students will read literature by William Shakespeare, as well as explore Dystopian literature and poetry. Lastly, students will use a historically inspired novel to create and present Socratic seminars. Throughout the course, students will be given a variety of assessments in which they can show the English skills that they have mastered throughout the year.

Credit: 1
Prerequisite: RCI This course is a continuation of Reading Comprehension I and focuses on the main standards of the English language, which include Reading: Literature, Reading: Informational Text, Writing, Speaking and Listening, and Language. Students will complete several types of written assessments which may include literary analysis, several reflections, an argumentative essay, creative writing/poetry, and a comprehensive research project. Appropriate tests will be selected and students will be encouraged to select their own text on occasion. Throughout the course, students will be able to choose some of their assessments in order to allow for student choice and creativity/innovation, which follow closely with our GLOs and the world we live in today.

Credit: 1
Prerequisite: RCII

At the start of the course, students will be guided through a series of lessons purposed specifically at helping all students become more mature writers and more astute readers. These reading and writing skills will then be continuously reinforced throughout the course. The course places its literary focus on texts in both American and British Literature canons. Literary genres will include the following: poetry, short stories, nonfiction essays, a novel, and drama. As students read to understand literature, they will be able to reflect on the literature through various styles of writing including creative writing, expository writing, both essay and short answer responses, and thoughtful literary analysis. The writing portion will also include a full research module, in which students will create a proper, grade
level-appropriate research project and research paper.

Credit: 1
Prerequisite: RCII

The World Literature course provides students with opportunities to explore and respond to multiple genres from various global, historical, and social contexts. As we examine world literature from ancient to modern day, we will consider the context that shaped these novels, epic poems, graphic texts, and/or plays. We will deal with traditional literary fare (characters, symbols, themes, etc.), but we will also use the books we read to connect to deeper questions about politics, history, philosophy, psychology, culture, religion, and so on. Much of the content is geared towards the dynamic discussion, high-level analysis, real-world connections, and authentic research. Students will have opportunities to self-edit and revise based on teacher feedback. Students will also have the opportunity to develop research techniques and develop engaging presentations. As students expand their global boundaries through literature and research, the class will consider and apply real-world methods to address humanitarian concerns that exist today.

Credit: 1
Prerequisite: Consultation with AP teacher and counselor

The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods and aligns to an introductory college-level literary analysis course. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

Credit: 1
Prerequisite: Consultation with AP teacher and counselor

AP English Language focuses on rhetoric. Students will study language as a persuasive tool and examine the integral relationships of writer, context, audience, and argument. The course focuses primarily on nonfiction works. Techniques of diction, syntax, imagery, and tone are studied in order to better understand the nature of argumentation. Students should be able to read complex texts with understanding and write in a manner that explores ideas, reconsiders strategies, and emphasizes revision of drafts. Students will write formally and informally through revised essays, journals, collaborative writing, and in‐class responses as well as produce expository and argumentative compositions that introduce complex ideas developed through convincing and sustained reasoning.

Credit: 2 (two year course, eligible for IB certificate upon completion)
Prerequisite: Consultation with IB teacher and counsellor
May be offered in alternating years

The distinction between language B SL and HL can be seen in the number of recommended teaching hours, the level of competency the student is expected to develop in receptive, productive and interactive skills, and that HL students are required to study two literary works originally written in the target language.

Students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course (and beyond those for language ab initio).

The language B syllabus is organized into five prescribed themes: identities, experiences, human ingenuity, social organization, and sharing the planet. Optional recommended topics and possible questions for each theme are presented in the guide but are not prescribed.

The high school Social Studies program is structured in order to allow students access to many of the core subject areas of the humanities-history, geography, economics, government, and psychology. The sequence and prerequisites, combined with consultation with teachers and counselors as to their tertiary education or career path, presents a clear procedure for students to follow to facilitate a smooth transition through the high school social studies program whilst meeting their credit requirements and personal preferences.

Students should familiarize themselves with the prerequisites required to transition to a course, particularly AP level, in the following school year. As 11th/12th grade social studies courses may be offered on a two-year rotation, it is important for students to plan ahead as to which courses they will be taking each year.

*11th/12th-grade courses may be offered in alternating years

Credit: 1

The core content of 9th Grade World History is structured around the causes and effects of major events in International Relations during the 20th Century. During the course of study, students will examine: the fairness of the Peace Treaties of 1919-23, how successful the League of Nations were in keeping international peace, why international peace collapsed by 1939, who is to blame for the Cold War and what causes humans to start a social movement. By examining these events, students will have a better understanding of how modern historical events have, and continue to shape our understanding and perception of the world today. Developing these traits will provide students with a foundation for thinking about the future and how they can propose changes that can reshape our world. This class will challenge students to think critically and broadly while trying to ignite a passion for inquiry. Access to a wide variety of learning resources encourages exploration.

Students practice critical reading and writing skills through investigations, projects, and activities, and gain a strong interdisciplinary foundation, which provides a useful context for understanding world events in the past and present.

Credit: 1
Prerequisite: World History 9 or concurrent enrollment in World History

World Geography is a broad introduction to the relationship between humans, their environment, and the unique way they interact with each other. As geographers, students will use aspects of the Five Themes of Geography: Location, Place, Human-Environment Interaction, Movement, and Region to create a well-versed understanding of how complex, detailed, and ever-changing the Earth-Human relationship is. Students’ knowledge and mastery of the material will be assessed by classroom discussion, possible field work, essays, quizzes, tests, and the creation of various media.

The course begins by introducing students to the nature and perspectives of geography, including both physical geography (e.g. mapping, physical features, climates, and resources) and human geography (e.g. population and migration, cultural patterns and processes, political organization of space, agriculture and rural land use, industrialization and economic development, and cities and urban land use). The course concludes by applying these physical and human geography concepts to various regional studies (e.g. Americas, Europe, Africa, Asia, and Oceania).

Credit: 1
May be offered in alternating years.

This course provides a broad introduction to the basic terms, concepts, theories, and models in psychology. Topics of study include: neuroscience, consciousness, sensation and perception, learning, memory and cognition, language, motivation, emotion, psychology and health, human development, personality, social psychology, and psychological disorders and their treatment. In addition to learning the concepts, the course will emphasize discussions and practical application of content through activities and projects.

Credit: 1
Prerequisite: Consultation with course teacher and counselor.

The AP Psychology course aims to provide students with learning experiences equivalent to that of a college introductory psychology course. Students are introduced to the systematic and scientific study of mental processes and behavior associated with human beings and various animals. Psychological facts and principles associated with each of the major subfields within psychology are studied in detail along with ethics and methods used in the science and practice of psychology. Students will explore how to assess and apply different approaches adopted by psychologists. These include psychodynamic, behavioral, cognitive, humanistic, biological, and sociocultural perspectives. The course’s goal is to prepare students for the successful completion of the AP Psychology Exam.

Credit: 1
Prerequisite: World History 9 and World Geography 10. Prerequisite: Consultation with course teacher and counselor.

The AP Human Geography course is equivalent to an introductory college-level course in human geography. This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine socio-economic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. The curriculum reflects the goals of the National Geography Standards.

Credit: 1
May be offered in alternating years
Prerequisites: Consultation with course teacher and counselor

AP World History is a college-level social studies class; students may be able to earn college credit if a passing score is achieved on the AP exam in May. Following a brief review of the foundations of world history, the course focuses on surveying global political, economic, social, cultural, environmental, and scientific-technological history from circa 1200 C.E. to the present day. Students develop and practice the skills used by historians, including analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and using reasoning about contextualization, causation, and continuity and change over time. This course is recommended for motivated students who enjoy reading, writing, and discussing and debating ideas.

Credit: 1
May be offered in alternating years

This course provides a basic introduction to the broad principles of both political science and economics. It is recommended as a general prerequisite prior to taking AP Government or AP Economics, for students who do not wish to attempt the AP exams in government/economics, and/or students who prefer a course that is more focused on practical application than on theories. Students will be introduced to the most important concepts of microeconomics, macroeconomics, and comparative political science with frequent practical applications to real-world scenarios through various discussions, activities, and projects. The course also aims to instill an appreciation for the students’ future roles as active national and global citizens.

Credit: 1
May be offered in alternating years
Prerequisites: Consultation with course teacher and counselor

AP Economics is a college-level social studies class; students may be able to earn college credit if a passing score is earned on the AP exam in May. Macroeconomics and Microeconomics will be offered together as a single combined year-long class, as there is a large degree of shared content between the two fields of Economics. Students may choose to take either or both of the AP exams in Macroeconomics and Microeconomics.

The course will begin with an overview of basic economic concepts such as opportunity cost; the production possibilities curve model; comparative advantage, absolute advantage, specialization, and trade; economic systems; marginal analysis; market equilibrium; and the concept of business cycles. Next, the course proceeds more in-depth to Microeconomic issues such as supply and demand; consumer choice; production and costs; firm behavior and market structure; factor markets; and market failure and the role of government.

Finally, the course addresses in-depth Macroeconomic issues such as national income accounting; inflation and unemployment; aggregate demand, aggregate supply, and macroeconomic equilibrium; financial sector; stabilization policies; economic growth; and international trade and finance. The main focus is on understanding the theories and principles used by economists; however, students will also improve their skills in the real-world application of economics concepts.

Credit: 1
May be offered in alternating years
Prerequisites: Consultation with course teacher and counselor

AP Comparative Government and Politics is a college-level social studies class; students may be able to earn college credit if a passing score is achieved on the AP exam in May. The course provides students with a developed sense of political theory, provides students with an understanding of political comparison, and provides a “real world” understanding of global studies through specific analysis of six different political entities (China, Iran, Mexico, Nigeria, Russia, and the United Kingdom). Throughout the course students will be learning the process political scientists use to analyze and evaluate political systems, and then applying that process to the case studies. Upon completion of the course, students will be equipped to understand and evaluate current geo-political issues in an informed manner and possess tools to evaluate geopolitical issues that will arise in the future.

Credit: 2 (two-year course, eligible for IB certificate upon completion)
Prerequisites: Strong background in academics and consultation with IBDP Coordinator, course teacher and counselor

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing an opportunity for engagement with multiple perspectives and opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The Diploma Programme (DP) history course is a world history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past.

The DP history course requires students to study and compare examples from different regions of the world, helping to foster international mindedness. Teachers have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course meets their students’ needs and interests regardless of their location or context.

Credit: 1
May be offered in alternating years
Prerequisites: Consultation with course teacher and counselor

As a thoughtful and purposeful inquiry into different ways of knowing and into different kinds of knowledge, Applied Philosophy is composed almost entirely of questions.

The most central of these is “How do we know?”, while other questions include:

• What counts as evidence for X?
• How do we judge which is the best model of Y?
• What does theory Z mean in the real world?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

It offers students and their teachers the opportunity to:

• reflect critically on diverse ways of knowing and on areas of knowledge
• consider the role and nature of knowledge in their own culture, in the cultures of others, and in the wider world.

In addition, the course prompts students to: 

• be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• recognize the need to act responsibly in an increasingly interconnected but uncertain world. 

The course also provides coherence for the student by linking academic subject areas as well as transcending them.

It, therefore, demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

The high school mathematics sequence is designed to provide a smooth transition from middle school to high school with the continuation of mathematics at higher levels. In grades 11 and 12, students can make an informed choice on the mathematics path that is most appropriate for their needs. A flow chart has been provided to show the normal selections available by year in school, with approval from the mathematics department. RAS graduation requires successful completion of three years of mathematics; however, most colleges and universities recommend four years of mathematics or at least the completion of Algebra II. The highest level course offered is AP Calculus and AP Statistics.

       The mathematics program is dedicated to helping students develop the attitudes, conceptual understanding, and tools and techniques needed to think, communicate, collaborate, and be self-directed as they use mathematics to describe, understand, and predict the world in which we live. Assessments in various courses include tests, quizzes, exams, and projects.

Credit:  1

The Algebra I course is designed for students who need to take Algebra at a slower pace. This is a core class in grade 9. The course is intended to allow students who have had difficulty with mathematics to solidify their skills and be prepared for future mathematics courses. Core concepts include probability, pattern interpretation, proportional reasoning, linear equations and inequalities, rational numbers, algebraic fractions, polynomials, quadratic equations, graphs, and radicals.

Credit: 1

Pre-requisite:  Completion of Algebra I

Geometry is a complete and balanced course focusing on concepts of point, line and plane, formal and informal geometric proofs, right triangle trigonometry, ideas of congruency and similarity, and the study of plane and solid figures. The aim is to develop reasoning and math skills that students will need in more advanced mathematics courses.

Credit: 1

Pre-requisite: Complete Algebra I/Geometry  

Algebra II provides a comprehensive study in advanced algebra topics, such as systems of equations, inequalities, functions, matrices, quadratic equations, complex numbers, exponential and logarithmic functions, trigonometry, and an introduction to probability and statistics. Algebra II fulfills the requirements of high school algebra and prepares students for higher-level courses in mathematics.

Credit: 1

Pre-requisite: Complete Algebra I

The purpose of this year-long Consumer Mathematics class is to equip students with practical applications of math skills in order to be successful in life after high school. Topics covered in this course include budgeting, financial pitfalls, credit, career, and financial planning, as well as investing. Students will explore how to use mathematical expressions, percentages, multi-step equations, functions, and statistics and apply those skills to real-world problems. In addition, students will gain a deeper understanding of spreadsheets in order to solve financial problems and prepare themselves for future financial success.

Credit:  1

Pre-requisite: Consultation with course teacher and counselor

This year-long course is designed to help students understand the basics of elementary statistics and probability. Students will learn techniques to collect data, analyze data using mathematics, and draw conclusions about a topic. Students interested in business or social sciences will benefit from taking this course. Statistics is not a prerequisite for AP Statistics, so students who take Statistics are not eligible to take AP Statistics for additional math credit.

Credit: 1

Pre-requisite: Consultation with course teacher and counselor

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. This course requires a high level of student commitment in order to keep up with the demanding workload. Students are exposed to four broad conceptual themes: Exploring Data, Sampling and Experimentation, Anticipating Patterns, and Statistical Inference. Students planning to take a science course in their senior year will benefit greatly from taking AP Statistics in their junior year. The course culminates in an Advanced Placement (AP) examination for students who seek AP credit.

Credit: 1

Prerequisite: Algebra II, recommended for only students who achieved 70 or above in Algebra 2 

Pre-calculus is an elective course that encompasses mathematical concepts and techniques, preparatory for calculus. The course focuses on the development of basic mathematical skills encountered in calculus. Topics include sets and functions, linear and quadratic functions, rational and polynomial functions, trigonometry, periodic functions, conic sections, and an introduction to Calculus. The course is designed to serve as an intermediate course between Algebra II and AP Calculus. The objective is to provide insights into the nature of mathematics through investigating various mathematical functions.

Credit: 1

Prerequisite:  Pre-calculus

Consultation with course teacher and counselor. Preferred recommendation from Pre-calculus teacher.

This is a year-long course in elementary functions and introductory calculus, designed for mathematically and scientifically oriented students. This course requires a high level of student commitment in order to keep up with the demanding workload. The first semester introduces the students to elementary calculus and related topics in geometry, algebraic functions and foundations. The second semester continues with integral calculus, with emphasis on the calculus of functions of one variable. The course also has elementary differential equations and calculus of transcendental functions. The course culminates in an Advanced Placement (AP) examination for students who seek AP credit.

Credit: 2 (two-year course, eligible for IB certificate upon completion)

Prerequisite:  Pre-calculus

Consultation with course teacher and counselor. Preferred recommendation from Pre-calculus teacher.

The course emphasizes the applied nature of the subject and is designed for students who wish to understand how mathematics relates to the real world and to other subjects. This course is suitable for students who may go on to further study in subjects that utilize mathematics in this way, such as social sciences, natural sciences, statistics, business, psychology, or design.

RAS graduation requires successful completion of three years of science; however, most colleges and universities recommend four years (credits) of science. 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 grades 11 and 12 who are behind in their science requirements may need to take more than one course to meet graduation requirements.

Students bound for biological and/or medical fields will need to complete both Biology AND Chemistry prior to taking AP Biology. They will also likely take AP Chemistry in either 11th or 12th grade. The only way to ensure that students are not taking those two difficult AP courses simultaneously in grade 12 is to offer Chemistry in Grade 10, and Biology in Grade 11. Students should make their course selections accordingly.

Credit: 1

The Integrated Science course introduces students to the scientific method and practical skills used in scientific investigations and technological development. The course also functions as a primer on the concepts to be explored further in Biology, Chemistry, and Physics. Students will acquire fundamental subject content knowledge such as atoms as basic building blocks of matter, concepts of mass and energy, chemical reactions, interactions between Earth systems, and application of the concepts in biological systems. Through exploration, emphasis will be made on science competencies such as excellent graphing skills, critical analysis of data, design and conduct an investigation, research using reliable resources, and communication using scientific vocabulary. Upon completion of this course, students will have an increased awareness of their environment and are prepared for more challenging investigations in the specialized science courses.

Credit: 1

Prerequisites: Integrated Science. Algebra I.

Students will first turn their eyes skyward – probing the motion and origins of the universe, stars, our solar system, and Earth’s place in it. Students will also learn about the origin of the elements in the cores of stars, the lifecycle of stars themselves and the formation of our solar system.  Next, students will learn about the complex large-scale system interactions (such as heat exchange and plate tectonics) that shape our Earth as well as how the rock and water cycles interact with chemical processes like the carbon and nitrogen cycles. Together with the atmosphere and biosphere – these geophysical and living systems shape our world and help determine soils, weather, and climate.  Students will then learn the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities. Particular attention will be spent modeling the mechanisms and implications of climate change.  

The performance expectations for this course reflect the many societally relevant aspects of ESS (natural resources, hazards, environmental impacts) with an emphasis on using engineering and technology concepts to explore solutions to the challenges facing human society.

Credit: 1

Prerequisites: Integrated Science. Algebra I passed.

Biology is the study of living organisms. In this course, students will be introduced to the characteristics of living organisms (structure and function, obtain and process energy and matter, respond to the environment, reproduce, and adapt), explore interactions of living organisms and their environment, adventure through the human body and apply their knowledge in biotechnological advancements. This course aims to provide students with knowledge so they are able to make informed decisions about the world in which they live. Students will be required to apply the scientific method and critical thinking skills to solve problems and complete experiments. Classroom activities, such as discussion, case studies, research, problem-solving, group projects, laboratory investigations, and application of current theories/facts, will be used to promote a greater understanding, appreciation and literacy in Biology.

Credit: 1

Prerequisites: Successful in Biology and Chemistry. Algebra I passed. Statistics advised but not mandatory. Consultation with course teacher and counselor.

AP Biology is recommended for advanced science students who have been successful in the regular Biology and Chemistry courses. This course is designed to be the equivalent of the general biology course usually taken during the first and second college years. 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, the molecular basis of inheritance, DNA technology; evolution; and ecology. The eight major themes from the AP Biology Curriculum Requirements are used to emphasize how the topics covered are all interconnected. The course culminates in an Advanced Placement (AP) examination for students who seek AP credit.

Credit: 1

Prerequisites:  Successful in Integrated Science. Geometry passed. Algebra II passed or in progress.

Physics is the branch of science that describes how the fundamental laws of nature interact with matter. Topics include mechanics of motion, interactions of matter and energy, forces, work, power, energy, momentum, circular & satellite motion, thermal physics, electricity, light, and sound. Students will be challenged to apply their knowledge of the laws of physics to solve physics-related critical thinking problems. The format will include discussion, case studies, research, problem-solving, and laboratory work. Students will learn to develop and apply mathematical models to describe and predict the behavior of physical systems.

Credit: 1

Prerequisites: Geometry passed. Algebra II passed. 

Consultation with course teacher and counselor

AP Physics 1 is an algebra-based, introductory, college-level physics course. This course requires a high level of student commitment in order to keep up with the demanding workload. Students explore principles of Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. The course is based on six big ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world. The following are the big ideas: 1)Objects and systems have properties such as mass and charge.Systems may have internal structure. 2)Fields existing in space can be used to explain interactions. 3)The interactions of an object with other objects can be described by forces. 4)Interactions between systems can result in changes in those systems. 5)Changes that occur as a result of interactions are constrained by conservation laws. The course culminates in an Advanced Placement (AP) examination for students who seek AP credit.

Credit:  1

Prerequisites:  Integrated Science. Algebra I.

This course is a general introduction to Chemistry that will build on material covered in Integrated Science as well as introduce new topics such as chemical equilibrium, thermodynamics, gasses, acids/bases, reaction rates, oxidation/reduction, and nuclear chemistry. This course is also a foundational course for AP Biology and AP Chemistry. The course incorporates many hands-on laboratory experiments and will allow a deeper understanding of our environment and the basic mechanisms underlying both inorganic and organic chemistry.

Credit: 1

Prerequisite: Chemistry. Algebra II passed or in progress.

AP Chemistry is recommended for advanced science students. This course is designed to be the equivalent of the general chemistry course usually taken during the first college year. This course requires a high level of student commitment in order to keep up with the demanding workload. Students should attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course topics include stoichiometry; properties of gases, liquids, solids, and solutions; chemical equilibrium, chemical thermodynamics, atomic and molecular structure, chemical kinetics, periodic tendencies, and descriptive chemistry of the elements.

Credit: 2 (two-year course, eligible for IB certificate upon completion)

Prerequisite: Chemistry. Algebra II passed or in progress.

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.

It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science, and environmental science.

Through studying a science subject, students should become aware of how scientists work and communicate with each other. In contrast, the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science,” this knowledge and skills will be put into the context of the way science and scientists work in the 21st century and the ethical debates and limitations of creative scientific endeavor.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers, and evaluate and communicate their findings. The investigations may be laboratory-based, or they may make use of simulations and databases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

The high school world language curriculum is designed to provide the student with the opportunity to continue the study of a language that he or she has previously studied in middle school or to study a new language of his or her choice. The student can make an appropriate choice with the appropriate level which is shown on the language path. Students can either choose Mandarin or Bahasa Melayu as their language elective course. Students in Grade 11 and 12 who wish to pursue AP courses will need to provide the necessary foundations.

RAS graduation requires the successful completion of two years of a foreign language.

Credit: 1

Prerequisite: None

The Mandarin I – Beginner course is a program designed for students who have no previous knowledge of this language but have a strong interest in learning it as a new language. This course is to help students develop “functional language ability” – the ability to use Chinese in linguistically, culturally, and socially appropriate ways. Students will be developed in listening, reading, speaking, and also writing skills. 

Students will be expected to convey their understanding of skills through a range of activities such as role-play, group discussion/conversation, presentation, writing exercises, listening exercises, reading comprehension, creating posters, etc.

Credit: 1

Prerequisite: Heritage speaker, year-long study abroad experience

The Mandarin I – Advanced course is a program designed for students that have studied Mandarin in the past or are native speakers. This course will prepare students to advance. 

Chinese study by exposing them to formal and written expressions and increasing their “media literacy.” This is accomplished by providing exposure to common Chinese idioms and the stories behind them, and by introducing students to authentic materials from newspapers, magazines, and the internet. Students are also exposed to various communication situations that require them to develop and use skills such as summary, description, discussion, debate, and reporting.

Credit: 1

Prerequisite: Mandarin I-B

The Mandarin II – Beginner course is designed as the second year of studies for students that completed Mandarin I – Beginner. In this course,  students are expected to be creative with the language, to use what they have already learned in new situations, and to provide descriptions of events and persons both in conversation and in short essays. Topics discussed earlier might be reintroduced to students, with higher expectations for their performance.

Credit: 1

Prerequisite: Mandarin I-A

The Mandarin II – Advanced course is designed as the second year of studies for students that completed Mandarin I – Advanced. In this course, the students will be expected to use more sophisticated vocabulary and be fluent in their oral presentations. Students will be introduced to topics such as environmental issues and historical and cultural concerns. They are expected to be able to read articles and stories. Chinese history, traditions, philosophy, and religious practices are discussed continuously.

Credit: 1
Prerequisite: Korean advanced level or your mother tongue at home
In this course, the students will be expected to use more sophisticated vocabulary and be fluent in their oral presentations. Students will be introduced to topics such as environmental issues and historical and cultural concerns. They are expected to be able to read articles and stories. Korean history, traditions, philosophy, and cultural practices are discussed continuously.

Credit: 1

Prerequisite: Mandarin II advance or year-long study abroad experience 

The primary goal of AP Mandarin is to enable students to master Intermediate High-level Chinese language skills and expressive styles, and conventions of communication through multiple aspects of Chinese society and culture.

Students who take the AP Mandarin course usually have at least successfully completed the Mandarin II course, or they have come to the school with a strong language background. The students who take AP Mandarin are supposed to be very motivated to continue with their Chinese studies and want to be challenged as much as possible in this course. Students will be expected to convey their understanding of the skills learned through activities such as reading and listening comprehension activity/exam, debate, demonstration of a specific task, essay writing, personal/group project, and oral presentations.

Credit: 1

Prerequisite:  None

Bahasa Melayu I curriculum is based on the American Council of Teaching Foreign Language (ACTFL) standards which consists of 5C : Communication, Cultures, Connections, Comparisons, and Communities. The standards are designed to cater to students with no prior knowledge of the target language. The approach to learning is student-centered, in which students are given opportunities to explore the language in both formal and informal settings.

Credit: 1

Prerequisite: Bahasa Melayu I

The Bahasa Melayu II course is designed as the second year of studies for students that completed Bahasa Melayu I. The curriculum is based on the American Council of Teaching Foreign Language (ACTFL) standards which consists of 5C : Communication, Cultures, Connections, Comparisons, and Communities. The standards are designed to cater to students who have a satisfactory foundation of the target language in the first year of studies. The approach to learning is student-centered, in which students are given opportunities to explore the language in both formal and informal settings. Students will be given a long-term project in the last quarter to apply their knowledge of the target language.

Credit: 1

 The high school ELL (English Language Learner) class is a full-year course designed to assist students in increasing their English language skills in order to meet the rigor of an English language academic environment. The ELL class will focus on the development of reading, writing, speaking and listening skills as well as giving students the tools and support to succeed in their core subject classes. Students who are enrolled in ELL will also be eligible to receive some in-class support from ELL staff. The high school ELL class may be a requirement for some high school students.

Credit: 0.5

Prerequisite: None

This is an action and application course. Applied Digital Skills I and II are courses designed for students to combine existing technology and communication skills to create digital media and activities to engage the school community. This may also include actively assisting students in elementary classes to share new digital skills. At the end of this course, students will be empowered to use technology to make a positive impact on campus by using technology in transformative ways. This course is designed for students who wish to actively learn and apply new skills each week.

Credit: 0.5

Prerequisite: None

Technology 10 is a year-long course which meets two times per week. It is scheduled in combination with HS PE. Students earn half credit as the class meets two times each week.

This Grade 10 Technology course is designed to help students wisely use technology in ways that will help them thrive in your other RAS courses. Students will also use technology to combine personal hobbies and curiosity into a tangible project that can help others. Students will go beyond the entry-level basics of using free programs by Apple and Google to explore the advanced features in ways that can deepen learning and performance in other classes. Assigned readings will be about technology in society, social media, and business uses of technology.

This is a project-based class. Students who show proficiency in required skills will be allowed to apply these skills to personalized projects around passions and interests in ways that will prepare them for their future. At the end of this course, students will be empowered to use technology to make a positive impact on campus.

This is a project-based class. Students who show proficiency in required skills will be allowed to apply these skills to personalized projects around passions and interests in ways that will prepare them for their future. At the end of this course, students will be empowered to use technology to make a positive impact on campus.

Credit: 0.5

Prerequisite: None

This is an action and application course. Computer Science students will focus on achieving four core goals. Students will get a hands-on introduction to a small number of programming languages (ex: Python, JavaScript, Swift, Apple Xcode, etc.). Students will learn and practice logic and programming skills. Students will also analyze and discuss news stories that affect the coding development industry and society. Students will utilize the Design Thinking Process from Stanford for creating working prototypes of an app or program. This course is designed for students who wish to actively learn and apply new skills each week.

The Visual Arts Program gives students an opportunity to think visually and to develop the skills to express themselves while creatively solving problems. As citizens of a visual world, a developed sense of visual literacy enables students to appreciate and understand everything they see. Students will explore and experiment with a variety of art media as they investigate ideas based on personal experiences as well as larger universal themes. Visual arts encompasses drawing, painting, sculpture, printmaking, photography, mixed media and traditional art forms like Batik. Students will also gain an understanding of aesthetics, art history, and the language of art.

*Photography not offered for 2021-2022

Credit: 1

Prerequisite: None

Art I is a one year foundational art course introducing students to the fundamentals of visual art. Art I is being offered as two one semester courses: Drawing and Painting: Art I (A) and Printmaking and Sculpture: Art I (B). Emphasis in this course is placed on skills acquisition, creativity, learning the language of art and presentation. Students will be asked to participate in a field experience during Singapore Artweek (January). Students will participate in class critiques as they learn to evaluate their work and the work of others. This course enables students to identify their strengths and possible areas of interest for future development. It provides the necessary foundation for more advanced Studio Art courses. Students may take both semesters to fulfill their requirement of 1 credit in Art.

Credit: 0.5

Prerequisite: None

Art I (A) is a one-semester art course focusing on foundational drawing and painting skills. Students acquire and apply skills using the elements of art, compositional devices, and various techniques in classical drawing and painting. Graphite (pencil), charcoal, colored pencil, pastels, watercolor, and acrylic paints are examples of media used in this foundational art course.

Credit: 0.5

Prerequisite: None

Art I (B) is a one-semester art course focusing on foundational printmaking, photography, and sculpture. Students acquire and apply skills using the elements of art, principles of design, composition, perspective, and various techniques in traditional printmaking and additive and reductive sculpture. Lino-cut blocks, ink, stencils, carving tools, paper, cardboard, wire, clay, wax, and plaster are examples of media used in this foundational art course.

Credit: 0.5 or 1.0

Prerequisite: Art I (A)

In this studio art course, students will learn new techniques and develop skills and insights necessary to create drawings and paintings that are accurate, expressive, and high quality. This course may be repeated by students who wish to strengthen skills and deepen their understanding of a particular media (especially students interested in taking AP Art & Design). Subject matter may include still life, portraiture, figure drawing, architectural drawing, landscape and thematic investigations. Students will be exposed to various artists as inspiration for their own projects. Students are expected to participate in a field experience during Singapore Artweek (January).

Credit: 1

Prerequisite: Art II

Students will gain confidence in their own vision and ability to generate images that explore the personal subject matter. They will have an opportunity to explore an idea in-depth, creating multiple works in a series. Most work will be generated from original reference material. Students will work primarily in drawing and painting media, although students may choose to pursue an investigation in a 2D design media (like batik or printmaking). Students are expected to participate in a field experience during Singapore Artweek (January). Various topics in Art History and Culture are explored in Art III.

Credit: 1

Prerequisite: Art III and permission from teacher and counselor.

The AP Art & Design curriculum currently offers two portfolio focuses: AP Drawing (which includes primarily drawing and painting media) and AP 2-D Design (which includes all 2-dimensional media). Portfolios allow flexibility of coursework while guiding students to produce college-level quality artistic investigations. Students’ portfolios demonstrate skills and ideas developed, refined, and applied throughout the course to produce visual compositions. The Drawing portfolio addresses issues such as line quality, light, and shade, rendering of form, composition, surface texture, the illusion of depth, and mark-making. The 2-D Design portfolio addresses the use of the Principles of Design and contemporary design principles like hierarchy, opacity, transparency as well as traditional design concepts like composition and color theory. Portfolios are evaluated based on standardized scoring descriptors aligned with skills and understanding developed in college foundation courses. AP Art & Design students submit a portfolio in lieu of a written exam. The AP Art & Design portfolios consist of two sections: Sustained Investigation (15 digital images of artwork including process documentation) and Selected Works (5 best works) and written evidence to demonstrate skillful synthesis of materials, processes, and ideas.

Credit: 0.5

Prerequisite: None

Digital Photography is a semester-long course that focuses on understanding the basic operations and functions of a digital single-lens reflex camera and the manipulation of its settings to achieve a specific result. Students will learn about photographic elements of art and principles of design, composition, and lighting. Students will write and speak about aesthetic, technical, and expressive qualities in a photograph, learning to critique their own and others’ work. Students will learn image techniques and digital manipulation using Affinity Photo, teaching them how to archive, organize and optimize their photographs for print or web purposes. Students will learn how to manage and creatively alter digital images as well as critically analyze the use of visual media as a means of communication in our society today. They will be provided a greater level of autonomy, expected to pursue their own interests and develop an individual voice. Students will explore the significance of photography within the larger context of the art world and learn about the critical and varied applications it has to the modern working world.

The arts infuse our lives with meaning every time we experience the joy of a well-remembered song, enjoy a sublime dance, or get inspired by a captivating play.  The performing arts department at RAS explores the cognitive and physical actions by which arts learning and making are realized.  The standards assessed are based on the four processes of creating, performing, responding, and connecting.  By engaging in classroom rehearsals and staged performances, students will be offered chances to examine artistic possibilities through improvisation, problem-solving, and reflection.  The skills gained in the performing arts are skills that can be transferred to other aspects of learning and into developing thoughtful and responsible global citizens.

*Not offered in 2021-22

Credit: 0.5

Prerequisite: None

In this class, students will learn to portray compelling characters and complex scenes.  Students will use various creative drama techniques to build ensemble, stimulate imagination, movement, and role-play with an emphasis on movement and stage presence.  Students will focus on realistic acting, commanding audience attention, and developing a stage presence.  They will understand and follow stage directions, and use proper techniques for body and voice control.  Students will learn and discuss the basic elements of drama to better understand and analyze characters and scripted material.  Students will learn and use drama and theatre vocabulary in class discussions.  Students will exhibit and reinforce their skills through individual and group presentations, performances, and scriptwriting.

Credit: 0.5

Credit: 0.5 or 1.0

Prerequisite: None

A theoretic and applied study of the basic elements of choreography will be introduced and explored through the creation of original works. Choreography will be approached through the exploration of resources including improvisation, use of ideas, knowledge of forms, and development of the craft. Students will be exposed to various choreographic processes, terminology, and potential performance venues. Students will receive weekly assignments directed toward specific problems and dance elements; then begin to develop works with an emphasis on the relationship between manipulation of musical phrases and choreography. Students will learn to move from phrase development to the completion of a dance. They will learn to critique dances through the workshop process by observing, reflecting, discussing, evaluating, and making recommendations for revision. The culminating class project will be to collectively produce a dance production and incorporate such elements as costumes, lighting, original music, props, sets, and professional staging. Students will also learn to imaginatively use technology to support their dances and personal choreographic process.

Credit: 1

*Prerequisite: MS band or equivalent/Instructor Permission

The band is comprised of woodwind, brass, and percussion instrumentalists working together to perform the music of various genres.  Students will engage in group work by learning various rehearsal techniques, but through a differentiated approach, will also show individual development through online resources and individual learning plans.  Students that show mastery in their instrumental skills will have the opportunity to perform solos, or in various woodwind, brass, and percussion chamber ensembles.    

Furthermore, the band class is designed to expose students to the world of instrumental music via the band repertoire. Every student who takes this course will need to obtain a band instrument. Below are some of the skills and areas of knowledge that we will focus on in this class: 

• Daily exercises to develop music reading skills (note names, counting, articulation, dynamics.) 
• Daily exercises to facilitate good tone and breathing technique. 
• Skills to develop technique and facility on your instrument (scales, arpeggios, etc.) 

Time daily to support the muscle memory needed to perform on an instrument. 

• Performance etiquette (behavior and dress) 
• Listening and group performance skills (analyzing, problem solving, teamwork) 

Although there will be occasional written work and projects assigned, most of the work for this class is made up of class rehearsals, practicing at home, and performances. For this reason, participation during rehearsals and performances will comprise a large part of the grade.

Credit: 2 (two-year course)

Prerequisite: MS band or equivalent/Instructor Permission

Through the music course, students develop their knowledge and potential as musicians, both personally and collaboratively.

This involves aspects of the composition, performance, and critical analysis of music. The course exposes students to music forms, styles, and functions from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment.

Both standard level (SL) and higher level (HL) music students are required to study musical perception.

SL students in music are then required to choose one of three options:

• creating (SLC)
• solo performing (SLS)
• group performing (SLG).

HL students are required to present both creating and solo performing.

In the teaching of the music course, it should be possible to have groups of students that include both SL and HL students, through a variety of teaching approaches, all students—whether SL or HL—will be encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of music.

Credit: 0.5 

Prerequisite: None

HS Health is a one-semester, half-credit requirement taken in grade 9. It will be scheduled in combination with PE 1. Please note that depending on numbers, students may not be placed in their desired semester choice.

This class centers around the habits, interactions, and decisions of living a healthy lifestyle. The aim is to equip students with the tools to make educated and responsible decisions that will help guide them through a healthy, happy, and safe life. Topics of exploration will include body systems (anatomy and physiology), nutrition and exercise, mental and emotional health, growth and development, and substance abuse. Content and skills of the course will be implemented through inquiry based learning that will focus on investigating essential and guiding questions which will help them to understand the content on a deeper and more meaningful level.

Credit: 0.5 

Prerequisite: None

HS PE 1 is a one-semester, half credit requirement taken in grade 9. It will be scheduled in combination with HS Health. Please note that depending on numbers, students may not be placed in their desired semester choice.

Grade 9 Physical Education is a continuation in the PE curriculum of RAS in which students learn the importance of sport and exercise in order to build and maintain a healthy lifestyle. The objective of the class is to improve the fitness, coordination, mobility, and interest in exercise and healthy living of the student.  Students will participate in a number of indoor and outdoor activities that will include, but are not limited to,  football, badminton, swimming, and circuit training.

Credit: 0.5 

HS PE 2 is a one-semester, half credit requirement taken in grade 10. It will be scheduled in combination with HS Technology. 

Grade 10 Physical Education is a continuation in the PE curriculum of RAS in which students learn the importance of sport and exercise in order to build and maintain a healthy lifestyle. The objective of the class is to improve the fitness, coordination, mobility, and interest in exercise and healthy living of the student.  Students will participate in a number of indoor and outdoor activities that will include but are not limited to football, badminton, basketball, tchoukball, rugby, floorball, swimming, and circuit training.

Credit: 1

HS PE 3 is a full-year, full-credit course taken in grade 11 or 12. 

Strength and conditioning will introduce students to the theories and applications of exercise and fitness covering a range of styles and demographics. Students will begin by learning the basics of stretching, resistance training, and cardiovascular fitness. As the class progresses, students will delve deeper into fitness by practicing different styles of exercise such as yoga, animal flow, agility, and speed training, and calisthenics.  Throughout the course, students will be educated on the anatomy and physiology of exercise and fitness in order to better understand the mechanisms of systems that help us develop healthy, strong, dynamic bodies. 

Changes may be made at the discretion of the new PE Teacher.

Credit: 0.5

Prerequisite: Grade 9-10 Physical Education

Sports and Exercise Science is an elective course for students who are particularly interested in the subjects of sport and science. During this course, students deepen their understanding of the human anatomy, biomechanics, and physiology, and will use this knowledge to create general and sports specific workout plans. Learning content and skills is very hands-on and will require students to participate in regular exercises and demonstrations.

Credit: None 

Pre-requisite: Permission of Counselor

Grade 11-12 students may take this class. The class is designed to improve study skills and give students time to work on assignments, group projects, reviews, and test preparation.  The counseling department also uses it for college applications and other issues if they arise. The structure of the class is an independent study time under the supervision of an academic teacher.