The curriculum chosen by the school for English complies with the Common Core standards and covers all strands of language including reading, writing, listening, and speaking. Students at Al Sanawbar are expected to read stories and literature, as well as more complexed texts that provide facts and background knowledge in areas such as science and social studies. Students are challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career building and everyday life. http://www.corestandards.org/ELA-Literacy/
Al Sanawbar School uses a high-quality math curriculum built on the new Common Core standards. These math standards provide clarity and specifics rather than broad general statements. The Common Core concentrates on a clear set of math skills and concepts. Students learn concepts in a more organized way both during the school year and across grade levels. These standards teach students on how to solve real-life mathematical problems. http://www.corestandards.org/Math/
The Science curriculum is challenging throughout the entire K–12 levels. The elementary school standards call for early introduction of science facts and terms. Quality textbooks and reading materials in science are used to support students in mastering these standards as they develop their reading skills and vocabulary. The Investigation and Experimentation standards allow students to make a concrete association between science and the study of nature as well as provide them with many opportunities to take measurements and use their basic mathematical skills. The middle school science standards, with emphasis on the disciplines at each grade level, raise the bar substantially for students. The Science Content Standards make the middle school curriculum more rigorous and prepare students for in-depth study of science at the high school level. The high school science standards require more than two years of science courses for students to achieve the breadth and depth described.
The Computer Technology Standards of Learning adopted at school define the essential knowledge and skills necessary for students to access, manage, evaluate, use, and create information responsibly using technology and digital resources. They provide a framework for digital literacy and include the progressive development of technical knowledge and skills, intellectual skills for thinking about and using information, and skills needed for working responsibly and productively both individually and within groups. Digital literacy focuses on using technology to learn rather than learning about technology.
To become technologically proficient, students must develop digital literacy skills through integrated activities across all K-12 content areas. These skills are introduced and refined collaboratively by all K-12 teachers as an integral part of the learning process. http://www.doe.virginia.gov/testing/sol/standards_docs/computer_technology/2012/stds_comptech_complete.pdf
The course of Economics aims to prepare students for life by training them to use their reasoning skills and giving them an idea of the power that they have in the economy and the consequences of their choices. Economics is a social science course dealing with the elements of Microeconomics. Microeconomics is the study of economic actors in the economy – consumers and producers – explained in the concepts of supply and demand. Macroeconomics also covers the study of the entire economy supervised at both national and international levels to solve the main economic problems, such as unemployment, inflation & economic growth. By the end of grade 12, students will be able to describe how an economy works and maintains the best political and economic strategies to compete internationally as well as promote citizen well-being at the national level.
Business Studies is a social science course describing the general branches of business activities in an economy. The course focuses on the study of the following categories: Economic Resources & Systems; Entrepreneurship; Consumer Rights & Decisions; Business Organizations; Leadership & Management; Marketing; Production; Finance; Human Resources; Business Technology & the Global Economy. By the end of grade 11, students will be able to analyze, conclude & report on different business situations related to national and international case studies.
The World History course equips students with the knowledge of the Global Community by using social sciences to study a vast number of cultures in different places resulting in the development of civilization. The course introduces the aspects of the Early Arab, Asian & European Civilizations; the Emergence of the Modern World, Democracy and Nationalism growth in Europe; and the Industrial Revolution with its global impact.
Physical Education significantly contributes to students’ well-being; therefore, it is an integral part of our students’ educational experience. High-quality Physical Education instruction contributes to good health, develops fundamental and advanced motor skills, improves students’ self-confidence, and provides opportunities for increased levels of physical fitness that are associated with high academic achievement. Mastering fundamental movement skills at an early age establishes a foundation that facilitates further motor skill acquisition and gives students increased capacity for a lifetime of successful and enjoyable physical activity experiences. These standards focus on the content of physical education and incorporate the detail required to guide the development of consistent, high-quality physical education instructional programs aimed at student learning and achievement.